In contrast to public opinion, the relationship between school order and achievement is neither simple nor certain. While research shows individuals who misbehave perform poorly in school, it has not made clear why. Further, the evidence on order and achievement at the school level is even more limited. One inference drawn here is that failure to distinguish order as a product of coercion from order as a manifestation of self-disicpline may result both in the failure of research to clarify the relationship between order and achievement and in the failure of schools to foster their highest purposes. Fifty-nine references are included. (Author/JD)