In 1990-91, the educational histories of incarcerated juveniles in Illinois were analyzed to assess the value of educational intervention strategies prior to incarceration. Following open-ended interviews with public officials, structured interviews were held with 200 juvenile offenders, of whom 50 were female, from all parts of the state. The surveys revealed that 71% of the respondents were from broken homes. While they were in elementary school, 79% were cared for by neighbors during their mothers' absence, and 51% were latchkey children by sixth grade. A third had attended four to six schools before dropping out, and 40% had conduct problems prior to fourth grade. Most respondents (80%) indicated that their parents were concerned about their progress in school. Almost all indicated that they liked going to school, although that liking decreased as the student progressed through the grades. Over time, there was a decline in the number of teachers going out of their way to help these children. About three-fourths of those suspended in junior high school believed they would graduate from high school, but only one-third thought they would graduate from college. As most of these delinquents and their families have a high regard for education, academic assistance and personal counseling while still in the educational setting could reduce juvenile delinquency rates. Appendixes include a copy of the research instrument and a review of the literature. (JSP)