The class background model proposes that social class will be related directly to academic performance and commitment to school and inversely tied to delinquency, while the school status theory argues that academic performance and commitment are strongly associated with delinquency regardless of class. In 1974, this study administered questionnaires to 733 students who represented working and middle-class areas as well as different academic programs. The survey asked about self-reported delinquencies and grades, father's occupation, and attitudes toward school. Analysis showed that a low commitment to school was the only significant predictor of thefts and violence among junior high school students, in addition to being the prime determinant of school rebellion. In senior high school, low school commitment was associated with theft, vandalism, drinking, and school rebellion. Another school status variable -- academic program -- was an important predictor of violent delinquency. The results also revealed that males were more frequently involved in delinquencies than females and that delinquent behavior increased between junior and senior high school, confirming previous researchers' findings. The predictive power of social class was very weak, accounting only for the junior high school drinkers. Both theoretical frameworks, however, failed to explain substantial variations in the amount of delinquency. A reconceptualization is needed which considers family background, control, and socialization variables as well as class and school factors. Tables and 39 references are provided.