This dissertation examines how personal experiences of school and school organizational features are related to later citizenship outcomes. In the first empirical chapter, I focus on how experiences of specific authority relations and community dynamics in school settings affect later citizen participation and attitudes toward government. I explore four channels through which schools may affect citizenship outcomes: potentially marginalizing experiences of school, potentially socially integrating experiences of school, basic skills acquisition for participation, and educational attainment. I find evidence suggesting that all four of these channels are associated with later citizenship outcomes. In the second empirical chapter, I examine three ways that schools could affect citizenship: (1) by affecting the likelihood of having particular experiences of school that are associated with citizenship outcomes; (2) by affecting citizenship outcomes directly; and (3) by conditioning the associations between particular experiences and citizenship. To examine each of the possible ways that schools may affect citizenship, I focus on the authority relations, community features, and racial dynamics in the school. I find that there is limited evidence that schools affect citizenship in each of these ways. In the third empirical chapter, I explore whether students of different racial or socioeconomic status backgrounds are more likely to experience more punitive or restrictive disciplinary environments. I also examine how the authority relations and racial dynamics of schools are related and how they are distributed across schools focusing in particular on three dimensions of racial dynamics: racial group presence, the average socioeconomic position of racial groups, and racial conflict in school. I find that students with different socioeconomic and racial backgrounds on average attend schools that organize their discipline in more punitive and restrictive ways. I also find that all three of the racial dynamics are related to discipline policies.