THERE IS AN EVOLVING BODY OF THEORIZING AND EVIDENCE WHICH INDICATES THAT STUDENTS' ASSIGNED STATUS WITHIN THE EDUCATION SYSTEM ARE STRONGLY ASSOCIATED WITH SCHOOL MISCONDUCT AND OTHER FORMS OF DEVIANT BEHAVIOR. THIS OBSERVATION IS TESTED THROUGH USE OF QUESTIONNAIRE DATA OBTAINED FROM THE RESPONSES OF JUNIORS AND SENIORS FROM A HIGH SCHOOL LOCATED IN A MEDIUM-SIZED, WORKING-CLASS COMMUNITY IN NEW YORK STATE. DATA ANALYSES, USING A COMBINATION OF YULE'S Q AND FIRST-ORDER PARTIALS, INDICATE THAT TRACK POSITION (COLLEGE-BOUND VERSUS NONCOLLEGE-BOUND STUDENTS) IS NEGATIVELY ASSOCIATED WITH SUCH OUTCOMES AS TRUANCY, DRINKING, ARREST, AND COURT CONTACT. IN REGARD TO SCHOOL MISCONDUCT, IT WAS FOUND THAT NEARLY THREE-FOURTHS OF THE STUDENTS BECOME INVOLVED IN SUCH BEHAVIOR BECAUSE OF PEER INFLUENCE. AN ADDITIONAL 11.4 PERCENT OF THE MALES AND 15.4 PERCENT OF THE FEMALES ENGAGE IN MISCONDUCT DUE TO DISLIKE FOR SCHOOL. FINDINGS IMPLY THAT THE PRESENT EDUCATIONAL STRATIFICATION IS CORRELATED WITH DEVIANT BEHAVIOR, AND THAT ALTERNATIVES TO THE INFLUENTIAL CLASS-BASED CRIMINOLOGICAL THEORIES BE DEVELOPED. AN EMPHASIS SHOULD BE PLACED ON THE NATURE OF THE SCHOOL EXPERIENCE. ATTEMPTS SHOULD ALSO BE MADE TO RESEARCH THE ADOLESCENT PEER CULTURE THAT SEEMS TO EXIST IN MOST HIGH SCHOOLS. TABLES ARE PROVIDED SHOWING STUDY DATA, AND BIBLIOGRAPHICAL REFERENCES ARE INCLUDED. THE STUDY INSTRUMENT IS NOT PROVIDED. (DAG)