This report presents grade six findings of the Longitudinal Study of Children at Risk, an on-going, prospective study that has followed 1,235 low-income, minority children in the Chicago Public Schools since 1986. Three major questions are addressed in the report: What are the children's levels of school competence and socioemotional development?; What are the learning environments that these children experience, including the school, classroom, and family?; and, What are the effects of family, school, instructional factors, and individual factors in adjustment, especially those that are alterable in an educational context? The general pattern of results presented in the report indicates that the academic adjustment of the typical child in the study was relatively poor. On average, the children were 1.5 to 2 years behind the national average in reading and mathematics achievement, and 25 percent had been retained in grade. Social adjustment, however, was relatively good, with only 12 percent of students exhibiting delinquent behavior. Most children were happy, optimistic, had high levels of self-esteem, and expected to lead meaningful adult lives. The report recommends that schools: (1) identify at risk children as early as possible; (2) incorporate programs that focus on social adjustment into instruction in order to reduce behavior problems; (3) greatly increase the size and scope of early intervention programs; and (4) encourage teachers to make better use of intrinsic reinforcement in their classrooms. Contains 61 references. (MDM)