January/February 2001
"We Don't Allow That Here"
By Karen Pirozzi
The Columbine High School massacre focused national attention on the problem of school violence and sent districts scrambling to upgrade their school safety programs. While most experts agree that get-tough measures like metal detectors and zero-tolerance policies are sometimes warranted, the best approach to dealing with violence is to promote mental health and solid academic and social skills, and to provide early intervention for students who are struggling in these areas. This article outlines the characteristics of successful violence-prevention programs, and profiles three such programs that work to improve school safety and promote tolerance.
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Charters and Districts: Three Stages in an Often Rocky Relationship
By Karen Kelly
Since 1992, more than 2,000 charter schools have opened in the United States. Reactions from school district administrators typically range from open hostility to quiet obstruction to cautious welcome. Yet in many districts, the chilly reception of charters may be warming. Research shows that districts typically go through three stages of response to charters: 1) hostility, in which the district tries to prevent or obstruct the creation of charters; 2) response to competition, in which the district implements changes designed to compete with charters; and 3) equilibrium, in which district leaders' attitudes shift toward charters, indicating that mutual respect and even cooperation may be possible. This article examines the complicated relationship between charter schools and school districts, and reveals ways in which collaboration between the two can improve education for all students.
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