THERE IS RELATIVELY LITTLE MATERIAL ON EDUCATION AND SCHOOLING FOR THE DELINQUENT YOUTH, AND EVEN LESS ON THE ADMINISTRATION OF EDUCATIONAL PROGRAMS FOR THEM. BECAUSE EDUCATION IS SUCH A MAJOR PART OF PROGRAMMING FOR DELINQUENTS, THE ADMINISTRATION OF THEIR EDUCATIONAL PROGRAMS TAKES ON EVEN GREATER SIGNIFICANCE. POLICY, ADMINISTRATIVE, AND FUNDING RESPONSIBILITIES FOR A VARIETY OF SERVICES TO DELINQUENT CHILDREN ARE GENERALLY FRAGMENTED AT THE STATE LEVEL AMONG AND WITHIN A NUMBER OF DEPARTMENTS AND AGENCIES, WITH LITTLE COORDINATION PROGRAMMING WITH A MAXIMUM OF COMMUNICATION AND COOPERATION WITHIN AND AMONG ALL AGENCIES WORKING WITH DELINQUENT YOUTH. AS REPORTED IN THE SECOND PAPER, IN ORDER TO ACCURATELY ASSESS THE DELINQUENT CHILD'S EDUCATIONAL NEEDS AND ABILITIES, A PROGRAM CALLED THE ASSESSMENT TEACHING CURRICULUM WAS DEVELOPED IN PENNSYLVANIA AS AN EDUCATIONAL ALTERNATIVE FOR DELINQUENTS. THE PROGRAM OPERATES IN CONJUNCTION WITH ESTABLISHED CURRICULUM GUIDELINES SET BY THE BOARD OF EDUCATION, AND THEREFORE ASSURES THE CHILD OF 'SCHOOL TIME' WHICH MAY BE APPLIED TO SCHOOL PLACEMENT ANYWHERE WITHIN THE STATE. IN THE FINAL PAPER, HISTORICAL TRENDS IN THE PATTERN OF DELINQUENCY ARE OUTLINED. SEVERAL CAUSES OF ALIENATION AND DELINQUENCY WHICH LEAD TO YOUTH CONFLICT WITH COMMUNITY AGENCIES ARE IDENTIFIED. THREE FACTORS ARE EMPHASIZED -- PSYCHOLOGICAL, PSHYSIOLOGICAL, AND SOCIOECONOMIC. MANY STUDENTS ALIENATED FROM SCHOOL HAVE LEARNING DISABILITIES CAUSED BY VISUAL OR AUDITORY PHYSIOLOGICAL DEFICITS. WHEN TWO OR MORE FACTORS (I.E., EMOTIONAL TRAUMA; DISADVANTAGEOUS ECONOMIC BACKGROUND, AND LEARNING DISABILITIES) COMBINE, THE CHANCES ARE GOOD THAT THE CHILD WILL BE ALIENATED. DIAGNOSTIC AND PRESCRIPTIVE APPROACHES ARE RECOMMENDED TO REMEDY THE PROBLEM. (AUTHOR ABSTRACT MODIFED--DJM)