The goal of this study was to identify meaningful groups of sixth graders with common characteristics based on teacher ratings of assets and maladaptive behaviors, describe dropout rates for each group, and examine the validity of these groups using students' self-reports. The sample consisted of racially diverse students (n = 675) attending sixth grade in public schools in Northeast Georgia. The majority of the sample was randomly selected; a smaller group was identified by teachers as high risk for aggression. Based on teacher ratings of externalizing behaviors, internalizing problems, academic skills, leadership, and social assets, latent profile analysis yielded 7 classes that can be displayed along a continuum: "Well-Adapted," "Average," "Average-Social Skills Deficit," "Internalizing," "Externalizing," "Disruptive Behavior with School Problems," and "Severe Problems." Dropout rate was lowest for the Well-adapted class (4%) and highest for the Severe Problems class (58%). However, students in the "Average-Social Skills Deficit" class did not follow the continuum, with a large proportion of students who abandoned high school (29%). The proportion of students identified by teachers as high in aggression consistently increased across the continuum from none in the "Well-Adapted" class to 84% in the "Severe Problems" class. Students' self-reports were generally consistent with the latent profile classes. Students in the "Well-Adapted" class reported low aggression, drug use, and delinquency, and high life satisfaction; self-reports went in the opposite direction for the "Disruptive Behaviors with School Problems" class. Results highlight the importance of early interventions to improve academic performance, reduce externalizing behaviors, and enhance social assets.