Large scale assessment studies like PISA, TIMMS or IGLU and other influential educational as the “High School and Beyond Study” (Coleman and Hoffer 1987) have shown that aspects of social capital are important predictors of school achievements. Similar results are reported by many Studies in Criminology (Sampson and Laub 1993) analyzing delinquent behavior such as truancy and shop lifting. Focusing on social capital one important socialization agent transferring social capital has been neglected, from the school class. Considering that classes are a social systems (Parsons 1968) where students take different social positions and are strongly influenced through the interaction with their classmates, it is nearby to ask which factors have an impact on different social position in class and how these positions may affect school achievement and delinquency. Regarding that students have spent around 15 000 hours in school (Rutter et al. 1980), mainly in class, it seems important to pay attention to this socialization agency. Former studies report a relation between social position and school performances. Only a few studies view delinquent behavior (e.g. Haynie 2002). In general the results suggest that rejected students perform worse than popular students (e.g. Wentzel und Cadwell 1997) and controversial students. Students extremely liked and disliked by some peers, seem to be engaged in some forms of delinquent behavior (Coie, Dodge und Kuperschmidt 1990). Although some studies view the relation between social status in class are different, mostly educational, outcomes, only little is known about factors influencing the social status itself. Based on a academic model combining assumptions of educational research (Baumert et al. 2001). Criminology especially the General Theory of Crime by Sampson and Laub (1993) - the current study analyses the direct and indirect effects of socio-demographic variables (e.g. social status, broken home, ethnic background) via family based cultural and social capital and via social status in class on school achievement and truancy (as an example of delinquent behavior). Results suggest that next to socio-demographic variables and family characteristics of family interaction peer status has a significant impact on school achievement and absence.

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