This report focuses on the education of ninth and twelfth grade minority students living in an urban environment. An explanatory model is employed to analyze each minority group separately. Both the external conditions in which the children live and school conditions and resources that may constrain or facilitate learning are examined in detail. The results demonstrate that the educational process has multiple, interrelated outputs. Belief in the ability to control one's environment and participation in a college preparatory program seem to exert important influences on achievement. Self esteem and internal control seem to play quite different roles, although they correlate highly with each other. The pupil's need of achievement seems influenced by many of the endogenous variables, but it affects only expectations. The results also show that variables associated with the school, such as the racial composition of the classrooms, teachers' ability, teachers' experience, the number of teachers per pupil, and problems in the school, all seem to have important effects on the endogenous variables. According to the results, improving the quality of the teachers in the school will have major beneficial effects on school outputs. (Author/EB)