Large numbers of school age youth in Ohio are not in school, sometimes because they lack motivation, in other cases because of misbehavior or attendance problems. This report examines school motivation and discipline problems and describes how a small sample of Ohio schools have worked to create orderly schools where children are motivated, attendance is high, suspension is not relied on to create order, and children are learning. It is reported that the experience of these schools indicates that discipline does not have to be an overriding crisis in public schools; that the racial or economic characteristics of the student body of a school do not determine whether things run smoothly or not; that excluding large numbers of children from school does not need to be the standard practice; and that expensive special programs are really not the place to look for solutions. Two basic approaches to school motivation and discipline problems are reported as notably successful in these schools: one adds special programs for children who exhibit disci*line and motivation problems; the second prevents problems by attending to the details of providing quality education throughout the school. (RLV)