Introduction. The article contains a brief outlook of various types of analysis of the activities of secondary education establishments, which are essential for their efficient functioning and development. While researching the issue, the authors reveal the problem of the lack of environmental cross-disciplinary analysis as well as the deficiency of its indicators for studying educational regional subsystems along with separate secondary education establishments (SEEs). Objective: the development and testing of indicators for environmental cross-disciplinary analysis of functioning of educational subsystems as well as a separate SEE. Materials and methods: the article showcases the outcomes of the research, during which SEEs in three regions of the Russian Federation were studied: Volgograd Oblast, Krasnoyarsk Krai, and the Republic of Sakha (Yakutia). The selection of the regions was based on their demographic and climatic resemblance. The collected data was juxtaposed and analysed by statistical, demographic and cartographic means. Results and discussion: owing to the cross-disciplinary approach, performance indices of urban and municipal subsystems of secondary education have been identified and tested: presence or absence of non-integrated schools; presence or absence of schools with advanced programmes; presence or absence of public educational establishments; correlation between the number of schoolchildren and schools; presence or absence of schools with low educational outputs. The latter index was intently focused on: it was studied not only with the help of quantitative analysis with its conventional presentation, but also by applying infographic. This approach has allowed obtaining visual support for the detected trends. Conclusion: the results of the tests permit suggesting several talking points on further development of municipal subsystems of secondary education: the enhancement of schools with advanced programmes, educational establishments that deal with gifted children, and cadet educational establishments by modernising existing small schools; the reduction of public educational establishments and schools with low educational outputs.