By Sam Dillon, New York Times, October 25, 2010

In a 10-page letter to be sent on Tuesday to thousands of school districts and colleges, the Department of Education urges the nation’s educators to ensure that they are complying with their responsibilities to prevent harassment, as laid out in federal laws.

By Winnie Hu, New York Times, October 22, 2010

JERICHO, N.Y. — Fifteen eighth graders at Jericho Middle School were considering a fictional case of stereotyping by hair color the other day, or how a boy came to be prejudiced against people with green hair, or “greenies.” From there, they extrapolated to the stereotypes in their own lives: dumb football players, Asian math whizzes, boring bankers.

By Rachel Simmons, Newsweek, October 14, 2010

We all think we’d recognize a bully if we saw one, but much of what we know about social aggression among kids is wrong.

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A tragic cascade of bullying-related suicides has American parents up in arms, sometimes literally. With the national spotlight focused on the issue, everyone has an opinion about bullying and its causes. As an educator and researcher, I’ve been studying bullying, writing about it, and working with schools and families around the country for more than a decade. The following are the nine most unproductive assumptions, myths, and platitudes I’ve been hearing in the course of this debate.

By Sarah D. Sparks, EdWeek, October 1, 2010

As policymakers debate the merits of new tests and intervention strategies to improve student achievement, some districts are exploring a more basic warning sign: Are students even showing up?

A growing consensus of research points to chronic absence—defined by the national policy group Attendance Counts as missing 10 percent of school or more—as one of the strongest and most often overlooked indicators of a student’s risk of becoming disengaged, failing courses, and eventually dropping out of school.