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This paper discusses a case study that serves as an example of a conflict mediation program in a small high school in Missouri. The program began with the following goals: 1) to reduce the number of conflicts in the school; 2) to empower students with the ability to solve their own conflicts; 3) to teach conflict resolution skills to students; and 4) to share with students the responsibility of creating a positive school culture and climate. The data represent an 8-year period beginning in 1991 and ending in 1999. The program focused on four factors: the selection of mediators, the role of the mediators, mediator training, and the procedure the mediator would follow. Three observations were made during this study. First, the fact that suspensions for fighting decreased dramatically was obvious. Second, verbal confrontation between students also decreased but not as dramatically as physical confrontations. It became clear that some conflicts spontaneously combusted, and peer mediation programs were not effective in reducing this type of conflict. Third, the general atmosphere on campus grew more relaxed, students started relating better to each other, and school climate improved on a yearly basis. These observations led to three conclusions: students do respond positively to intervention; conflict mediation programs reduce physical confrontations only to a certain level; and peer mediation does improve school climate. (MKA)

This paper describes the A+ Schools Program that contains financial incentives to encourage districts to pursue three goals: (1) All students will graduate from high school; (2) all students will complete a selection of studies that is challenging and has identified learning expectations; and (3) all students will proceed from graduation to a college or postsecondary vocational or technical school or a high-wage job with workplace skill-development opportunities. The district can receive up to $450,000 over a 3-year period for such things as technology, software, curriculum, and professional development. Following the end of the 3 year period, the district must document that the high school has stopped offering a general education track, developed an ongoing school/community partnership, and provided evidence that the number of dropouts has decreased. With substantial progress toward these objectives, the high school can be designated an "A+ High School." The paper illustrates a case study of a high school that strives to maintain these goals. (Contains 11 references.) (DFR)