The purpose of this study is to identify a typology of school organizational capacities using teachers' perceptions of school organizational context. Employing a sample of New York City schools serving students in grades 3-8 (n = 1,289), we perform a 3-step latent class analysis (LCA). We identify six subgroups of schools: "versatile (31%)," "demoralized (19%)," "developing (15%)," "collaborative, (13%)," "responsive (11%)," and "controlled (11%)." These subgroups are associated with school and student characteristics. Controlling for these characteristics, teacher perceptions of school context are also associated with student outcomes. This typology has policy implications for those seeking to differentiate school supports.