The relationship between social and economic classification, mobility, and continuance in school was examined in the municipalities of San Andres Cholula, San Gregorio Atzompa, and San Felipe Teotlalcingo (Mexico). The premise was that the school was not a mobilizing agent within the community, but rather served to stabilize existing social and economic relationships as youth were integrated into the national culture. Early adolescents' aspirations toward mobility and career choice, continuance in school past basic education, and enrollment in basic studies were correlated to socioeconomic classifications. Two rural families with children, adolescents, and adult members were interviewed regarding the school's role in their lives. Questionnaires were distributed to pupils from 14"primarias" (grades 1-6) and 4 "secundarias" (grades 7-9); follow-up interviews were conducted in 2 of the 4 "secundarias". Teachers were interviewed concurrent with the distribution of the questionnaires. Interview and questionnaire data analysis identified clustering, trends, and response patterns. The school's role as set forth in the premise was sustained throughout the study. Within the three municipalities the school did not serve the school-age youth indiscriminate of social or economic categories; rather, it consistently provided more years of schooling to the youth of the already socially and economically advantaged groups. (NQ)