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--- Wednesday --- April 28, 1999 --- Vol. 2 --- No. 3 ---
NATIONAL EDUCATION GOALS PANEL
NEGP Weekly
THE UPDATE ON AMERICA'S NATIONAL EDUCATION GOALS
in cooperation with the DAILY REPORT CARD
SAFE HARBORS
This Weekly features the efforts of Nevada, Vermont, South Dakota, Sioux
Falls, St. Louis, and San Diego to combat school violence and crime.
Schools nationwide are responding to the challenge of creating and
maintaining a safe environment in numerous ways, ranging from increased
school security to conflict-resolution classes.
Schools with the most noted success adopt a comprehensive program designed
to curtail crime and prevent it from happening.
============ QUOTE OF THE DAY ==============
"Learning cannot occur unless our schools are safe and orderly places where
teachers can teach and students can learn."
President Bill Clinton
1255 22nd Street NW; Washington, D.C. 20010; 202/724-0124
Further reproduction and distribution is allowed with proper acknowledgment.
Publisher: Barbara A. Pape
America's Goal: Safe Schools
Shock over the recent tragic events in Littleton, Colorado, shrouds
the nation as Americans mourn the loss of innocent lives. The National
Education Goals Panel offers its condolences to the Littleton community. We
are a nation united in grief and reflection.
Last June, Secretary of Education Richard Riley implored parents and
teachers to reconnect with their children. "We must commit ourselves to one
very basic idea: that every child in America in a school has a positive and
caring relationship with at least one adult," he said. "This simply has to
be the new standard we set for our nation's schools and communities."
While the cause of such horrific violence carried out by young people is
complex, today's NEGP Weekly provides information on what some states and
schools are doing to enhance students' safety at school. Instead of its
regular reporting of education news, the Goals Panel is re-issuing the march
1999 NEGP Monthly focused on school safety, Goal 7. This Monthly highlights
promising practices underway in states and schools to prevent school-based
violence and to nurture a safe environment. The states and communities
described below include Vermont, South Dakota, Nevada and Sioux Falls, South
Dakota.
A summary of the results of a nationwide WASHINGTON POST-ABC NEWS poll of
teenagers and parents precede the stories about state and local efforts to
create safe schools. The survey of 500 public and private high school
students and 522 parents who were interviewed April 22-25 finds a chilling
anxiety pervasive among respondents that the violence that ran wild in
Columbine High School could happen anywhere. The POST reports that although
the number of students slain in violent incidents at school has not
increased over the past decade, the "scope of the targets has changed
dramatically." (Rosin and Deane, 4/27). "It used to be students would go
after a specific person, an ex-girlfriend or someone who had disrespected
them," explained Ronald Stephens, of the National School Safety Center.
"But now the shooters are much more heartless and callous. It's as though
anyone in any general category can become a victim, someone who is simply in
the way."
One teen respondent succinctly summed up the fear of many students:
"I feel like it could happen [at my school], because anybody at school can
get a weapon and carry out their crazy idea."
Findings from the poll:
About one-third of students surveyed said they heard a student threaten to
kill someone; although few reported the threats to a teacher or other adult.
Four out of 10 say they know students troubled enough to be potential
killers.
A fifth of the teens report that they know someone who has brought a gun to
school.
Nearly half are growing up in homes with guns, and more than half say it
would be easy for them to lay their hands on one.
Two in three say it is easy for them to get information on how to make a
bomb.
Forty-percent of teens say their school has the potential for an incident
similar to Columbine High School; however, more than eight in ten say they
feel relatively safe from school violence.
Half of parents say that schools could do more to prevent violence.
Half of parents and students say their schools try to identify troubled
students who may be prone to violence, conduct random searches of student
lockers and have police officers or security guards on patrol.
The POST reports that the "simultaneous sense of security and fear
is partially explained by the random and explosive nature of the series of
recent school shootings culminating in Littleton."
Another poll sponsored by the American Psychological Association (APA) found
that 40% of youth surveyed say they have been concerned about a potentially
violent classmate, reports MSNBC.com (4/27, www.msnbc.com). The APA has
developed possible warning signs that students and the adults in their lives
- parents, teachers and other school officials - can refer to if they
encounter a troubled youth. These warning signs often are present in young
people who may be on the verge of committing violent acts. They are:
Loss of temper on a daily basis.
Frequent physical fighting.
Significant vandalism or property damage.
Increase in use of drugs or alcohol.
Increase in risk-taking behavior.
Detailed plans to commit acts of violence.
Announcing threats or plans for hurting others.
Enjoying hurting animals.
Carrying a weapon.
MSNBC.com notes advice from "experts" in dealing with anger without
resorting to violence:
Talk about your feelings.
Express yourself calmly.
Listen to others.
Negotiate.
"Violence is a learned behavior, and like any learned behavior, it
can be changed," said Russ Newman, executive director for professional
practice at the APA. "In order to do that, though, it is important to
recognize the warning signs of violence and to get help before violence
occurs.
The NEGP Monthly is a year-round series of monthly reports that
feature state and local promising practices toward achieving the National
Education Goals. Each Monthly includes a brief discussion of the
significance of the Goal, accounts of programs and policies in states that
have demonstrated high performance or significant improvement on NEGP
indicators of progress, and a list of additional recommendations and
resources relevant to the Goal. The NEGP Monthly and the NEGP Weekly can
be found at www.negp.gov.
SAFE HARBORS
==== OVERVIEW ====
Most American schools are safe havens. Classrooms usually are
bursting with youthful energy, not erupting with violence and gunfire. But
student shootings in Jonesboro, Pearl, Paducah, or Springfield cause some
Americans to view the typical classroom as more akin to a wild west setting
than a tranquil learning environment.
A report jointly issued by the U.S. Department of Education and the
U.S. Department of Justice concludes, "while this fear is understandable, it
is not based on fact." The report, the first Annual Report on School
Safety, 1998, points to research that shows students in school today are not
significantly more likely to be victimized than in previous years. A
smaller percentage of students bring weapons to school today than earlier
this decade. Homicides in school are extremely rare events.
Yet, certain conditions exist that make students more vulnerable to
crime, according to the report. Students in the upper grades are more
likely to be victims of or witness crimes, and more serious crimes, in
school, than younger students. More crime occurs in larger schools, than in
smaller ones. The presence of gangs and drugs also increases the chance of
crime occurring at school - and gang activity has increased "sharply," notes
the report.
Goal 7 of the National Education Goals aims to reduce school
violence: "By the year 2000, every school in the United States will be free
of drugs, violence, and the unauthorized presence of firearms and alcohol
and will offer a disciplined environment conducive to learning." Without a
safe environment in which to learn, teachers, students, and parents have
little chance to meet the other National Education Goals.
This NEGP Monthly examines several indicators of Goal 7: student
victimization, physical fights and teacher victimization. The Monthly
describes state efforts to end school violence in Nevada, Vermont, and South
Dakota. Local efforts from Sioux Falls, St. Louis, and San Diego also are
featured in this report.
Data Dilemma
In its National Education Goals Report, 1998, the National Education
Goals Panel reports on national and state progress made toward achieving the
Goals. Goal 7 presents a challenge to the Goals Panel and others trying to
assess school safety issues due to a lack of uniform data collection in this
area. "We don't have good data," summed up Bill Modzeleski, director of the
U.S. Department of Education's Safe and Drug-Free Schools Program. The U.S.
Department of Education has launched a major initiative to improve data
collection and reporting; so has the U.S. Department of Justice.
Improvement over time cannot yet be determined because the
information for this indicator has been collected only once at the state
level since 1990. The Goals Panel intends to report state improvements when
this information is collected again in 2000.
Where Everyone Knows Your Name
"Connectedness" is one theme that resonates through the voices of
the state and local education leaders interviewed for this Monthly. Many of
the top- performing states for Goal 7 are small states, with close-knit
communities. While the size of the state and diversity of its population
are beyond the control of state and local leaders, the concept of
"connectedness" can still apply at the school level. Schools-within-schools
and smaller alternative programs for at-risk youth are two ways to
obliterate the feeling of anonymity that permeates the student body at
large, urban, and suburban schools.
In remarks delivered last summer, U.S. Education Secretary Richard
Riley implored parents and teachers to reconnect with their children. He
directed them to a 1997 survey published in the Journal of the American
Medical Association that focuses on high-risk behavior of youth. The survey
revealed that young people who feel connected to their parents and schools
were far less likely to engage in high-risk behavior. "Kids who feel
connected to school are more likely to feel connected at home, and kids who
perform better in school are the same ones who are told at home that school
is important,' said Robert Blum M.D., the survey director.
Vermont
Vermont is a top-performing state on two Goal 7 indicators: student
victimization and physical fights. In 1997, Vermont was one of the top 10
states, with only 7% of public high school students reporting that they were
threatened or injured with a weapon on school property during the past 12
months. In that same year, Vermont was one of the top nine states on a
related indicator, with only 13% of public high school students reporting
that they were in a physical fight on school property at least once during
the past 12 months.
Small schools in communities where people know each other helps
Vermont earn top scores in the area of safe schools, claims Bill Reedy,
legal counsel for the state Department of Education. He also lauds the
state's "Building Effective Supports for Teaching," or BEST, program for
keeping the peace at schools.
Now in its fifth year, BEST began in response to complaints by
principals that between 5% and 8% of the student population was so
disruptive they "interrupted the flow of instruction," explains Richard
Boltax, coordinator of BEST. BEST is "designed to help schools develop
effective strategies and interventions to anticipate, prevent, and respond
to the challenging behaviors of students, benefiting the entire school
community," according to the BEST literature.
Strategies of BEST include:
* Build regional and local school capacity to better meet the needs of
students with a wide range of emotional and behavioral challenges.
* Identify and implement effective prevention and early intervention
practices to reduce the number of students with emotional and behavioral
issues.
Training grants are offered to school districts to help teachers and
administrators implement BEST strategies. Conferences, workshops, and an
annual Summer Institute also are offered by BEST. In 1996, BEST began to
offer an annual Training of Trainers series, which includes certifying
trainers to work throughout Vermont Teaching and providing, among other
things, Crisis Prevention Institute strategies, social skills courses, and
technical assistance.
BEST's goal is to "reach every school in Vermont and provide them
with the framework and planning process they need to devise a schoolwide
discipline system," said Boltax.
He points to the state's school discipline model, called the
"Pyramid of School Discipline," which includes essential elements to
maintain a safe and calm learning environment. The steps of the pyramid
include: discipline philosophy, schoolwide and community involvement, rules
for specific environments (classrooms, bus, etc.), training for teachers,
crisis response team, guidelines for major infractions, and individual
plans.
Besides the BEST program, Reedy cited new state legislation recently
introduced in the House of Representatives aimed at helping Vermont schools
provide "a safe learning environment through prevention, appropriate
intervention, the availability of alternative programs for students who pose
a threat to a safe learning environment, and effective discipline policies."
House Bill 270 toughens suspension and expulsion policies, adds in-school
and out-of-school alternative disciplinary measures, provides new "training
in the early identification and remediation of potentially violent or
disruptive students, and provides methods for de-escalation of violent or
disruptive situations, mediation and other conflict resolution measures."
The legislation also would create a task force on safe learning
environments, which is charged with making recommendations by 15 January
2000, for a "comprehensive state policy on alternative educational or
therapeutic arrangements, including residential settings, for students who
may be disruptive to the maintenance of a safe learning environment in a
Vermont school, including those students who have been suspended or expelled
on a long-term basis."
CONTACTS: Bill Reedy
Legal Counsel
Vermont Department of Education
120 State Street
Montpelier, Vermont 05620-2501
(802)828-5103
www.state.vt.us
Breedy@doe.state.vt.us
Richard Boltax
Coordinator, BEST
Vermont Department of Education
120 State Street
Montpelier, Vermont 05620-2501
(802)828-5125
www.state.vt.us
Nevada
Nevada is the only state that has reduced the percentage of students
who engage in physical fights. In 1993, 20% of public high school students
reported that they were in a physical fight on school property at least once
during the past 12 months. This dropped significantly in 1997, to 15%.
Mike Fitzgerald, coordinator of the state's Safe and Drug-Free
Schools and Communities program, attributes the state's success to a variety
of programs implemented in schools statewide. "Over the past 10 years,
Nevada has become one of the nation's fastest growing states, and our
student body has become more diverse," he said, underscoring the need for
more safe-school programs.
Fitzgerald points to a 1998 survey of school districts in Nevada
conducted by the state Department of Education that gathered information
about the district's substance abuse and violence prevention programs. The
survey was mandated by Assembly Bill 376, which was passed in 1997.
Findings from the survey include:
* Nevada schools use a wide variety of commercial, locally developed, and
general program models in substance abuse and violence prevention.
* Most substance abuse and violence prevention programs in Nevada are
universal programs, designed to reach the entire population of students in a
school, rather than selective programs that are targeted to at-risk
students, or students already engaged in risky behavior.
Nevada school districts report they can improve their prevention efforts by
more actively involving parents and the community, and by providing
additional staff training, especially in helping teachers integrate
prevention instruction into other subject areas.
Last month, Safe Harbors, a Symposium on Safe, Disciplined,
and Drug-Free Schools, was held in Las Vegas. The Symposium, which brought
together educators, parents, lawmakers, policymakers, community leaders and
others, was designed to "provide a common ground for discussion and
direction on school-based violence and drug-abuse prevention programs in
Nevada's schools," said Mary Peterson, Nevada's Superintendent of Public
Instruction.
Fitzgerald added that the Symposia are a "valuable step" in
identifying problems and promising strategies for prevention.
CONTACT: Michael Fitzgerald
Coordinator
Safe and Drug-Free Schools and Communities
Nevada Department of Education
700 E. Fifth Street
Carson City, Nevada 89701-5096
702/687-9173
mfitz@nsn.k12.nv.us
South Dakota
South Dakota is a top-performing state in three Goal 7 indicators examined
in this Monthly. Only 5% of South Dakota public high school students
reported in 1997 that they were threatened or injured with a weapon on
school property during the past 12 months, the best record of any state in
the nation.
Eleven percent of public high school students reported in
1997 that they were in a physical fight on school property at least once
during the past 12 months, earning South Dakota the best record of any state
on this indictor as well.
South Dakota ties with its neighbor to the north, North
Dakota, as the highest-performing state in the area of teacher
victimization. Only 8% of its public school teachers reported that they
were threatened or physically attacked by a student from their school during
the past 12 months.
"The main reason we do so well in this area is based on who
we are," said Ray Christenson, secretary of the South Dakota Department of
Education and Cultural Affairs. He noted that the state is comprised of
small school districts, where "communities are very connected to their
schools." Christenson: "The culture doesn't accept bad behavior. School
are not places where you do violence."
Mary Somervold, president of the state Board of Education,
concurred with Christenson's assessment. "Our population knows each other
well," she said. "There is little anonymity. Connections are made between
communities and their schools - we work hard at that," she added.
Somervold praised the efforts of the counseling programs in
the larger schools. "About 60% of our students go on to higher education,
20% to vocational education and 10% working on some advanced education," she
noted. "Less than 10% of our students are floundering - and that makes a
great deal of difference."
According to Christenson, state policies that direct local
school initiatives are in short supply in South Dakota. Instead, local
schools remain steadfast in the driver's seat of education decision-making.
Christenson noted district efforts to curtail bullying in the schools.
Specifically, he pointed to Sioux Falls' comprehensive school safety
standards.
CONTACTS: Ray Christenson
Secretary
Department of Education and Cultural Affairs
700 Governor's Drive
Pierre, South Dakota 57501
(605)773-5669
www.state.sd.us
Mary Sommervold
President, South Dakota Board of Education
(605)332-6464
Sioux Falls
A school improvement plan that addresses academic and safety
issues coupled with a progressive discipline plan, in which the penalty for
misbehavior increases with the age and number of infractions the student
commits, are key elements to the Sioux Falls School District's school-safety
program. Bill Smith, the district's director of instructional support
services, said the district's School Safety Standards have been in effect
for three years. Prior to that, each school had its own school-discipline
policy.
The district's safety goals for the 1997-1998 school year
are:
* There will be continuous progress toward 100% of students and staff
feeling safe in school.
* There will be continuous progress toward 100% of students and staff
treating one another fairly and with respect.
* By April 1998, 97% of middle and high school students and staff will feel
safe in school.
* By April 1998, 86% of middle school and high school students will feel
they are treated fairly and with respect by staff.
District leaders measure progress through student, staff,
and parent surveys. Middle and high school principals work with their
building safety committees to design action plans that address the
district's safety and security goals, as well as areas of concern unique to
each school. The district safety committee then reviews the plans and
measures results through a survey.
South Dakota's progressive discipline plan "lays out
offenses and consequences," said First. Traditional discipline policies
often simply stipulate which offenses will lead to an out-of-school or
in-school suspension or expulsion. "But we have plenty of opportunities to
recover first time offenders in middle school who, for example, were caught
fighting," explained First. "These students may be sent to participate in a
conflict-training course with the school counselor." He added that the
severity of the punishment increases as children move to the upper grades.
Counseling and community service are intertwined in the district's
disciplinary policy.
First also describes the district's in-service program for teachers
that helps them address issues surrounding bullying. The district found a
decrease in the number of bullying charges since the beginning of the
in-service program.
Sioux Fall education leaders recognize that they do not face "the
level of safety challenges" that occur in some districts nationwide.
However, survey results indicate a need for improvement in some areas. The
following actions continue to be implemented by the district to ensure a
safe and secure environment for students and staff:
* The progressive discipline plan targets misbehavior with specific
consequences.
* School board policy institutes zero tolerance for drug or weapon
possession. Offenders face mandatory long-term suspension or expulsion.
* Teachers and administrators deal swiftly with students who threaten or
hurt others.
* Preventive programs are in place to help students and parents learn
together how to deal with conflicts and drug abuse.
* Police liaison officers are assigned to high schools and corresponding
feeder schools.
* Building safety action plans are in place at each middle and high school.
All schools have implemented "low-level behavior" action plans to reinforce
attitudes of respect and non-violence and to prevent misbehavior from
escalating into more severe forms of violence.
CONTACT: Bill First
Director of Instructional Support Services
Sioux Falls School District
201 East 38th Street
Sioux Falls, South Dakota 57105
(605)367-7927
www.sfk12.sd.us
smithb@sfk12.sd.us
San Diego Unified School District
The U.S. Departments of Education and Justice deemed the San Diego
Unified School Districts a high performer when it comes to creating and
maintaining a safe school environment. In their first annual report on
school safety, the departments pepper the publication with schools doing an
"exemplary" job in providing safe learning environments.
San Diego is the nation's sixth largest school district - one that
has experienced an increase in juvenile crime and violence during the past
decade. The district installed a comprehensive violence-reduction program
to counter youth violence and increase student achievement. According to
the report, the district established several programs, including:
* A race/human relations team, which proactively handles discrimination and
gang issues.
* The life skills program, to prevent substance abuse and teen pregnancy.
* Counselors and nurses in every elementary school; and
* Multifaceted health, physical education, and wellness programs.
The district also boasts one of the oldest zero-tolerance policies in the
country for guns and drugs in schools. School officials work in
collaboration with the police, juvenile judges, and probation officers to
"ensure that youth who break the law are held accountable, but also
effectively diverted from leading a life of crime." The juvenile court and
community schools operate alternative educational settings.
The district employees numerous security measures including
school police, closed campuses, and an emergency plan for each school.
CONTACT: Alan D. Berlin
Superintendent
San Diego Unified School District
4100 Normal Street
San Diego, California 92103
(619)293-8150
www.sandi.net
McNair Elementary School: St. Louis, Missouri
Preventing physical fights was a top priority for McNair
Elementary School staff during the 1991-1992 school year. Although the
number of fights reported was not exceptionally high, school staff felt that
suspensions and other traditional punishments were not effectively deterring
the behavior. Their innovative way of handling the situation led them to
also be featured in the first Annual Report on School Safety, 1998.
Six years ago, the school "borrowed from the Safe and Drug-Free
Schools strategy" and put in place the Fight Free School Program, which
"sets clear expectations for students and parents, provides students with
social skills training, and teaches students to resolve conflicts
peacefully." NcNair honors good behavior by declaring fight-free days and
flying a fight-free flag over the school when there are no fights.
CONTACT: Dr. Peggy Dolan
Principal
McNair Elementary School
585 Coachway Lane
Hazelwood, Missouri 63402
(314)953-4700
(314)953-4713 (FAX)
Other Top-Performing States
According to the Goals Panel, states with the lowest percentages of public
high school students reporting that they were threatened or injured with a
weapon during the past 12 months are: South Dakota, at 5%; Connecticut and
Hawaii, at 6%; and Iowa, Kentucky, Montana, New York, Ohio, Vermont, and
Wyoming, at 7%.
Only one state or territory showed improvement between 1993
and 1997: American Samoa dropped from 15% in 1993 to 9% in 1997.
States with the lowest percentages of public high school
students reporting that they were in a physical fight on school property at
least once during the past 12 months are: South Dakota, at 11%; and
Connecticut, Hawaii, Kentucky, Massachusetts, Missouri, Ohio, South
Carolina, Vermont, and West Virginia, at 13%.
In this indicator, only Nevada made significant improvement,
dropping from 20% in 1993 to 15% in 1997.
States with the lowest percentages of public school teachers
who in 1994 reported that they were threatened or physically attacked by a
student from their school during the past 12 months are: North Dakota and
South Dakota, at 8%; California, Maine, Montana, and New Jersey, at 9%;
Idaho and Wyoming, at 11%; and Illinois and Kansas, at 12%.
==== RECOMMENDATIONS ====
The Annual Report on School Safety, 1998
The 1998 first Annual Report on School Safety, issued
jointly by the U.S. Department of Education and the U.S. Department of
Justice, offers recommendations on school safety to communities, schools,
students, parents, police and juvenile justice authorities, businesses, and
elected officials and government agencies. Following are some examples:
COMMUNITIES: Establish school-community partnerships
Implement a comprehensive plan that is
research-based
SCHOOLS: Provide strong administrative support for assessing
and enhancing school safety
Train school staff in all aspects of violence
prevention
STUDENTS: Behave responsibly
Get involved in or start anti-crime programs at
school
PARENTS: Be clear and consistent in disciplining children
Model pro-social behavior
BUSINESSES: Establish a working relationship with schools
Work directly with youth to maintain a constructive
relationship
Provide release time to parents and school
volunteers
American Federation of Teachers
In the American Federation of Teachers (AFT) report, Setting the Safe for
High Standards: Elements of Effective School Discipline, the teacher's
union advocates for six essential elements of safe schools:
* Promote effective classroom management;
* Enact districtwide discipline codes;
* Enforce the discipline code;
* Implement programs to modify low-level student misbehavior;
* Establish alternative placements for chronically disruptive and violent
students;
* Support the work of families, religious institutions and communities in
developing sound character in children.
The AFT lauds the efforts of Texas and West Virginia. Both states
implemented safe schools acts in 1995 that launched statewide campaigns to
end school violence and unrest.
==== IN THE LIBRARY ====
American Federation of Teachers. (1997). "Setting the State for High
Standards: Elements of Effective School Discipline." 555 New Jersey Avenue
NW. Washington, D.C. 20001-2079. (202)879-4400. www.aft.org
Drug Strategies, Inc. "Safe Schools, Safe Students: A Guide to Violence
Prevention Strategies." 2445 M Street NW. Suite 480. Washington, D.C.
20037. (202)663-6098. www.drugstrategies.com
Porter, John W. "Report on Goal Seven Indicating Trends Since 1991,
Accomplishments and Suggested Priorities for the Next Decade." (1998).
National Education Goals Panel. 1255 22nd Street NW. Washington, D.C.
20037. (202)724-0015. www.negp.gov
U.S. Departments of Education and Justice. (1998). "Annual Report on
School Safety, 1998. Safe and Drug-Free Schools Programs Office. U.S.
Department of Education. 400 Maryland Avenue SW. Washington, D.C. 20202.
www.ed.gov/ofices/oese/sdfs.
U.S. Department of Education (1998). "Turning Around Low-Performing
Schools." (800)USA-LEARN. www.ed.gov.
==== FOR MORE INFORMATION ====
Bureau of At-Risk Children. 135 Dupont Street. Plainview, New York
11803-0760. (800)99-YOUTH.
Centers for Disease Control and Prevention. Division of Violence
Prevention. 4770 Buford Highway NW. Atlanta, Georgia. (770)488-4362.
www.cdc.gov/ncipc/dvp/dvp
Center to Prevent Handgun Violence. 1225 Eye Street NW. Suite 1100.
Washington, D.C. 20005. (202)289-7319.
Center for the Study of the Prevention of Violence. University of Colorado
at Boulder. Boulder, Colorado 90309-04421. (303)492-1032.
www.colorado.edu/cspv
Drug Strategies, Inc. 2445 M Street NW. Suite 480. Washington, D.C.
20037. (202)663-6098. www.drugstrategies.com
National Education Goals Panel. 1255 22nd Street NW. Washington, D.C.
20037. (202)724-0015. www.negp.gov
North Carolina Center for the Prevention of School Violence. 20 Enterprise
Street. Suite 2. Raleigh, North Carolina. 27607-7375. (800)299-6054.
www.ncsu.edu/cpsv
Safe and Drug-Free Schools Programs. U.S. Department of Education. 400
Maryland Avenue SW. Washington, D.C. 20202. www.ed.gov/offices/oese/sdfs
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