WHAT KIDS DO TO SCHOOLS, AND WHAT SCHOOLS DO TO KIDS, PART 2

• NCJ Number: 51419
• Author(s): ANON
• Date Published: 1978
• Length: 35 pages
• Corporate Author: George Washington University; National Public Radio
• Sale Source: National Public Radio
• Language: English
• Country: United States of America
• Note: OPTIONS IN EDUCATION TRANSCRIPT

Annotation

COMMENTS ON THE PROBLEM OF VIOLENCE IN THE SCHOOLS AND ON APPROACHES TO COMBATING THE PROBLEM ARE PRESENTED IN THE TRANSCRIPT OF A PUBLIC RADIO PROGRAM.

Abstract

THE PROGRAM IS FROM THE SERIES 'OPTIONS IN EDUCATION,' COPRODUCED BY NATIONAL PUBLIC RADIO AND THE INSTITUTE FOR EDUCATIONAL LEADERSHIP OF THE GEORGE WASHINGTON UNIVERSITY (WASHINGTON D.C.). PART 1 OF THE PROGRAM (SEE NCJ-51418) PRESENTED THE VIEWS OF STUDENTS AND SCHOOL PERSONNEL AT A CALIFORNIA HIGH SCHOOL EXPERIENCING PROBLEMS WITH STUDENT ASSAULTS ON TEACHERS AND ON EACH OTHER. PART 2 FOCUSES ON THE FINDINGS OF THE U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE 'SAFE SCHOOL STUDY,' CONDUCTED BY THE NATIONAL INSTITUTE OF EDUCATION (NIE). THREE STATE SUPERINTENDENTS OF EDUCATION COMMENT ON VIOLENCE IN THE SCHOOLS, SUGGESTING THAT THE SCHOOLS ARE BASICALLY SAFE, OR AT LEAST SAFER THAN THEY ONCE WERE. FINDINGS FROM THE NIE STUDY ARE CITED BY THE SUPERINTENDENTS AND BY THE DIRECTOR OF NIE. THE STUDY CONCLUDED THAT STRONG LEADERSHIP BY SCHOOL PRINCIPALS, RATHER THAN STRONGER SCHOOL SECURITY, IS THE KEY TO MAKING SCHOOLS SAFE. CONGRESSWOMAN SHIRLEY CHISHOLM SUGGESTS THAT THE STUDY'S ESTIMATES OF THE EXTENT OF VIOLENCE AND VANDALISM IN THE SCHOOLS ARE CONSERVATIVE, NOTING THAT SCHOOL PRINCIPALS WERE THE PRIMARY SOURCE OF DATA. THE DIRECTOR OF THE EDUCATION POLICY RESEARCH INSTITUTE POINTS OUT THAT TESTIMONY BY SCHOOL SECURITY AGENTS AT CONGRESSIONAL HEARINGS ON SCHOOL VIOLENCE AND VANDALISM TENDED TO EXAGGERATE THE PROBLEM. EXCERPTS FROM OTHER TESTIMONY AT THE HEARINGS REFLECT DISAGREEMENT AS TO THE EFFECTIVENESS OF VARIOUS APPROACHES TO THE PROBLEM OF SCHOOL VIOLENCE. SCHOOL SECURITY AND DISCIPLINE PROGRAMS IN MARYLAND, MICHIGAN, AND NEW YORK ARE DESCRIBED. THE CONCEPT OF CREATIVE DISCIPLINE THROUGH INSCHOOL SUSPENSION IS DISCUSSED, AND THE INSCHOOL SUSPENSION PROGRAM EMPLOYED BY THE CHICAGO, ILL., PUBLIC SCHOOLS IS DESCRIBED. CRITICISM OF THE CHICAGO PROGRAM'S ISOLATION OF PROBLEM STUDENTS IS ALSO NOTED. IT IS CONCLUDED THAT, ALTHOUGH STUDENTS DO APPROXIMATELY $200 MILLION WORTH OF DAMAGE TO THE SCHOOLS EACH YEAR, THE SCHOOLS ARE, FOR THE MOST PART, SAFE. IT IS FURTHER CONCLUDED THAT THE QUESTION REMAINS AS TO WHETHER THE LARGELY AUTOCRATIC SCHOOL SYSTEM PROVIDES THE BEST POSSIBLE PREPARATION FOR LIFE IN A DEMOCRACY. A REPORT OF THE FINDINGS OF THE SAFE SCHOOL STUDY IS APPENDED. (LKM)