This paper consists of an essay on the role and problems of ethnographic research in education, as well as an ethnographic case study of a junior high school which is experiencing problems of violence and vandalism. The larger study which preceded ethnographic inquiry in 10 schools is described briefly. Reasons for providing only limited preliminary information to ethnographers are related to the objectives of unbiased and complete research. The main purpose of the case studies was to document the inschool processes which contribute to or deter violence and vandalism. This ethnographic description documents the processes of decay in "Bayside" junior high school, taking into account student, teacher, administrator and community factors. Conclusions center around the relationships between school violence and (1) lack of interest in examining and experimenting with internal processes to deter school violence; (2) a student evaluation system which seems to exacerbate problems of truancy and misbehavior; (3) peer pressure not to achieve; and (4) stereotyping of student offenders on the part of school personnel. Various recommendations are offered for solving the problems of school violence and vandalism. (GC)