The factor structure of the Coping Resources Inventory Scales for Educational Enhancement (CRISEE) was examined for its application to Hispanic, African American, and Non-Hispanic White middle school students. The study was designed to provide additional evidence for the validity of the CRISEE scales and to determine whether its psychometric properties held across diverse populations. The correlation between scales of the CRISEE and school-related performance, global self-esteem, and peer behavior were also examined. Students (n=1,724) who attended a southwestern urban middle school completed the survey. Findings indicated that the factor structures were similar across all three populations, and as expected, the CRISEE scales were strongly associated with the suggested outcome variables. (Contains 5 tables and 65 references.) (JDM)