Causal models, guided by a "frame of reference" hypothesis, were used to examine whether school academic climates have any impacts on self-concepts of academic ability, global self-esteem, and long-range educational attainments. Analyses were based on a subsample of 1,487 White males from the Youth in Transition nationwide study of high school students. After the effects of individual ability and family socioeconomic status (SES) were controlled, there were only small negative effects of school mean ability on self-concepts and self-esteem. Educational attainment 5 yrs beyond high school was strongly influenced by background, ability, and grades, but there was little additional impact from self-concepts and self-esteem, and no overall effect attributable to school climate. Findings differ sharply from those reported by H. W. Marsh and J. W. Parker (see record 1984-32730-001), which were based on their study in 5 Australian schools. (29 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)