American children spend a substantial part of their lives watching television and movies, playing video games, and listening to music containing explicit sex and violence. From Doom and Grand Theft Auto III to Eminem and Marilyn Manson, a strain of the popular culture has become increasingly toxic. One of the most pressing—and controversial—issues facing parents and educators in America today is understanding how exposure to these media affects the social and psychological development and behavior of children and teenagers. In Kid Stuff , Diane Ravitch and Joseph P. Viteritti bring together experts in media studies, child psychology, and public health to assess the dangers posed by "tox pop" to American society. Drawing on thirty years of research, the contributors find convincing evidence that such "entertainment" can harm children and teenagers, despite the self-serving denials of the media industry. Balancing their concerns for the welfare of children with respect for the First Amendment, Kid Stuff furthers the ongoing dialogue about how a democratic society can protect its children from the pernicious extremes of popular media. Contributors: Craig A. Anderson, Jeffrey Jensen Arnett, Peter G. Christenson, Edward Donnerstein, Jeanne B. Funk, Todd Gitlin, Kay S. Hymowitz, Elisabeth Lasch-Quinn, Nell Minow, Newton Minow, Thomas N. Robinson, Stacy L. Smith

How the story of NYC's schools contain lessons for other cities. City Schools brings together a distinguished group of researchers and educators for an in-depth look at the nation's largest school system. Topics covered include the changing demographics of city schools, the impending teacher shortage, reading instruction, special education, bilingual education, school governance, charter schools, choice, school finance reform, and the role of teacher unions. City Schools also provides fresh and fascinating perspectives on Catholic schools, Jewish day schools, and historically black independent schools. Diane Ravitch, Joseph P. Viteritti, and their coauthors explore pedagogical, institutional, and policy issues in an urban school system whose challenges are those of American urban education writ large. The authors conclude that we know a lot more about how to provide effective educational services for a diverse population of urban school children than performance data would suggest. Contributors: Dale Ballou, University of Massachusetts, Amherst • Stephan F. Brumberg, Brooklyn College • Mary Beth Celio, University of Washington • Gail Foster, Toussaint Institute • Michael Heise, Case Western University • Clara Hemphill, Public Education Association • Paul T. Hill, University of Washington • William G. Howell, Harvard University • Pearl Rock Kane, Columbia University • Frank J. Macchiarola, Saint Francis College • Melissa Marschall, University of South Carolina • Thomas Nechyba, Duke University • Paul E. Peterson, Harvard University • Christine Roch, Georgia State University • Christine H. Rossell, Boston University • Marvin Schick, Avi Chai Foundation • Mark Schneider, SUNY, Stony Brook • Lee Stuart, South Bronx Churches • Paul Teske, SUNY, Stony Brook • Emanuel Tobier, New York University • Joanna P. Williams, Columbia University