The data subset for this study was obtained from a larger longitudinal study of 660 inner-city Philadelphia children, half boys and half girls, who entered kindergarten in the fall of 1968 and are still being followed. The initial data collection period was 1968-72, during which time the currently reported measures for coping and adjustment to the early school experience were obtained. The currently reported data on lifelong officially reported delinquency, school delinquency, and conduct disturbance in the classroom were obtained during a second period of data gathering (1972-75). The early high-risk patterns in school were annoying social behavior, excessive talking, noisemaking, impatience, negative and defiant behavior toward the teacher, and self-centered verbal responsiveness. Overall, high-risk children were overly involved socially and unwilling or unable to modulate their motor and cognitive behaviors to accommodate others. Suggestions for additional research are offered. 6 tables and 65 references.