The theory, research, and prescription done during the 1970's in the areas of classroom management and school discipline are reviewed in this analysis, and the effects of this work on student behavior problems is assessed. An analysis of the sociopolitical context in which scholarly models, research paradigms, and systems for running schools were created is followed by a review of this scholarship, which concludes that no consensus exists on the best method of handling or studying behavior problems. A section inquiring whether schools have improved synthesizes literature on the level of concern of various groups responding to behavior problems, changes in student behavior, changes in educators, and changes in schools. The conclusion is that improvements in students' and educators' behaviors have not been demonstrated, but changes in school organization include formalization of disciplinary codes, the growth of alternative schools, the introduction of material dealing with student behavior into the curriculum, the development of alternatives to suspension, and increased community involvment. A discussion of future prospects anticipates the impact of teacher shortages and declining resources in the 1980's. Conclusions are summarized, and policy makers are urged to assess school environments systematically, to make schoolwide plans for improvement, to offer more comprehensive staff development programs, and to integrate various models, paradigms, and systems. (MJL)