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In the U.S., state guidance to schools in response to the COVID-19 pandemic was politicized. We used state-level political affiliation to explore whether access to curricular resources differed pre-pandemic or during pandemic remote teaching and teachers' reported control over curricular resources during pandemic teaching. We found that pre-pandemic the percentage of teachers in Republican states reported higher levels of resources overall, and use of core and teacher-created curricular resources in particular. They also reported having greater control over their curricular decision-making during the pandemic. There were no state-level differences in teachers' level of preparation for pandemic teaching, but teachers in Democrat states reported a greater proportion of their students had sufficient resources for online learning. We discuss the implications of these findings in terms of teacher control and state policies. [For the complete proceedings, see ED657822.]

This paper examines the public narrative surrounding two technology-based rural businesses funded in part by immigrant investors through the controversial EB5 Visa program. It focuses on the role of technology in rural development, documenting a techno-science shift in rural development discourse. Engaging with the literatures of rural development and science and technology studies (STS), the paper frames this shift as a mechanism of power exercised by private capital. Specifically, we analyze how the discourse around our two cases, as observed in news and social media, attributes financial and technological expertise to the private sector while facilitating scapegoating of government and the state. We outline specific rural vulnerabilities in vetting technology-based developments and conclude that sociologists must be mindful of our own contributions to discourse that may exacerbate those vulnerabilities. [ABSTRACT FROM AUTHOR]

In collaborative schools, regular and special education teachers meet regularly to analyze and make decisions about instructional practices and services to meet the needs of all students. This paper explores the effectiveness of a school development model in helping small rural schools adopt three characteristics of collaborative schools: (1) a schoolwide team approach in which all school professionals engage in cooperative planning and problem solving; (2) ongoing individual professional development; and (3) inclusionary instructional practices. The school development model consists of an eight-step process: define the problem; analyze the problem; brainstorm solutions; select the best solution; develop an action plan; implement the action plan; develop teacher-leaders; and evaluate the action plan. This process was implemented over a 4-year period in four small elementary and secondary schools in northern rural Vermont. Annual surveys of teacher participants revealed that the model: (1) was effective in creating change in schools; (2) was adaptable to various settings; (3) increased teacher participation in instructional decision making; (4) was dependent on the principal's support; (5) increased teacher collaboration and team teaching; (6) fostered peer leadership skills; (7) increased the use of various inclusionary instructional practices; and (8) required a significant commitment of time and resources. This paper includes an outline of inclusionary educational strategies aimed at teachers and students. (SV)

Vermont provides state-funded preK to all 3 to 5 year olds through a mixed-delivery system. This study describes the enrollment rates of children with different characteristics who enrolled in different types of preK programs in the first year of implementation (2016/17). Overall, these findings indicate higher proportions of higher-needs students enrolled in public school programs compared to private programs, enrolled in five-star programs compared to three- or four-star programs, and enrolled in programs within the geographic boundaries of their local education agency compared to outside of their catchment area. Findings have been presented to the House and Senate Education Committees and are being used to help inform the state as they make changes to their universal preK legislation, Act 166.

How does culturally sustaining pedagogy look in a personalized learning environment? That is the question we asked when examining the iLab academic program at Winooski High School in Vermont. With over 25 languages spoken and a large student population of new Americans, Winooski High School is the setting for this study that investigates student engagement and learning when students are part of a personalized learning environment. The findings suggest that focusing on the personalized learning that is student driven can create a space for new American students to explore and strengthen their cultural identity while at the same time developing an understanding of how to interact in a new community.

Much of the theoretical writing about both the older form of welfare and its newer form conjectures that the textual messages come through loud and clear, and that if the text alone is not sufficient to have an impact, administration of the program will effectively position recipients as passive clients with few options for making demands. Drawing on interviews with current and former welfare recipients in Vermont, this paper argues that state efforts to prepare welfare recipients to live without cash assistance awakens thoughts about what real state assistance would be. The paper also argues that these signs of resistance could serve as the foundation for a progressive movement that joins welfare recipients with other low-wage workers and their allies. [ABSTRACT FROM AUTHOR]

This self-study explores an educational policy-making project initiated, facilitated, and implemented by direct stake-holders through a deliberative, intentional process involving teacher educators, policy-makers, and state regulators. As such, it serves as an example of a high-stakes political change process using principles of deliberative democracy. This study provides a description and analysis of the year-long process of developing a state policy for the assessment of teacher education candidates. In order to develop a more complete understanding of their particular roles in the process and the implications of this project for the field of teacher education at this specific moment in the history of educational change, the authors use narrative analysis as the mode of inquiry.

This paper examines the increased activity in Vermont among proponents of educational vouchers for religious schools. It focuses on the "Chittenden" case, in which parents sued for tuition support to pay for their children's education at a local Roman Catholic high school. The report describes how the Roman Catholic Church and various political groups are calling for public monies to be used for funding religious education. Proponents of religious vouchers argue that education is a private good whose control is strictly in the hands of parents and students. Those opposed to religious vouchers ultimately rely on the First Amendment's establishment clause and, in Vermont's case, the state constitution, which prohibits the forced support of a religion. Opponents argue that the various cases that allow limited public funds, such as for special education, were for narrow purposes and the effect was not supportive of religion. The article looks at the arguments presented to the Vermont Supreme Court and the various issues presented by both sides of the religious voucher debate. It concludes that the broader issue becomes whether the state and the nation should continue to have "common schools", and it questions an educational system that is fragmented along religious, social, economic, and racial lines. (Contains 14 references.) (RJM)

These papers represent the efforts of individual researchers from five countries: Australia, Belgium, Canada, The Netherlands and the United States. Each paper reports on educational change in a different country, based on the Concerns-Based Adoption Model developed at the Research and Development Center for Teacher Education at the University of Texas at Austin. Papers included are as follows: "Implementing a High School Geography Curriculum in the State of Western Australia," by Colin J. Marsh (Australia); "Studying Change in Primary and Secondary Schools in Belgium and the Netherlands," by Roland Vandenberghe (Belgium); "The Effectiveness of Concerns-Based Staff Development in Facilitating Curriculum Implementation," by Jim Leary (Manitoba, Canada); "A Study of Curricular and Instructional Change Processes in Rural High Schools," by Robert Larson (Vermont, United States) and "The Functioning of School Principals in Relation to Large-Scale Change Efforts in the Netherlands," by Rudolf van den Berg (Netherlands). References are included with each paper. (TE)

As the year 2000 approaches, the need for rural schools to rise to the challenges of the future becomes more pressing. This paper articulates: (1) the concept of inter-state collaboration in teacher education; (2) how colleges and public schools can work together to meet the needs of students in rural areas; (3) the New York State and Vermont Service Agreement; (4) student teaching; (5) continuing professional development of teachers; and (6) prospects of shared technological resources. These and other related topics are examined in light of "A New Compact for Learning: Improving Public Elementary, Middle and Secondary Education Results in the 1990s," published by the New York State Education Department. Collaborative ventures have begun to be instrumental in changing the way colleges and schools perceive each other. Broader outlooks begin to emerge as professional educators at both levels make efforts to empower each other to take on new responsibilities. The concept of collaboration, as it matures, becomes a major vehicle as well as a clearinghouse for new and innovative ideas. (Author/LL)

In 2013 the Vermont legislature enacted Act 77 mandating that students in grades 7-12 develop personalized learning plans (PLPs) to guide them toward high school graduation using proficiency based requirements. In a qualitative self-study the authors document the implementation of a personal learning framework integrating PLPs into a humanities curriculum on a 7/8 grade team at a Vermont middle school during a two-year period. The findings from this study suggest that: (1) teaching transformed over time -- it became more constructivist and integrated; (2) the personal learning framework required students to take the stance of a growth mindset; and (3) the use of the personal learning framework and the digital tools to facilitate the development of PLPs afforded students the opportunities to learn multiple and new literacies.

Quad Blogging was implemented to connect students beyond classroom walls to explore social issues. Four middle school classrooms in New Jersey, Vermont, California and Qatar served as the research sites. Students engaged in collaborative inquiry around social issues, identifying a social issue specific to their context. Final products included found poems that presented a local response to a global issue. The research methodology for this study was qualitative naturalistic teacher research, guided by Lincoln and Guba's standards for credibility, transferability, dependability and confirmability. Data from four diverse classroom contexts were cross-analyzed identifying patterns and emerging beliefs about teaching and writing in a web-based platform. Data analysis also found shifts in teaching and learning driven by technology and collaborative inquiry.

The National Center for State Courts and the National Center for Juvenile Justice collaborated to investigate different models of blended sentencing of juvenile offenders. Specifically, a juvenile-inclusive blend was investigated in Ohio and a criminal-inclusive blend was examined in Vermont. The paper describes the frequency of use of blended sentencing in these states as well as the factors influencing the use of blended sentences. Implications for the the policy and practice of the blended sentencing in both states as well as nationally will be discussed. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper examines the phenomenon of the peace movement post 9/11 and its manifestations within the state of Vermont. Social movement theory is used to explore the scope and direction of peace activism. Frame Alognment, Resource Mobilization, Political Process, and Relative Deprivation Theory are applicable approaches. Community Action Research has been employed to analyze the process of peace building that participants of local peace groups used to develop strategies and plans. The attempt is to explain salient goals and objectives, problem solving techniques as well as participant interaction. The incorporation of a network structure and development of open social networks have been key to adaptability and success. The internet has been the primary channel of diffusion and has proven indispensable. A chronology of events has been recorded as a case history, to identify significant peace mobilizations. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

In August of 1991, the Colchester (Vermont) Board of Education and the Colchester Education Association (CEA) jointly initiated a Teacher Evaluation Study Committee. The group assumed responsibility for producing a revised teacher evaluation model which would positively impact the district's teaching and learning process. During school year 1992-1993, 34 teachers and 9 administrators actively participated in a pilot project that employed a differentiated teacher evaluation model. School based meetings were organized to introduce all teachers to the model's five differentiated components: (1) focused assistance: adapting to new contexts; (2) focused assistance: improving current practice; (3) administrator consultation; (4) colleague consultation; and (5) self directed enhancement. The model addresses four major topic areas: classroom teaching, administrative and professional responsibilities, professional development, and goal achievement. Within each of these areas, specific differentiated descriptors define performance standards. Because the implementation of this project remains a "work in progress," no hard data to support its impact is available. Two appendixes provide comprehensive descriptions of the model's differentiated components and detailed charts of performance descriptors for the four major topic areas. (Contains 29 references.) (LL)

A survey of 772 high school seniors in 18 economically disadvantaged rural Vermont public high schools examined differences between students who planned to attend a 4-year college or university and those who did not. The survey instrument consisted of 105 statements pertaining to personal background and demographic data, locus of control, community-related factors, and school-related factors. Most respondents were females between 17 and 18 years of age, who reported their family income to be above $20,000, received mostly As and Bs in school, and reported that their parents had a high school education or above. Half reported being in the college preparatory academic track while 29 percent reported being in the general or vocational track. Significant differences between groups were found for 64 of 105 variables. Students aspiring to a 4-year college education perceived their high school experience in a more positive and different manner than their similar-status peers who did not so aspire. Students aspiring to attend college felt that a college education was essential for a satisfying career, that they had control over their level of success, that their community provided few career opportunities, and that their school experiences motivated them to continue learning. Includes numerous data tables and the survey instrument. (LP)

Dedication and commitment are useful terms to apply when discussing teacher quality and excellence, especially in rural contexts. A two-stage case study examined archival data on teachers and teaching in Vermont and northern New England and interviewed 12 outstanding rural teachers from low income districts throughout Vermont. The teaching experience of interviewees spanned six decades from the 1930s to the 1980s. Results were used to generate a profile of a committed or dedicated teacher. Such a teacher: (1) might describe teaching in terms of a calling or mission; (2) continues to teach as rewards diminish; (3) exhibits enthusiasm and devotion in the face of adversity; (4) embraces the service mission of teaching; (5) holds detailed abstract concepts about teaching as a profession; (6) can reflect on own teaching; (7) can link personal mission in life to organizational mission; (8) expresses concern for fellow teachers and students; and (9) expends above average amounts of time and energy at work. Teacher time and wealth spent could provide quantifiable measures of teacher commitment and dedication. Outstanding and excellent Vermont teachers of all eras have spent their own money and given great quantities of discretionary time to their students in support of improving education. Contains 65 references. (SV)

The use of a foreign language as part of the managerial context rather than as a technical tool was examined. Eighteen people in nine companies, primarily from the manufacturing sector, were interviewed to raise a set of issues pertaining to the use of a foreign employer's language (FEL). All of the companies in the sample were within a day's drive of Burlington, Vermont, a region with a culture of its own where more than a third of the inhabitants claim French-Canadian ancestry. Three FELs were chosen: French, German, and Japanese. The interviews were conducted using a list of questions as a point of departure rather than as a protocol. It was found that American managers in the greater Vermont area make very little use of their FEL, and English is often specified by policy as the operating language for the company. English is also the language of most high-tech work. Findings are reported in the following areas: rules about the use of FEL; differences in the use of the FEL; feelings about the use of the FEL; difficulty of using the FEL; desire to use the FEL; the difficulty of relating desire to policy; language training; company policy; special issues like relations with the head office and the changing organizational culture. It is noted that language classes don't work, especially if they take up blocks of work time, and that to be effective, language learning must be integrated into the change of organizational culture. (LB)

The Vermont Restorative Justice Program which uses Citizens' Reparative Boards, began with a caseload of 650 in 1996. The program has expanded and there is now evaluation research which indicates that the program is effective. This paper upates a 1997 paper and article by the same authors and provides suggetions for practitioners inerested in developing similar programs ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

The National Center for State Courts and the National Center for Juvenile Justice collaborated to investigate different models of blended sentencing of juvenile offenders. Specifically, a juvenile-inclusive blend was investigated in Ohio and a criminal-inclusive blend was examined in Vermont. The paper describes the operation of blended sentencing in each state and provides aggregate statistics on the frequency of blended sentences relative to juvenile adjudications and transfers to the adult criminal system. Factors influencing the use of blended sentences in both states will be discussed and mathematical models of the blended sentencing systems of both states that specify factors influencing the use of blended sentences will be presented. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This research examines social movement debates as they play themselves out in the media, contributes to the literature on the media and social movements, both generally and with regards to the GLBTQ movement(s) more specifically. First, it provides important insights into both the complexities within and the dynamic relationships among social context, social movements, and the media. In debates such as those over same-sex marriage, which involve such a multi-layered mix of political, cultural, and economic implications, the arguments and frames that different "sides" employ are not only shaped by the broader social context and the actions and arguments of other actors, but in turn can themselves have impact on the broader social context and the transformation of movement frames. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Studies of state formation tend to emphasize the demise of localism through centralization. This article specifies empirically the social structural conditions that strengthen localism under state formation. The historical case is the creation of Vermont during the Revolutionary War and the local factionalism it involved. Probate records are used to reconstruct credit networks that provided the relational foundation for localism and factional identities. The evidence demonstrates that network segregation between factional regions intensified over time, and was supported by strong cohesion within these regions. Local brokers who forged cohesion within factions consistently attained important political offices while mediators between opposing factions increasingly failed to obtain offices. This structural process coincided with the shift of Vermont's domestic politics into national level conflicts between Federalists and Jeffersonians. Within this escalation local and national factions crystallized around equivalent pairs of binary categorical oppositions. The evocation of national politics directly resonated with local lines of conflict, and reinforced factional identities and localism. [ABSTRACT FROM AUTHOR]

Described and illustrated with charts and tables is a model program for learning disability students at the University of Vermont. The program is said to feature an interprofessional team of educational, clinical, and medical specialists. Reviewed are the five steps in the Problem Oriented System for Educational Services (P.O.S.E.): identification, tentative definition of the problem, diagnosis, classroom educational plan, and evaluation of the remediation plan. Medical aspects of learning disability diagnosis, including soft neurological signs, are analyzed, and the need for differential diagnostic testing is emphasized. Six considerations in remedial strategies, including the importance of flexible programing for learning disabled students, conclude the narrative. Appended are nine charts (including diagrams of the P.O.S.E. approach), and six tables (including a list of selected assessment measures). (CL)

An analysis of variables effecting the success of mainstreaming programs in 27 school districts in Vermont--five of which were unsuccessful in that consulting teacher services were not maintained for more than two years, and 22 of which were successful in that consulting teacher services were maintained for more than two years--was undertaken. Results indicated that initial success and acceptance of the consulting teacher mainstreaming model was achieved through gaining administrative and institutional political support, and that districts involved in planned district development consistently gained the administrative and institutional support. Among proposals offered were that instructional units dealing with local school-community political systems and related behavior analysis be incorporated into consulting teachers' training programs, that a data retrieval system be developed that will measure levels of administrative and institutional support, and that the relationship of this support to the service effectiveness be further analyzed. (IM)

The author describes the development and current status of statewide efforts to establish formalized environmental education planning. To provide a "data base," an inventory of environmental education resources in the State was compiled and distributed. The compendium covered K-12 education, higher education, community groups, governmental agencies, the media, and businesses. Some of the conclusions drawn show: (1) Vermont chooses to remain independent from Federal/State control in the environmental education planning process but encourages extra-governmental coordination of its efforts; (2) the expenditure of large sums of money to compile listings of environmental programs is not necessary, but there is a real need for a communications system which permits the names and skills of readily available contact people; and (3) there is a strong sentiment against identifying environmental education as a separate subject in the K-12 curriculum. It is hoped that all learning could be environmentalized...that all people can see environment within the context of their daily lives. (Authors/EB)

This speech on performance-based teacher education centers on slaying the following sacred cow: the belief that it is impossible to evaluate the performance of teachers objectively and effectively. The historical reasons for electing performance-based teacher education as a means of teacher evaluation are described. The speech lists assumptions used in the formulation of new regulations adopted by the Vermont State Board of Education. These assumptions include the beliefs that teacher education is a continuous process from early preparation until retirement, that the individual teacher must be actively involved in determining the criteria by which he or she will be evaluated and by whom, and that colleges and school districts must share the responsibility for teacher education. The speech describes Vermont's new certification procedures, which include the following components: (a) initial certification--graduates of state-approved teacher education programs who have demonstrated identified basic competencies for beginning teachers and who are recommended for certification by their college; (b) certification renewal--recommendation of teachers who have demonstrated the competencies identified; (c) inservice training programs with authorized local certification privileges; and (d) individualized self-evaluation programs at the local level. (JA)

This document presents materials designed to help teachers in Vermont to teach more effectively about that state and its heritage. The materials stem from a conference at which scholars spoke to Vermont teachers about their work and about how it might be taught. Papers presented at the conference are included, as well as sample lessons and units developed by teachers who attended the conference. Examples of papers included are: "The Varieties of Vermont's Heritage: Resources for Vermont Schools" (H. Nicholas Muller, III); "Vermont Folk Art" (Mildred Ames and others); and "Resource Guide to Vermont Studies Materials" (Mary Gover and others). Three appendices also are included: (1) Vermont Studies Survey: A Report on the Status of Vermont Studies in the Schools (Daniel W. Gregg); (2) Conference Program; and (3) a list of conference participants. (DB)

The document examines the connection of commitment and dedication to excellence in teaching, and the extent to which their intensity can be measured as variables. The study expands the knowledge base of 19th and early 20th century teaching by discovering and documenting examples in the historical literature of dedication and commitment. The connection of commitment and dedication to teaching excellence today and in the recent past as evidenced in the lives of Vermont teachers is identified. A description of dedication and commitment in a population of Vermont teachers in the 100-year period from 1830 to 1930. Findings indicate that these qualities would be most evident not only in rural settings but also in rural settings where economic rewards were below average. Teachers in the sample spend a significant amount of time in school and are involved in school-related activities beyond the context of the work day. Teachers responded that they were spending their own money on their classes or their students. (79 references) (SI)

This report describes a study which tested the applicability to rural schools of "effective school" research, which focuses on characteristics associated with schools found effective through analysis of standardized student achievement test scores. Strategies for providing input from local personnel included research awareness sessions, a graduate level university course, and testing the assessment and improvement process in a small elementary school. Data provided by a questionnaire distributed to all school staff, interviews of teachers and the superintendent, and archival documents were used to assess school strengths and weaknesses in terms of seven effective school characteristics: safe and orderly environment, clear school mission, principal's instructional leadership, high expectations for achievement, student time on task, frequent monitoring of progress, and supportive home-school relations. Intended as a measure of educational equity, a correlation of achievement test scores with socioeconomic status was inconclusive due to the small number of students. Aside from contextual differences, results generally paralleled those found in urban schools. The conclusion is that with some recommended modifications, effective school research is relevant to rural settings and can encourage rural school personnel to examine and improve their practices. Summary profiles of interview and questionnaire data are appended. (MJL)

Laws in Vermont, Minnesota, Maine, West Virginia, and the District of Columbia require pharmaceutical companies to report their gifts and payments to healthcare providers. Little research has assessed these initiatives or the information obtained. We evaluated the strengths and weaknesses of the five laws and conducted an in-depth analysis of data from Vermont, exploring what could be learned about companies' gifts to physicians. The Vermont disclosures revealed previously unknown details about industry marketing expenditures, but much remained hidden. We also considered the implications of our findings for future efforts to render physician-industry relationships fully transparent. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

The proceedings of a regional working conference on educational and employment equity for Blacks and Hispanics in New England is presented. The purpose of the conference was to address the nine findings and 20 recommendations set forth in a recent New England Board of Higher Education (NEBHE) report, "Equity and Pluralism," which warns that while New England is touted as the higher education capital of the world, opportunity is limited for Blacks and Hispanics hailing from New England. Panels were titled as follows: "Pluralism in the Workplace,""Supporting Educational Achievements of Blacks and Hispanics,""Creating Pluralism on Campus,""How Television, Radio, and Newspapers Can Nurture Minority Aspirations and Achievements,""Government's Role in Promoting Minority Advancement," and "Helping Community College Graduates Move on to Four Year Colleges." Two addresses were "The Competitiveness and Change in New England Business" (Badi Foster) and "Quality and Opportunity: The Unfinished Agenda" (Paul Tsongas). Plans of action for Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont are included. Three appendices are: a summary of the findings and recommendations of the NEBHE's Task Force on Black and Hispanic Student Enrollment and Retention in New England, January 1980; a list of events and papers presented at the Summit on Educational and Employment Opportunity in New England; and a list of the members of the NEBHE Task Force on Black and Hispanic Student Enrollment and Retention in New England. (SM)

This bulletin contains abstracts of addresses delivered at a 2-day conference of State and county rural-school supervisors of the Northeastern States, called by the United States Commissioner of Education in New York City, New York, April 23 and 24, 1928. Abstracts were prepared from manuscripts submitted by the authors. The conference was the third regional supervisory conference sponsored by the United States Bureau of Education. Reports of preceding conferences held in 1925 and 1926, were published as Bulletins, 1926, No. 12, and 1927, No. 24 of the Bureau of Education. The conference was attended by more than 100 rural education workers, most of whom are engaged in State and local supervision. The States represented were Connecticut, Delaware, Massachusetts, New Hampshire, New Jersey, New York, Ohio, Pennsylvania, Rhode Island, and Vermont. The conference was formally opened by the Commissioner of Education, Dr. John J. Tigert. He explained briefly his interest and that of the Bureau of Education in assisting the extension of rural-school supervision and promoting more efficient supervisory procedures. The program presented was arranged to consider seven large problems: (1) Improvement of supervisory techniques; (2) The effect of larger rural schools on the solution of supervisory problems; (3) Development of a supervisory program leading to closer integration between the work of those responsible for pre-service and those responsible for in-service preparation of teachers; (4) Types of supervisory assistance most effective in meeting the needs of certain teaching and pupil groups; (5) Contributions of State departments of public instruction to the education of mentally handicapped children in rural communities; (6) Equalizing educational opportunity for exceptional children in rural schools; and (7) Achievements and plans of the northeastern supervisory conference. Under each of these at least one major paper or address was presented, followed by free discussion from the floor. (Individual abstracts contain footnotes.) [Prepared in the Division of Rural Education. Best copy available has been provided.]

Research on intergroup violence and hate crime often points to the demographic and economic correlates of such behavior. The present work builds on this line of research by investigating the political roots of hate crime offending. We advance a political threat model where hate crimes against minority groups are expected to increase when the minority group acquires greater political power. This model is tested for the case of anti-homosexual hate crimes following the passage of same sex marriage legislation. Specifically, we examine differences in hate crimes against homosexuals before and after the passage of legislation in Vermont in comparison to (1) changes in anti-homosexual crimes in other New England states and (2) changes in non-sexual orientation motivated offenses. The results indicate that hate crimes against homosexuals increased relative to both comparison groups following the passage of civil union legislation. The broader implications for crimes of bigotry and the study of domestic terrorism are discussed. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]