An exploration of sources of gang activity in an urban area used ethnographic research with researchers posing as mathematics tutors for 1 year in a school comprising seventh and eighth grades. The "tutors" attended six eighth grade mathematics classes and acted as assistants to the teacher. The classes of 25 to 30 students lasted 40 minutes and were held at a majority black, neighborhood school. The researchers took field notes recording what happened in class focusing primarily on students' interactions with one another and with the teacher and other school employees. An analysis of these observations found that the educational goals of providing knowledge and assessing its transmission were undermined by the following factors: (1) the lack of predictability of schedule and class work from one day to the next; (2) the failure to monitor students' progress; (3) the failure of students to master material taught in previous grades; (4) the rate of student absenteeism from class; and (5) the amount of class time devoted to administrative activities. Observations also indicate that correcting these problems requires three steps: accurate assessment of each student at the beginning of the year, individualized instruction, and careful monitoring of each student's progress in order to provide feedback. (Contains 21 references.) (JB)