MERTON'S MODEL OF DEVIANCE REFLECTS THE VIEW THAT DEVIANT BEHAVIOR IS THE INDIVIDUAL'S RESPONSE TO THE DISJUNCTION BETWEEN VALUED GOALS AND THE LEGITIMATE MEANS AVAILABLE TO ACHIEVE THESE GOALS. APPLICATION OF A MODIFIED AND EXTENDED VERSION OF MERTON'S MODEL TO AVAILABLE DATA ON STUDENT DEVIANCE SHOWS THAT THE OCCURRENCE OF DEVIANCE IS SOCIALLY PATTERNED WITHIN THE SOCIAL SYSTEM OF THE SCHOOL, REFLECTING THE SOCIOECONOMIC, RACIAL, AND SEXUAL ATTRIBUTES OF THE STUDENT BODY. STUDENTS OF LOW SOCIOECONOMIC STATUS AND MALES APPARENTLY ARE MORE LIKELY TO BE DEVIANT GENERALLY AND TO ENGAGE IN CRIMINAL AND/OR REBELLIOUS BEHAVIOR IN PARTICULAR. BUT THERE ARE OTHER, LESS OVERT FORMS OF DEVIANCE FREQUENTLY ENGAGED IN BY OTHER STUDENTS. THESE INCLUDE INNOVATION (CHEATING, PURCHASING TERM PAPERS, BUTTERING UP TEACHERS); RITUALISM (GOING THROUGH THE MOTIONS OF LEARNING); AND RETREATISM (DROPPING OUT, TRUANCY, PASSIVITY). THE LESS OVERT FORMS OF DEVIANCE ARE POTENTIALLY MORE DYSFUNCTIONAL FOR THE EDUCATIONAL PROCESS THAN ARE OUTRIGHT VIOLENCE OR REBELLION. POLICIES TO REDUCE DEVIANCE THAT ARE INSENSITIVE TO THE VARIETY AND SOCIAL PATTERNING OF DEVIANT BEHAVIORS (I.E., THOSE CONCERNED ONLY WITH CRIMINAL BEHAVIOR) ARE LIKELY TO BE NARROW IN SCOPE AND SOCIALLY SELECTIVE (IF NOT DISCRIMINATORY) IN IMPACT. SUCH POLICIES ARE ALSO UNLIKELY TO REDUCE THE OVERALL OCCURRENCE OF STUDENT DEVIANCE AND MAY REDUCE CRIMINAL AND REBELLIOUS BEHAVIOR IN THE SHORT RUN ONLY TO ENCOURAGE OTHER FORMS OF DEVIANCE IN THE LONG RUN. A LIST OF REFERENCES IS PROVIDED. (AUTHOR ABSTRACT MODIFIED--LKM)