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Abstract
Path analytic procedures, using a sample of 24,599 eighth graders from the National Educational Longitudinal Study of 1988 (NELS:88), was used in determining the effects of theory-driven school learning variables—previous achievement, quality of instruction, motivation, quantity of instruction, and homework—on eighth grade students' academic achievement. Students 'family background, ethnicity, and gender were included as exogenous variables. The factors students' family background, ethnicity, previous achievement, motivation, and homework had positive direct effects on achievement - the strongest effects coming from family background and previous achievement. Factors with small to moderate effects included ethnicity, motivation, and homework. Of these, the factors motivation and homework are especially noteworthy since they can be potentially manipulated by schools.