Lesbian, gay, bisexual, and transgender (LGBT) students face a unique set of safety concerns each day. Over 85% report being harassed because of their sexual or gender identity, and over 20% report being physically attacked. Far too often teachers and administrators do nothing in response. In part because of this, the suicide rate for LGBT students continues to be 3-4 times higher than that of their straight counterparts, and in some parts of the country LGBT runaways may comprise up to 40% of the entire teen homeless population. This brief describes those issues, presents concrete policy recommendations, and then offers model statutory code language to implement many of those recommendations., by Stuart Biegel & Sheila James Kuehl., "October 2010.", " ... funded in part by the Great Lakes Center for Education Research and Practice"--Title page verso., Includes bibliographical references (pages 37-49)., Online resource; title from PDF cover (viewed July 2022)
"May 2000.", "This publication was made possible with the support from the Safe Communities--Safe Schools Partnership."--P. ii., Includes bibliographical references., Mode of access: World Wide Web.
Description based on online resource; title from PDF cover; (viewed May 2013), Includes an instructions and scoring sheet as well as the following checklists: Parent/Community Involvement, Discipline Policy, School Climate, School Crime and Violence Reporting/Monitoring, School Safety and Security, Crisis Management, At-Risk Student Assessment and Referral, Student Resources, Information Sharing., Mode of access: World Wide Web.
Description based on online resource; title from PDF caption; (viewed May 2013), 'Periodically updated. Last modified 7/09.", Mode of access: World Wide Web.
This policy brief explores the intersection of school choice and accountability. Based on a review of research since 1970, we first develop a typology of four distinct models of accountability: bureaucratic, performance, market and professional. We both define these and demonstrate how they are embedded in the school choice movement. Second, we examine several school choice options--vouchers and tax credits, charter schools, virtual/cyber schools, home schools and inter- and intradistrict choice--and detail the varied accountability systems inherent in each. Third, we explore the impact of school choice programs on the accountability of traditional district schools. Finally, we provide four practical recommendations for policymakers and other interested parties., Gregg Garn, Casey Cobb., "March 2008.", Includes bibliographical references (pages 17-20), Online resource; title from PDF cover (viewed July 2022)
Research findings suggest choice schools and programs are as segregated, and in some instances, more segregated by race and socioeconomic status (SES) than the other schools in their local community. Moreover, many forms of choice also segregate students by ability and achievement levels. The ways that school choice options are designed and implemented result in very little desegregation. The exceptions to this generalization are intradistrict full magnet programs that operate under conditions of controlled choice, interdistrict desegregation plans, and some secular private schools., Roslyn Arlin Mickelson, Martha Bottia, Stephanie Southworth., "March 2008.", Includes bibliographical references (page 23-32), Online resource; title from PDF cover (viewed July 2022)
