The sample consisted of students between 11 and 15 years of age who were in grades 7 and 8. About 34 percent of students and 12 percent of teachers were nonwhite, and 57 percent of teachers were female. The school neighborhood was predominantly white and middle class. An anonymous questionnaire was administered to all students who had parental permission to participate. Students responded to questions on personal background characteristics, family involvement in schooling, ability, commitment to school, and delinquent behavior in school. Data analysis focused on four components of the school social bond: school commitment, attachment to school, involvement in school, and belief in school rules. Results showed personal background, family involvement in schooling, and ability had differential effects on school social bond components. In addition, an examination of independent effects of school social bond components suggested certain components were more important than others in controlling different types of school delinquency. The author concludes the school social bond is an important intervening mechanism that helps to explain effects of certain predictor variables on school crime, misconduct, and nonattendance. Implications of the findings for future research and policy and program development are examined. 72 references, 4 notes, 4 tables, and 4 figures