Vandalism, trespassing, drug traffic, crowd control, automobile traffic, and emergencies such as fire or storms--these are the kinds of problems a school security system should be designed to eliminate or minimize. A preventive program can save more money than it costs and can improve the learning environment at the same time, says this writer.…

This article explores current attitudes, situations, and plans of improvement relating to discipline. Much of the data was obtained through research gathered from a junior high school, grades seven, eight, and nine, during the last school year. (Editor)

The method of suspension described here is both legally and educationally sound. The authors say the additional expense of a suspension-room teacher is economical when considered in light of costs incurred to school, child, and society under the old system. (Editor)

The adversary system is a bad bargain for everybody, these authors believe, since insecurity and fear are the results. They describe an approach they found successful and recommend that teachers and students also use it. (Editor)

Lack of discipline as a major problem in schools crops up annually in the Gallup Poll of Public Attitudes Toward Education. Yet, educators feel that they're in a legal strait jacket, unable to punish student offenders. How can educators get out of this double bind? Options still remain open, says this author. (Editor)

For school administrators, the key to avoiding a court contest over student rights is attitude change, says the author. The principal must be firm, yet sensitive to societal changes that impinge on the school. He suggests positive action in the form of developing a student rights code. (Editor)

Existentialism emphasizes not only man's responsibility for fashioning his own nature but also the importance of personal freedom, personal decision, and personal commitment. The author explores the concept of an existential school administrator and how he can be "someone for himself". (Editor)

It is self-defeating for a school staff to attempt to destroy informal student subgroup organizations, believes this author. He gives suggestions for helping minority groups to become more cohesive with the student body. (Editor)

This author explores what he calls the mindlessness of ability grouping and explains why it has become a fact of life in most school systems. (Editor)

Why shouldn't superintendents be evaluated by principals? Likewise, why shouldn't principals be evaluated by teachers? The fact that these questions seem revolutionary are an indication that education, too, has fallen prey to bureaucracy's great flaw: not allowing superiors to be evaluated by their subordinates. (Editor)

Mutual cooperation rather than adversary relationships among administrators, teachers, and school boards is this principal's plea. He explains the attitudes that must prevail if these three groups are to work together for better education. (Editor)

Chesterton High School, which has used both computer scheduling and student self-scheduling, finds the latter method produces the most satisfactory results. In response to Richard Tilwick's article in the November 1975 Bulletin (Student Self-Scheduling: An Unintentional Deception), F. Edward Wall explains why his students and teachers favor…

Achieving flexibility without losing student accountability is a challenge that faces every school. With a fluid block schedule, as described here, accountability is maintained without inhibiting flexibility. An additional advantage is that three levels of schedule decision making take some of the pressure off the principal. (Editor)

Accountability is both highly complex and highly sensitive, say these writers, who feel that it is not yet technically feasible, other than in a piecemeal sense. A list of the stages through which a total accountability system must develop are presented here. (Editor/RK)

To accept accountability, the author says, educators must know the dangers involved in misapplication of the concept. They must also know how to reduce these dangers by becoming involved in the pre-planning, implementing, evaluating, and follow-up stages. (Editor)