ABSTRACT

Surveying research about the causes of and remedies for dis­ affected students in the United States, Australia, Europe, and Canada, Reva Klein (1999) posed similar questions. Klein also pondered how the mass of information and the accumulated experience of good practices could be consolidated so that edu­ cational leaders are not constantly reinventing wheels, then claiming that the newest and shiniest wheel is the best. She found no easy answers, no quick fixes to reduce the school dropout rate. However, Klein identified proven school improvement pro­ cesses, successful approaches to working with "disaffected youth" or "students in at-risk situations," and numerous mod­ els of excellence that could easily be adapted to other schools and communities.