The aim of this article is to gain further insight into the determinants of scholastic judgments. On the basis of a previous study (Dompnier, Pansu, & Bressoux, 2006), we propose a model of the processes underlying teachers’ judgments. In addition to taking into account some of these determinants, the proposed model grants to pupils’ social utility, as perceived by their teacher, the status of central mediator between scholastic judgments and their determinants (pupils’ actual academic achievement, pupils’ scholastic history, classroom context, and internality perceived by teachers). The initial model was tested on a first sample of 250 pupils (3rd grade) and their teachers, and then improved. Next, the modified model was validated on a second sample of 249 pupils (3rd grade) and their teachers. The results obtained on this sample indicated that the modified model fit the data to a satisfactory extent, and that it is more parsimonious that alternative nonhierachical models.