Standards-based student achievement scores are used to assess the effectiveness of public education and to have important implications regarding school public relations and human resource practices. Often overlooked is that these scores may be moderated by the characteristics of students, the qualifications of principals, and the restraints imposed on elementary schools. To assess this potential, 480 elementary school buildings were sampled at random, and achievement scores were regressed on these potential moderators. Results indicate that achievement scores are influenced by the socioeconomic status of students, the percentage of English-language learners, building enrollment, and per-pupil expenditure. These findings are discussed from a school public relations perspective as well as from a human resources perspective. (Contains 3 tables.)