Discipline and misbehavior in American high schools are the focus of this analysis of data from the first wave (1980) of a longitudinal study of over 30,000 sophomores and over 28,000 seniors. A summary of the findings shows that differences between urban and other schools are usually statistically insignificant when other school and student characteristics are controlled. Catholic schools have the best behaved student bodies, followed by other private schools and public schools. Schools with better behavior records have a stable faculty, assign more homework, discipline misbehaving students, and enforce more rules. The analysis chapters interpret the data by (1) presenting the perceptions of students and the evaluations of school administrators of the problems caused by student misbehavior; (2) describing the association between misbehavior and student characteristics and exploring the complex relationships among misbehavior, course grades, hours spent on homework, and educational expectations; (3) showing the way in which levels of misbehavior vary with characteristics of schools; (4) comparing administrators' reports about rule enforcement with students' perceptions and analyzing the association between levels of discipline in the school and rates of misbehavior. (Author/MLF)