The purposes of this study are to investigate the effects of cross-district schooling at elementary and junior-high schools on the behaviors of students. The relationships between school environments and the performances of students are also studied. The subjects of this study included 863 third-grade students of seven junior-high schools. They were classified into District Crossing (DC) Group and Non-district Crossing (NDC) Group by whether they crossed school district or not at the stages of elementary and junior-high schools. Six self-deviced questionaires and a basic data were employed for this study. This six questionaires were used to obtain the information of students experience about school lfie learning behavior, achievement motivation, self-confidence, social anxiety, and interpersonal relationship. The basic data inventory was distributed to collect the information of social economic status. The intelligence test at the time of entrance of junior-high school was used as an index of intelligence of students. The total scores of the simulated joint-entrance examinations for senior-high school were used as index of the aacdemic achievements. The data were analyzed by analysis of covariance, Pearson product-moment correlation, multiple-stepwise regression analysis and cononical correlation analysis. The findings were as follows: (1) Students of DC group shows no superiority in academic achievement, learning behavior self-confidence, social anxiety, interpersonal relationship. (2) The achievement motivation of DC group is inferior to that of NDC group. (3) The school environments, which are measured by ten environmental variables, explains 11.7% of the total variances of the academic achievement of students. The school prestige explains only .64%. (4) The total redundancy of the six outcome variables given the availability of the ten environmental variables is only .149, showing that there are other sources which may influence students´ outcome variables.