This study, involving selected Virginia urban high schools, examines the relationship between school facility condition and student achievement and behavior. The study determined student achievement by using the Test of Academic Proficiency for grade eleven during the 1992-93 school year; student behavior was determined by the ratio of the number of expulsions, suspensions, and violence/substance abuse incidents to the numbers of students in each school. The study's findings show that student achievement scores and disciplinary incidents are higher in schools that have better building conditions. Science achievement scores also are higher in schools that have better science laboratory conditions. Finally, the varying of climate control, locker, and graffiti conditions are factors in improving student achievement scores. Appendices contain statistics on student population and demographics, a copy of the survey used to assess a facility's physical status, documents pertaining to the study sample, and research questionnaires. (Contains 44 references.) (GR)