Placement in a non-college curriculum track may cause losses in self-esteem and increased delinquency. A nationally representative, longitudinal sample of over 1600 high school boys was examined by means of a status attainment perspective to conceptualize tracking influences on delinquency, and by path models to explore assumptions about the development of status and delinquency. Data from ability and academic skill measures, questions about family characteristics, measures of self-concept, values, educational and occupational plans, and self-reports of delinquent and non-delinquent behavior were analyzed to assess changes in delinquency associated with curriculum tracking from 10th grade to 12th grade and 1 year post-high school. Results indicated that curriculum tracking was an important determinant of subsequent educational outcomes. However, results strongly suggested that curriculum tracking did not change the probability of delinquency involvement during high school when prior levels of delinquency were controlled. Non-college track placement did not appear to lower self-esteem or cause delinquency. (Author/NRB)