Educational quality is being harmed by the deterioration of order in public schools, but public concern and appropriate leadership can improve the situation. Because learning depends on good discipline, all contributors to and beneficiaries of education--students, teachers, and taxpayers--suffer when discipline is lacking: students and teachers as the direct victims of crimes committed in schools, and taxpayers as the indirect victims. Minority students are doubly affected by disruptive school environments because they are more likely than whites to be victims of attack and more certain to have learning disrupted. However, case-study research has shown that schools can reverse the trend toward disorder through motivated staff and leaders who enforce consistent, rigorous student disciplinary codes. Case studies also show that schools that do little to improve disruption may be prevented from doing so by fear of public opinion or by complex legal procedures. Unless the public demands action, schools will remain unruly. The Departments of Education and Justice are undertaking to restore authority and disciplinary codes in schools; more importantly, President Reagan has raised the issue and called for action. (JW)