The 120 study subjects included 40 randomly selected students between ages 14 and 16 at each school. One school was a regular secondary school, another served probationary delinquents, and the third was a youth center for the detention of delinquents. Data were collected via school records and test instruments which supplied data on attitudes toward school, achievement, self-concept, and anxiety. Data analysis showed that the delinquent juveniles differed significantly from the two other groups on all factors. The delinquents had significantly higher feelings of anxiety, repeated a significantly greater number of grades, and had significantly lower reading skills and achievement levels than the groups. Probationary delinquents tended to fall between the other groups on the study measures. Results supported Glasser's theoretical position that school failure and delinquency are significantly associated. Findings indicate the need to develop a basic model to identify and perhaps predict delinquent behavior. Results also suggest that juvenile delinquency prevention programs often fail because they are based on incorrect assumptions about the sources of delinquency and overlook the crucial roles of school failure and low self-esteem. Results suggest that changes in public school programs could help reduce the incidence of juvenile delinquency by reducing some children's tendency to establish a school-failure identity. Findings also indicate that correctional education should increase its emphasis on reading skills development and ability. A literature review, tables, footnotes which include references, and a bibliography of approximately 135 references are included. (ERIC abstract modified)