THIS REVIEW OF THE LITERATURE OF THE SOCIAL PSYCHOLOGY OF EDUCATION FOCUSES ON THE FORCES (I.E. SOCIAL CLASS, PARENTS, PERSONALITY, CURRICULUM PURSUED, AND FRIENDS) WHICH INFLUENCE STUDENTS TO REMAIN IN SCHOOL OR DROP OUT. IN THE CLASSROOM SITUATION, THE TEACHER, THROUGH THE USE OF POWER, AND THE PEER GROUP, THROUGH GROUP NORMS, HAVE THE MOST PROFOUND INFLUENCE ON THE STUDENT. THE TEACHER'S SOCIAL ROLE IS ANALYZED, WITH EMPHASIS ON ROLE STRAIN, WHICH MAY ARISE FROM (A) DISAGREEMENTS BETWEEN TEACHER AND PRINCIPAL ON THE ROLE REQUIREMENTS, (B) LACK OF CLEAR ROLE ARTICULATION, (C) EMOTIONAL INVOLVEMENT WITH STUDENTS, AND (D) DISAGREEMENTS BETWEEN TEACHER AND PARENT ON THE TEACHER'S RESPONSIBILITY FOR THE CHILD'S SOCIALIZATION. IT IS CONCLUDED THAT (1) RESEARCH ON THE RELATION BETWEEN SOCIAL CLASS AND EDUCATIONAL ACHIEVEMENT HAS LIMITED USE, (2) RESEARCH RELATING FACTORS IN THE HOME TO SCHOOL ACHIEVEMENT HAS OFTEN FAILED TO CONTROL FOR VARIABLES THAT COULD AFFECT THE FINDINGS, (3) RESEARCH IS NEEDED ON THE RELATION BETWEEN THE DEVELOPMENT OF ABILITIES AND ENVIRONMENTAL INFLUENCES AND ON THE MOTIVATION NECESSARY TO ACHIEVE EDUCATIONAL SUCCESS, (4) SELF-CONCEPT IS SHOWN TO HAVE SOME UNSPECIFIED RELATION TO ACADEMIC PERFORMANCE, (5) SCHOOL ENVIRONMENT HAS BEEN MISTAKENLY TREATED AS IF IT WERE HOMOGENEOUS, AND (6) ABILITY GROUPING APPEARS TO BE DETRIMENTAL TO THE PERFORMANCE OF AVERAGE AND BELOW-AVERAGE CHILDREN. THIS DOCUMENT WILL BE PUBLISHED IN BOOK FORM AS "A SOCIAL PSYCHOLOGICAL VIEW OF EDUCATION," THE PROFESSIONAL EDUCATION FOR TEACHERS SERIES, NEW YORK, HARCOURT, BRACE AND WORLD, 1968. (AW)