The first few sections of the presentation review some of the descriptive data about the distribution of delinquent behavior according to age, social class, ability, and school performance. These descriptive data constitute much of what must be explained by useful theories of delinquency. The reported associations of delinquent activity with age and among different social groups vary according to source -- official records, self-reports, level of aggregation - and whether or not incidence rates or prevalence rates are examined. Subsequent sections of the presentation put delinquency into perspective by describing the roles of statuses occupied by contemporary juveniles, since these social positions largely determined the opportunities and problems youth experience. Implications of several major theoretical perspectives linking schooling with delinquency are then discussed, and the kinds of research required to improve theories and gain practical knowledge about preventing delinquency are then considered. It appears that there are greater prospects of gaining practical knowledge of strategies for delinquency prevention through school interventions if an action research approach is adopted. About 150 references are listed. (Author summary modified)