This guide focuses on partnerships that schools and communities can create to plan, fund, and implement strategies to prevent the use of tobacco, alcohol, and other drugs. It provides the conceptual framework and the practical suggestions for achieving that objective.

Schools Cannot Do It Alone tells of Jamie Vollmer, businessman and attorney, as he travels through through the land of public education. His encounters with blueberries, bell curves, and smelly eighth graders lead him to two critical discoveries. First, we have a systems problem, not a people problem. We must change the system to get the graduates we need. Second, we cannot touch the system without touching the culture of the surrounding town; everything that goes on inside a school is tied to local attitudes, values, traditions, and beliefs. Drawing on his work in hundreds of districts, Jamie offers teachers, administrators, board members, and their allies a practical program to secure the understanding, trust, permission, and support they need to change the system and increase student succes

An NPR Favorite Book of the Year “Breaks new ground on social and educational questions of great import.” —Washington Post “An essential work, humane and candid, that challenges and expands our understanding of the lives of contemporary college students.” —Paul Tough, author of Helping Children Succeed “Eye-opening...Brings home the pain and reality of on-campus poverty and puts the blame squarely on elite institutions.” —Washington Post “Jack’s investigation redirects attention from the matter of access to the matter of inclusion...His book challenges universities to support the diversity they indulge in advertising.” —New Yorker The Ivy League looks different than it used to. College presidents and deans of admission have opened their doors—and their coffers—to support a more diverse student body. But is it enough just to admit these students? In this bracing exposé, Anthony Jack shows that many students’ struggles continue long after they’ve settled in their dorms. Admission, they quickly learn, is not the same as acceptance. This powerfully argued book documents how university policies and campus culture can exacerbate preexisting inequalities and reveals why some students are harder hit than others.

What do you stand for,when you're one of the last left standing? The year is 2072. Soon a volcanic eruption will trigger catastrophic devastation, and the only way out is up. While the world's leaders, scientists, and engineers oversee the frantic production of a space fleet meant to save humankind, their children are brought in for a weekend of touring the Lazarus, a high-tech prototype spaceship. But when the apocalypse arrives months ahead of schedule, First Daughter Leigh Chen and a handful of teens from the tour are the only ones to escape the planet. This is the new world: a starship loaded with a catalog of human artifacts, a frozen menagerie of animal DNA, and fifty-three terrified survivors. From the panic arises a coalition of leaders, spearheaded by the pilot's enigmatic daughter, Eli, who takes the wheel in their hunt for a habitable planet. But as isolation presses in, their uneasy peace begins to fracture. The struggle for control will mean the difference between survival and oblivion, and Leigh must decide whether to stand on the side of the mission or of her own humanity. With aching poignancy and tense, heart-in-your-mouth action, this enthralling saga will stay with readers long after the final page.

Based on research about after-school experiences and dilemmas conducted over a four-year period with employed parents and their children, this book draws on the stories these parents and children told--often using their actual words--to emphasize the wide variety of children's after-school arrangements, children's movement over time in and out of different arrangements, and the importance to children of multiple facets of their after-school arrangements, not simply the presence or absence of an adult caretaker. The book also emphasizes that children are not randomly assigned to after-school arrangements. Rather, parents and children struggle to reach optimal solutions to what are often difficult child care dilemmas. To understand these dilemmas, and the diverse strategies that families adopt, one must attend to the individual situations of children as family members understand them. This book was written to contribute to the development of new family and work policies and practices by illuminating the difficulties families face and their consequences for children. Written for psychologists, sociologists, and other social scientists who study families, maternal employment, child care, or child development, it will also be useful for parents, educators, community leaders, and public policymakers concerned about the well being of children whose parents are employed.

The author describes her life and experiences as the only deaf child in her public schools.