Investigated the efficacy of selected home and school setting variables as predictors of school achievement, adjustment, and delinquency in an ongoing longitudinal study of 39 antisocial and 41 at-risk control boys. Three constructs used as predictors were academic skills, parental discipline, and parental involvement. Criterion variables included math, reading, total achievement, receiving special education services, and delinquency. Predictor variables were recorded when Ss were in Grade 4; criterion variables were recorded when Ss were in Grade 7. Delinquency at Grade 7 was best predicted by 2 parenting constructs derived from Grade 4 data: discipline and parent involvement.