AN ANALYSIS OF WHETHER SCHOOLS PLAY A DISTINCT ROLE IN THE PROBLEM AND A BRIEF REVIEW OF EVALUATIONS OF SPECIFIC SCHOOL CHANGES TO ADDRESS THE PROBLEM ARE ALSO INCLUDED. A FOUR-CATEGORY CLASSIFICATION OF THE INCIDENTS OFTEN INCLUDED IN REPORTS OF SCHOOL CRIME IS SUGGESTED: SCHOOL ATTACKS, THEFTS, AND WITHDRAWALS; DRUG AND ALCOHOL ABUSE; STUDENT PROTESTS AND DEMONSTRATIONS; AND RACIAL AND ETHNIC GROUP TENSIONS. THE FRUSTRATION OF RESTRICTED OPPORTUNITES, SUBCULTURAL DIFFERENCES IN VALUES AND ATTITUDES, PROLONGED ADOLESCENT DEPENDENCE, DAMAGED PERSONALITIES, AND THE PROCESS OF LABELING AND STEREOTYPING ARE CITED AS MAJOR THEORIES OF JUVENILE DELINQUENCY AND YOUTH CRIMES CAUSATION. DATA IS REPORTED ON THE DEGREE TO WHICH SCHOOLS TAKE SPECIFIC NOTICE OF CHANGES IN STUDENT BEHAVIOR BY DISTRIBUTING REWARDS FOR IMPROVEMENTS IN DESIRED BEHAVIORS, PLACING COSTS ON MISBEHAVIOR AND PROVIDING ACCESS FOR STUDENTS IN SCHOOL DECISIONMAKING PROCEDURES, AND THE EFFECT OF THESE ACTIONS ON INDIVIDUAL STUDENT OFFENSES. IT IS SUGGESTED THAT WHILE THE MAIN SOURCES OF MOST SERIOUS OFFENSES ALMOST CERTAINLY LIE IN FEATURES OF THE BROAD SOCIETY, SCHOOLS CAN AGGRAVATE THE PROBLEM OR REDUCE IT ACCORDING TO THE WAY THEY ORGANIZE THEMSELVES TO DISPENSE COSTS, REWARDS, AND ACCESS TO INDIVIDUAL STUDENTS, AND THAT THE STUDENT VIOLENCE PROBLEM COULD BE PARTIALLY MET THROUGH IMMEDIATE REFORMS IN SCHOOL STRUCTURE. APPENDED MATERIALS INCLUDE THE DATA AND MEASUREMENT SOURCES, RESEARCH METHODS, AND STUDY RESULTS USED AS THE BASIS FOR THIS DISCUSSION.... ELW