Every year between 800,000 and one million American college students are victims of ethnoviolence. These incidents take the form of racist slurs and posters, racial harassment, and alleged racial intimidation; anti-Semitic remarks, graffiti, and posters; and harassment and threatening statements toward lesbians and gays. However, free speech issues have often overwhelmed the problem of ethnoviolence on our college and university campuses. In formulating policy, university administrators and legal counsel are now considering free speech issues as much, if not more, than the race conflict issue itself. The problem is that focusing exclusively on First Amendment concerns reflects not minority concerns, but the prejudicial priorities of some members of the dominant social order. Our universities as well as our culture must confront the dilemma presented by the extent to which free speech or racial conflict should be given priority.

Every year between 800,000 and one million American college students are victims of ethnoviolence. These incidents take the form of racist slurs and posters, racial harassment, and alleged racial intimidation; anti-Semitic remarks, graffiti, and posters; and harassment and threatening statements toward lesbians and gays. However, free speech issues have often overwhelmed the problem of ethnoviolence on our college and university campuses. In formulating policy, university administrators and legal counsel are now considering free speech issues as much, if not more, than the race conflict issue itself. The problem is that focusing exclusively on First Amendment concerns reflects not minority concerns, but the prejudicial priorities of some members of the dominant social order. Our universities as well as our culture must confront the dilemma presented by the extent to which free speech or racial conflict should be given priority.

Work-based learning is an educational strategy that links academic instruction with the world of work. By itself, it is a powerful tool for motivating students and enhancing learning. But it holds particular promise in the context of multiple pathways, an approach to high school reform in California that seeks to prepare more young people for success both in college and the workplace. This report by WestEd takes a broad look at work-based learning in California: how it is practiced, what it looks like when done well and how it could be expanded to engage more students.

Work-based learning is an educational strategy that links academic instruction with the world of work. By itself, it is a powerful tool for motivating students and enhancing learning. But it holds particular promise in the context of multiple pathways, an approach to high school reform in California that seeks to prepare more young people for success both in college and the workplace. This report by WestEd takes a broad look at work-based learning in California: how it is practiced, what it looks like when done well and how it could be expanded to engage more students.

Work-based learning is an educational strategy that links academic instruction with the world of work. By itself, it is a powerful tool for motivating students and enhancing learning. But it holds particular promise in the context of multiple pathways, an approach to high school reform in California that seeks to prepare more young people for success both in college and the workplace. This report by WestEd takes a broad look at work-based learning in California: how it is practiced, what it looks like when done well and how it could be expanded to engage more students.

Student mobility is the phenomenon of students in grades K-12 changing schools, both during the school year and in the summer, for reasons other than customary promotion from elementary school to middle school or middle school to high school. Student mobility is an important research topic because of: 1) the current education policy environment, with its focus on school choice; 2) the impact of student mobility on school building and school district performance; 3) the relationship of mobility and at-risk children and their families; and 4) the impact of highly mobile populations on the quality of neighborhoods and communities.

In May 2002, The Columbus Foundation commissioned research by Community Research Partners (CRP) to study the causes, patterns and impact of high student mobility in the Linden-McKinley feeder pattern of the Columbus Public Schools (CPS) and to recommend both school and community strategies to address mobility. CRP is a non-profit research and evaluation organization, and a partnership of the City of Columbus, United Way of Central Ohio and the John Glenn Institute at The Ohio State University.

Student mobility is the phenomenon of students in grades K-12 changing schools, both during the school year and in the summer, for reasons other than customary promotion from elementary school to middle school or middle school to high school. Student mobility is an important research topic because of: 1) the current education policy environment, with its focus on school choice; 2) the impact of student mobility on school building and school district performance; 3) the relationship of mobility and at-risk children and their families; and 4) the impact of highly mobile populations on the quality of neighborhoods and communities.

In May 2002, The Columbus Foundation commissioned research by Community Research Partners (CRP) to study the causes, patterns and impact of high student mobility in the Linden-McKinley feeder pattern of the Columbus Public Schools (CPS) and to recommend both school and community strategies to address mobility. CRP is a non-profit research and evaluation organization, and a partnership of the City of Columbus, United Way of Central Ohio and the John Glenn Institute at The Ohio State University.