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######### Educator Sexual Misconduct: 

######### A Synthesis of Existing Literature

######### 

**2004**

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| **[U.S. Department of     | [Office of the Under      |              |
| Education]{.smallcaps}**  | Secretary]{.smallcaps}    |              |
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Educator Sexual Misconduct:

**A Synthesis of Existing Literature**

Prepared for the U.S. Department of Education

Office of the Under Secretary

Policy and Program Studies Service

By Charol Shakeshaft

Hofstra University and Interactive, Inc.

Huntington, N.Y.

This report was prepared for the U.S. Department of Education under
Purchase Order ED-02-PO-3281. The views expressed herein are those of
the authors. No official endorsement by the U.S. Department of Education
is intended or should be inferred.

# U.S. Department of Education

Rod Paige

## *Secretary*

**June** **2004**

This report is in the public domain. Authorization to reproduce it in
whole or in part is granted. While permission to reprint this
publication is not necessary, the citation should be: U.S. Department of
Education, Office of the Under Secretary, *Educator Sexual Misconduct: A
Synthesis of Existing Literature,* Washington, D.C., 2004.

CONTENTS

1.0 Purpose and Methods of Synthesis 1

1.1 Definitions

1.2 Scope of synthesis search

1.3 Methods of synthesis

2.0 Description of Existing Research, Literature, or Other Verifiable
Sources 4

2.1 Categories of discourse

2.2 Systematic studies 2.3 Practice-based accounts with first or third
person descriptions

2.4 Newspaper and other media sources

2.5 General child sexual abuse data sets and instruments

2.6 Availability of research

3.0 Prevalence of Educator Sexual Misconduct 16

3.1 Sources and methods

3.2 Prevalence in the United States

3.3 Prevalence in the United Kingdom

4.0 Offender Characteristics 22

> 4.1 Job of offenders
>
> 4.2 Sex of offenders
>
> 4.3 Age of offenders
>
> 4.4 Same-sex offenders

5.0 Targets of Educator Sexual Misconduct 27

5.1 Sex of targets

> 5.2 Race/ethnicity of target
>
> 5.3 Disability and targets

6.0 Patterns of Educator Sexual Misconduct with Students 31

6.1 Context

6.2 Selection

> 6.3 Maintaining secrecy and silence
>
> 6.4 Geography of abuse

7.0 Allegations and Response 34

7.1 Allegations

7.2 Response to allegations

7.3 Investigative practices

7.4 False accusations

8.0 Extent and Impact of Legal Initiative 37

8.1 Federal laws

8.2 State child sexual abuse laws

8.3 State sexual assault laws

8.4 State educator sexual misconduct laws

8.5 Limitations of state laws

8.6 Tenure and licensure

8.7 Fingerprinting

9.0 Effects of Educator Sexual Misconduct 42

9.1 Effects on abused students: Academic, emotional and

developmental

9.2 Effects on other students

10.0 Consequences of Allegations of Educator Sexual Misconduct 44

10.1 Consequences for abusers

10.2 Consequences for targets

11.0 Union and Professional Organization Roles 46

11.1 Actions of teacher unions

11.2 Actions of professional organizations

12.0 Prevention of Educator Sexual Misconduct 47

12.1 Develop district and school level policies

12.2 Hiring practices

12.3 Screen employees

12.4 Assign a case coordinator and centralize information

12.5 Report all allegations to both child protection and law enforcement

agencies

12.6 Develop thorough investigative practices

12.7 Educate employees

12.8 Educate students

> 12.9 Be aware of signs of educator sexual misconduct
>
> 12.10 Change state educator certification regulations

12.11 Provide adequate state registry

12.12 Provide adequate federal registry

12.13 Enact and standardize state policies and statutes

12.14 Enact laws giving immunity to public employees who provide

> references

12.15 Expand Title IX

13.0 Summary of Existing Studies and Recommendations for 51

Additional Analysis

Appendix I Newspaper, News Wire, and Broadcast References 53

Appendix II Surveys and Studies on Child Sexual Abuse 81

Bibliography: Educator Sexual Misconduct 89

# TABLES

Table 1. Empirical Studies of Educator Sexual Misconduct 6

Table 2. Summary of Practice-Based, First Person Reports and 9

Third Person Reports

Table 3. Empirical and Practice Studies of Educator Sexual Misconduct 13

Table 4. Studies of Prevalence of Educator Sexual Misconduct in the 16

United States

Table 5. Percent of U.S. Students Who Have Experienced Educator 20

Sexual Misconduct by Method

Table 6. Sources for Descriptions of Offenders 23

Table 7. Percent of Student Targets by Job Title of Offender 24

Table 8. Sex of Offenders 25

Table 9. Same-Sex Misconduct 26

Table 10. U.S. Sources for Descriptions of Targets 27

Table 11. Targets by Sex 28

Table 12. Targets by Race/Ethnicity vs. Sample 28

Table 13. Targets by Race/Ethnicity and Sex vs. Sample 29

Table 14. Sexual Abuse Reports by Disability Status, in Institutional
Settings 30

Table 15. Sources for Descriptions of Patterns 31

Table 16. Sources for Allegations and Response 34

Table 17. Suggestions and Recommendations from the Literature for
Possible Legislation and Regulation 39

Table 18. Effects of Educator Sexual Misconduct 42

Table 19. Educator Sexual Misconduct: Data Available and Needs 51

For Future Research

# Preface

Any adult misconduct or sexual abuse in schools is of grave concern to
students, parents, educators, and the Department of Education. This
literature review of *sexual abuse* and *sexual misconduct* responds to
the mandate in Section 5414 of the Elementary and Secondary Education
Act of 1965 (ESEA), as amended, to conduct a study of *sexual abuse* in
U.S. schools. To satisfy this mandate, the Department of Education
contracted with Dr. Charol Shakeshaft of Hofstra University. Using the
limited research that is available in this area, her literature review
describes, among other topics: prevalence of educator sexual misconduct,
offender characteristics, targets of educator sexual misconduct, and
recommendations for prevention of educator sexual misconduct. We note
that the author offers several new recommendations that may be worth
considering, although some may be at odds with current law.

Although the author's findings are in part broader than the
congressional mandate and therefore could be perceived by some as
insufficiently focused, we believe that sexual misconduct in whatever
form it takes is a serious problem in our nation's schools and one about
which parents and taxpayers have a right to be informed. The Department
of Education is currently investigating ways to obtain more reliable
evidence on the extent of sexual abuse in schools.

It is important to note some of the Department's reservations about the
findings in the literature review. Specifically, the author focuses in
large measure on a broad set of inappropriate behaviors designated as
"sexual misconduct," rather than "sexual abuse," which is the term used
in the statute. Specifically, section 5414(a)(3) of the ESEA requires
the Secretary of Education to conduct "\[a\] study regarding the
prevalence of *sexual abuse* in schools. . . ." *(emphasis added)* The
distinction between "sexual misconduct" and "sexual abuse" is
significant in legal and other terms. However, both are of concern to
parents and the Department.

The author's use of the two words interchangeably throughout the report
is potentially confusing to the reader. Federal law gives separate and
specific meaning to the words "sexual abuse," and such words should not
be confused with the broader, more general concept of "sexual
misconduct." Specifically, "sexual abuse" has been a defined term for
over 17 years \[18 U.S.C. § 2242\]. It involves an act where one
knowingly "causes another person to engage in a sexual act by
threatening or placing that other person in fear. . ." or "engages in a
sexual act with another person if that other person is---(A) incapable
of appraising the nature of the conduct; or (B) physically incapable of
declining participation in, or communicating unwillingness to engage in,
that sexual act. . . ." *Id.* "Sexual abuse" carries a penalty of a fine
or imprisonment for not more than 20 years, or both. *Id.*

Finally, despite some of the above reservations about this study, the
Department believes that this topic is of critical importance and that
releasing the report is clearly in the public's interest. The
overwhelming majority of America's educators are true professionals
doing what might be called the "essential" work of democracy. The vast
majority of schools in America are safe places. Nevertheless, we must be
willing to confront the issues that are explored in this study. We must
all expand our efforts to ensure that children have safe and secure
learning communities that engender public confidence.

Eugene W. Hickok

Deputy Secretary

**Educator Sexual Misconduct:**

**A Synthesis of Existing Literature**

### 1.0 PURPOSE AND METHODS OF SYNTHESIS

Section 5414 of the Elementary and Secondary Education Act of 1965, as
amended by the No Child Left Behind Act of 2001, requires "a national
study of sexual abuse in schools." This synthesis reviews existing data
which relate to educator sexual misconduct including the methods used to
collect those data. This report documents research on educator sexual
misconduct, *not* advice or practice recommendations unless supported by
data.[^1] Using data related to sexual misconduct, the synthesis
examines:

-   Incidence and prevalence.

-   Offender descriptions.

-   Target/victim descriptions.

-   Patterns of misconduct.

-   School district responses.

-   Legal remedies.

-   Effects on targets and others.

-   Consequences to offenders of allegations.

-   Union and professional organization roles.

-   Prevention.

### 1.1 Definitions. The phenomena examined in this synthesis include behavior by an educator that is directed at a student and intended to sexually arouse or titillate the educator or the child. In this review, "educator" includes any person older than 18 who works with or for a school or other educational or learning organization. This service may be paid or unpaid, professional, classified or volunteer. Adults covered by this review might be teachers, counselors, school administrators, secretaries, bus drivers, coaches, parent volunteers for student activities, lunchroom attendants, tutors, music teachers, special education aides, or any other adult in contact in a school-related relationship with a student. 

"Students" include any person, whatever age, in an educational
institution up through 12th grade. This review does not examine the
literature on postsecondary or higher education educator-to-student
sexual misconduct.

The behaviors included in the review are physical, verbal, or visual.
Examples include touching breasts or genitals of students; oral, anal,
and vaginal penetration; showing students pictures of a sexual nature;
and sexually-related conversations, jokes, or questions directed at
students.

"Molestation," "rape," "sexual exploitation," "sexual abuse," "sexual
harassment"---

these words and phrases are often used to describe adult-to-student
sexual abuse in schools. Shoop (2004) defines these behaviors as
educator sexual exploitation. There is considerable discussion
concerning the appropriate label for these actions. While "*educator
sexual abuse*" is a common reference, "*educator sexual misconduct*" is
a more appropriate term for the purposes of this review.

In naming the focus of this inquiry, I use as a guide the policy of the
Ontario (Canada) College of Teachers that recommends the term *educator
sexual misconduct* because the phrase "educator sexual abuse" fails to
include the larger set of inappropriate, unacceptable and unprofessional
behaviors.

> By referring to "sexual abuse" the emphasis is placed on the victim,
> and the question of whether the victim did or did not suffer abuse or
> harm. This is not the appropriate focus. The proper emphasis must not
> be on the student, but on the teacher, who is solely responsible for
> his or her professional conduct" (Ontario College of Teachers, 2001,
> p. 3).
>
> Using the Ontario College of Teachers "Professional Advisory on
> Professional Misconduct Related to Sexual Abuse and Sexual Misconduct"
> (2002, p. 2) as a guide, educator sexual misconduct in this review is
> defined as any "behavior of a sexual nature which may constitute
> professional misconduct."
>
> (p. 1). Included in this broad listing are several types of conduct
> including overt and covert actions:

-   Any conduct that would amount to sexual harassment under Title IX of
    > the (U.S.) Education Amendments of 1972.

-   Any conduct that would amount to sexual abuse of a minor person
    > under state criminal codes.

-   Any sexual relationship by an educator with a student, regardless of
    > the student's age; with a former student under 18; with a former
    > student (regardless of age) who suffers from a disability that
    > would prevent consent in a relationship. All students enrolled in
    > the school and in any organization in which the educator holds a
    > position of trust and responsibility are included.

-   Any activity directed toward establishing a sexual relationship such
    > as sending intimate letters; engaging in sexualized dialogue in
    > person, via the Internet, in writing or by phone; making
    > suggestive comments; dating a student.

> This definition includes criminal, civil, and professional codes of
> conduct and responds to the missing elements in much of the literature
> on child sexual abuse. This definition covers what is also commonly
> referred to as sexual abuse and/or sexual harassment of children. This
> definition is central to the development of future studies on educator
> sexual misconduct.

**1.2 Scope of synthesis search.** Using the general descriptor
"educator sexual misconduct" (and its subsidiary or component
behaviors), I have identified nearly 900 relevant citations including
*sui generis* original studies, secondary analyses of existing data,
journalistic articles, reports for professional and governmental
organizations, and other related scholarship. I searched reference
databases in education, juvenile and criminal justice, social sciences,
law and public policy.

I augmented those searches by contacts through Listservs and Web site
destinations. More than 1,000 researchers, educators and policymakers
were contacted to identify current studies of educator sexual
misconduct. In particular, I examined sources identified for data on
educator sexual misconduct that:

-   Document frequency.

-   Describe offenders/predators.

-   Describe student targets/victims.

-   Identify patterns of misconduct.

-   Detail school district responses.

-   Examine legal solutions.

-   Describe effects on targets.

-   Document consequences for offenders.

-   Detail union and professional organization involvement.

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-   Document prevention interventions.

**1.3 Methods of synthesis.** Appropriate synthesis techniques depend on
the design of studies and the types of data in the research literature.
Normally, a research synthesis includes search, review, categorization,
frequency analysis, comparative analysis and weighting or evaluating the
results. A researcher synthesizing data usually will follow these steps:

-   Assign studies to topical areas.

-   Screen for studies based upon empirical data.

-   Categorize by research method.

-   Assess research quality and design.

-   Assign confidence intervals by research design type and quality.

-   Synthesize results using lists of findings, counts of expert
    judgments, and/or meta-analysis.

Unfortunately, there are few empirical studies on educator sexual
misconduct. As a result, there are insufficient studies to undertake
even the simple synthesis method of counting the votes, let alone to
merit the more formal and rigorous methods of synthesis such as
meta-analysis. Thus, this synthesis is confined to a review of existing
empirical literature and identification of issues which need initial or
further study. This report does not review discussions of best practice
that are not based upon data.

**2.0 DESCRIPTION OF EXISTING RESEARCH, LITERATURE, OR OTHER**

**VERIFIABLE SOURCES**

**2.1 Categories of discourse.** The citations identified can be
categorized as:

-   Books, government reports, and journal articles that describe
    systematic studies that can be replicated or verified.

-   Books, government reports, and journal articles that include first
    or third person accounts of cases or incidents of educator sexual
    misconduct within a context of practice-based knowledge.

-   Newspaper or popular magazine reports of cases or descriptions of
    educator sexual misconduct.

    2.  **Systematic studies**. Although I identified nearly 900
        citations in the literature[^2] that discussed educator sexual
        misconduct in some format, there were only 14 U.S. [^3] and five
        Canadian or UK[^4] empirical studies on educator sexual
        misconduct. Of the U.S. studies, only one (Shakeshaft,
        1994, 1995) received federal funding (U.S. Department of
        Education). None of these studies---either singly or as a
        group---answers all of the reasonable questions that parents,
        students, educators, and the public ask about educator sexual
        misconduct, and they certainly do not provide information at a
        level of reliability and validity appropriate to the gravity of
        these offenses. Nevertheless, the purpose and approach of these
        studies, which are briefly described in Table 1, are the best
        currently available**.**

        1.  **U.S. nationwide studies**. Four studies include survey
            data from national samples, but only the American
            Association of University Women (AAUW) studies are based
            upon data from a representative national sample (AAUW, 1993;
            2001; Cameron et al., 1986; Stein, Marshall, and Tropp,
            1993; SESAME, 1997). There are three studies which examine
            national samples of cases or regulations (Hendrie, 1987,
            2003; Zemel and Twedt, 1999).

The AAUW *Hostile Hallways* surveys, administered to a nationwide sample
of 8th- to 11th-grade students in 1993 and again in 2000, are the only
studies that provide reliable nationwide U.S. data on educator
misconduct. The purpose of these two studies was not specifically to
document educator sexual misconduct. Peer sexual harassment is the
primary focus of the surveys and the reports. However, the data from
these studies were subjected to a secondary reanalysis which focused
only on educator sexual misconduct (Shakeshaft, 2003).

Cameron, Coburn, Larson, Proctor, Forde, and Cameron (1986) surveyed
five metropolitan areas in different geographic locations to gather data
on sexual attitudes, activities, and experiences. Although not the
direct focus of this inquiry, questions were included that documented
respondent experience with teacher sexual misconduct.

Stein, Marshall, and Tropp (1993) analyzed results of a survey included
in *Seventeen Magazine*. Although they came from across the United
States, respondents were not representative because all were female
readers of the magazine who volunteered to return the survey.

SESAME (1997) also surveyed volunteers who had been targets of educator
sexual misconduct. The respondents sample came from all parts of the
United States and included both sexes but was a volunteer sample.

+--------------------------+-------------------------------------------+
| **Table 1. Empirical     |                                           |
| Studies of Educator      |                                           |
| Sexual Misconduct**      |                                           |
+==========================+===========================================+
| **Study**                | **Description**                           |
+--------------------------+-------------------------------------------+
| *Abuse and Disability    | Analysis of 162 cases of sexual abuse of  |
| Project* (1992).         | children or adults with disabilities in   |
| Edmonton, Canada:        | Canada. Reports on abuse by               |
| University of Alberta.   | transportation workers.                   |
| Edmonton,                |                                           |
|                          |                                           |
| 1992\.                   |                                           |
+--------------------------+-------------------------------------------+
| American Association of  | 1,632 field surveys of U.S. public school |
| University Women (1993). | students in grades 8 to 11 in 79 schools. |
| *Hostile Hallways*,      | The sample was representative of students |
| Washington, D.C.: AAUW   | in public schools in the United States.   |
| Educational Foundation.  | Students in this sample were asked        |
|                          | questions about physical, verbal, and     |
|                          | visual sexual harassment                  |
+--------------------------+-------------------------------------------+
| American Association of  | Replication of 1993 study. Consisted of   |
| University Women (2001). | 2,063 field surveys of U.S. public school |
| *Hostile Hallways*,      | students in grades 8 to 11. The sample    |
| Washington, D.C.: AAUW   | was representative of students in public  |
| Educational Foundation.  | schools in the United States. Students in |
|                          | this sample were asked questions about    |
|                          | physical, verbal, and visual sexual       |
|                          | harassment.                               |
+--------------------------+-------------------------------------------+
| Paul Cameron, William    | Cluster sample of five metropolitan       |
| Coburn Jr., Helen        | areas. Door-to-door sampling and          |
| Larson, Kay Proctor,     | administration of a 550 question survey   |
| Nels Forde, and Kirk     | about sexual attitudes, activities, and   |
| Cameron (1986). "Child   | experiences. 4,340 surveys were retuned,  |
| molestation and          | a 45.5 percent response rate.             |
| homosexuality."          |                                           |
| *Psychological Reports*, |                                           |
| 58, 327-337.             |                                           |
+--------------------------+-------------------------------------------+
| Pat Cawson, C. Wattam,   | Interviews of UK national random sample   |
| S. , Brooker, and G.     | of 2,869 young people ages 18-24 on       |
| Kelly (2000) *Child      | incidence of sexual abuse as children.    |
| Maltreatment in the      |                                           |
| United Kingdom: A Study  |                                           |
| of Prevalence of Child   |                                           |
| Abuse and Neglect.*      |                                           |
| London: NSPCC.           |                                           |
+--------------------------+-------------------------------------------+
| Kelly Corbett, Cynthia   | Survey of 185 college students in an      |
| Gentry, and Willie       | introductory sociology course. Survey     |
| Pearson Jr. (1993).      | asked students to estimate sexual         |
| "Sexual harassment in    | harassment of a student in high school by |
| high school." *Youth and | a teacher, both about other students and  |
| Society, 25*(1), 93-103. | themselves.                               |
+--------------------------+-------------------------------------------+
| Mike Freel (2003).       | Paper and pencil survey of 92 female and  |
| "Child sexual abuse and  | 91 male UK public sector child care       |
| the male monopoly: An    | workers examining their sexual interest   |
| empirical exploration of | in children as well as incidence of       |
| gender and a sexual      | sexual abuse as children.                 |
| interest in children."   |                                           |
| *The British Journal of  |                                           |
| Social Work*, 33         |                                           |
| (481-498).               |                                           |
+--------------------------+-------------------------------------------+
| Bernard Gallagher        | Search of 20,000 child protection files   |
| (2000). "The extent and  | from eight English and Welsh regions.     |
| nature of known cases of | Descriptions of reports of child sexual   |
| institutional child      | abuse by a worker in the institution.     |
| sexual abuse." *British  |                                           |
| Journal of Social Work,* |                                           |
| 30 (795-817).            |                                           |
+--------------------------+-------------------------------------------+
| Caroline Hendrie, (Dec.  | Compilation of 244 cases active in either |
| 2, 9, 16, 1998) "A trust | criminal or civil courts or being handled |
| betrayed. sexual abuse   | by school district investigators between  |
| by teachers." *Education | March and August of 1998. Survey of       |
| Week*.                   | officials from each of the 50 states on   |
|                          | their laws and policies on sexual         |
|                          | relations with students and the reporting |
|                          | of alleged abuse by school employees.     |
+--------------------------+-------------------------------------------+

+--------------------------+-------------------------------------------+
| **Table 1. Continued**   |                                           |
+--------------------------+-------------------------------------------+
| **Study**                | **Description**                           |
+--------------------------+-------------------------------------------+
| Caroline Hendrie, (April | Two-part series updating the 1998         |
| 30 and May 7, 2003)      | three-part series. Survey of state sexual |
| "Trust betrayed. An      | misconduct policies.                      |
| update of sexual         |                                           |
| misconduct in schools."  |                                           |
| *Education Week*.        |                                           |
+--------------------------+-------------------------------------------+
| Diane Jennings and       | Three-part series examined 606 cases of   |
| Robert Tharp (May 4, 5,  | educator sexual abuse in Texas from       |
| 6, 2003) "Betrayal of    | records about disciplined educators       |
| trust." *The Dallas      | maintained by the State Board of Educator |
| Morning News.*           | Certification.                            |
+--------------------------+-------------------------------------------+
| Sydney L. Robins,        | Content analysis of 120 cases of sexual   |
| (2000). *Protecting Our  | misconduct brought before the Ontario     |
| Students: A Review to    | Teachers' Federation and Ontario College  |
| Identify and Prevent     | of Teachers between 1989 and 1997. Review |
| Sexual Misconduct in     | of 100 criminal cases against teachers    |
| Ontario Schools*.        | between 1986 and 1997.                    |
+--------------------------+-------------------------------------------+
| SESAME, 1997,            | Survey of 100 survivors of educator       |
| [www.sesamenet.org](ht   | sexual misconduct in the United States.   |
| tp://www.sesamenet.org/) | Data from 74 girls and 26 boys who had    |
|                          | been victimized. Educators identified by  |
|                          | staff positions held and survivor reports |
|                          | of consequences for perpetrators.         |
+--------------------------+-------------------------------------------+
| Charol Shakeshaft and    | Survey of 778 superintendents in New York |
| Audrey Cohan, (1995,     | State on incidence of educator sexual     |
| March). "Sexual abuse of | misconduct. Telephone survey of 225       |
| students by school       | school superintendents who reported they  |
| personnel." *Phi Delta   | had dealt with educator sexual            |
| Kappan*, 76 (7) 513-520. | misconduct. Follow-up interviews with     |
|                          | others involved in the cases.             |
| (1994). *In loco         |                                           |
| parentis: Sexual abuse   |                                           |
| of students in schools.  |                                           |
| What administrators      |                                           |
| should know*. Report to  |                                           |
| the U.S. Department of   |                                           |
| Education, Field         |                                           |
| Initiated Grants.        |                                           |
+--------------------------+-------------------------------------------+
| Charol Shakeshaft (2003) | Secondary reanalysis of AAUW Hostile      |
| "Educator sexual abuse." | Hallways data to focus on educator sexual |
| *Hofstra Horizons*,      | misconduct. 2,063 field surveys of public |
| Spring, 10-13            | school students in grades 8 to 11. The    |
|                          | sample was representative of the overall  |
|                          | population of students in public schools  |
|                          | in the United States.                     |
+--------------------------+-------------------------------------------+
| Nan D. Stein, Nancy L.   | Survey in *Seventeen Magazine* on sexual  |
| Marshall and Linda R.    | harassment. 4,200 girls in grades 2       |
| Tropp (1993). *Secrets   | through 12 responded.                     |
| in public: Sexual        |                                           |
| harassment in our        |                                           |
| schools*. Wellesley,     |                                           |
| Mass.: Wellesley Centers |                                           |
| for Women.               |                                           |
+--------------------------+-------------------------------------------+
| Christine Willmsen and   | Series on coaches in Washington state who |
| Maureen O'Hagan (Dec.    | sexually abuse students. Analysis of      |
| 14-16, 2003). "Coaches   | school district records that identified   |
| who prey," *The Seattle  | 159 coaches that had been reprimanded or  |
| Times*.                  | fired for sexual misconduct between 1993  |
|                          | and 2003.                                 |
+--------------------------+-------------------------------------------+
| Dan H. Wishnietsky       | Survey reports from 300 graduates of      |
| (1991). "Reported and    | North Carolina high schools asking their  |
| unreported               | experiences with educator sexual          |
| teacher-student sexual   | misconduct.                               |
| harassment." *Journal of |                                           |
| Educational Research*,   |                                           |
| 84 (3), 164-169.         |                                           |
+--------------------------+-------------------------------------------+
| Jane Elizabeth Zemel and | Three-part series on educator sexual      |
| Steve Twedt (Oct. 31 to  | abuse in the *Pittsburgh Post-Gazette*.   |
| Nov. 2, 1999). "Dirty    | Results from survey of state education    |
| secrets," *Pittsburgh    | departments on reasons for revocation of  |
| Post-Gazette*.           | teacher licenses. Data from 45 states and |
|                          | the D.C. public schools.                  |
+--------------------------+-------------------------------------------+

Hendrie examined newspaper reports of educator sexual misconduct
nationwide (1998) and state criminal and education laws (1998, 2003).
Zemel and Twedt (1999) also surveyed state education departments.

**2.2.2 Regional studies**. In addition to national coverage, there are
six regional studies (Corbett, Gentry, and Pearson, 1993; Jennings and
Tharp, 2003; Shakeshaft and Cohan, 1994, 1995; Willmsen and O'Hagan,
2003; Wishnietsky, 1991; Zemel and Twedt, 1999). These focus on Texas,
New York, Washington, North Carolina and Pennsylvania.

**2.2.3 Canadian and UK studies**. Five Canadian and UK studies provide
data on educator sexual misconduct. Cawson, Wattam, Brooker, and Kelly
(2000) surveyed a random sample of young people in England on the
prevalence of sexual abuse of children and included questions on the
professional identity of offenders. Freel (2003) surveyed child care
providers in England, asking about their sexual attraction to children.
Gallagher (2000) in England and Wales, Robins (1998) in Canada, and the
Abuse and Disability Project (1992) in Canada, all examined public
records of educator sexual misconduct. In the Gallagher study, 20,000
referred cases to social services or the police between January 1988 and
December 1992 were searched for instances of sexual abuse of students in
institutional settings by those who worked in these settings.

3.  **Practice-based accounts with first or third person descriptions.**
    The publications in this category describe incidents of educator
    sexual misconduct from a practice perspective. The U.S. cases have
    been collected in a variety of ways: Bithell (1991), Olson and
    Lawler (2003), Ross and Marlow (1985), and Shoop (2004) report on
    incidents encountered during their professional lives. Seryak
    (1997), also an educator, invited adults who had experienced
    childhood sexual abuse to contribute their stories.

Robins (2000) describes situations of educator sexual misconduct
included in his data set of 120 cases brought before the Ontario
Teachers Federation and Ontario College of Teachers as well as
documenting 100 criminal cases against teachers. Table 2 lists these
accounts.

+----------------------+-----------------------------------------------+
| **Table 2. Summary   |                                               |
| of Practice-Based,   |                                               |
| First Person         |                                               |
| Reports, and Third   |                                               |
| Person Reports**     |                                               |
+----------------------+-----------------------------------------------+
| **Source**           | **Description**                               |
+----------------------+-----------------------------------------------+
| Sherry B. Bithell    | Summary of information on child sexual abuse  |
| (1991).              | necessary for educators to effectively        |
|                      | intervene. Portrayals of offenders based upon |
| *Educator Sexual     | interviews, observations, and court records.  |
| Abuse.*              | Written by an educator with 26 years in the   |
|                      | public schools who also developed a statewide |
| Boise: Tudor House   | program in child abuse prevention.            |
| Publishing.          |                                               |
+----------------------+-----------------------------------------------+
| Matthew D. Olson and | Includes descriptions of five cases in which  |
| Gregory Lawler       | a Colorado teacher was wrongly accused of     |
| (2003). *Guilty      | mistreatment or abuse of a student. Written   |
| until Proven         | by the defense attorney and the union         |
| Innocent*.           | representative involved with the case, the    |
| Stillwater, Okla.:   | descriptions were based upon their            |
| New Forums Press.    | interactions with the accused, court records, |
|                      | and newspaper accounts.                       |
+----------------------+-----------------------------------------------+
| Victor J. Ross and   | Two administrators share their experiences    |
| John Marlowe (1985). | with cases of educator sexual misconduct,     |
|                      | provide an overview of the issues, and        |
| *The Forbidden       | include advice on preventing sexual abuse of  |
| Apple: Sex in the    | students by adults in schools.                |
| Schools.*            |                                               |
|                      |                                               |
| Palm Springs,        |                                               |
| Calif.: ETC          |                                               |
| Publications.        |                                               |
+----------------------+-----------------------------------------------+
| Sydney L. Robins     | Description of educator sexual misconduct     |
| (2000). *Protecting  | cases in Ontario, Canada. Provides guidance   |
| Our Students: A      | for recognizing and preventing sexual abuse   |
| Review to Identify   | of children by educators.                     |
| and Prevent Sexual   |                                               |
| Misconduct in        |                                               |
| Ontario Schools*.    |                                               |
| Ontario, Canada:     |                                               |
| Ontario Ministry of  |                                               |
| the Attorney         |                                               |
| General.             |                                               |
+----------------------+-----------------------------------------------+
| John M. Seryak       | Publication of a project in which adults      |
| (1997). *Dear        | wrote letters to an imaginary or surrogate    |
| Teacher, If You Only | teacher about the childhood sexual abuse they |
| Knew! Adults         | experienced. While the abuse described is not |
| Recovering from      | generally by educators, the focus is on the   |
| Child Sexual Abuse   | behaviors and cries for help that educators   |
| Speak to Educators*. | should hear.                                  |
| Bath, Ohio: The Dear |                                               |
| Teacher Project.     |                                               |
+----------------------+-----------------------------------------------+
| Robert J. Shoop      | Interviews, newspaper reports, journal        |
| (2004). *Sexual      | articles, court documents and personal        |
| Exploitation in      | experience describe educator sexual           |
| Schools: How to Spot | misconduct in schools. Guidelines for         |
| It and Stop It.*     | recognizing and preventing abuse are          |
| Thousand Oaks,       | included. Includes descriptions of cases of   |
| Calif.: Corwin       | educator sexual misconduct.                   |
| Press.               |                                               |
+----------------------+-----------------------------------------------+

**2.4 Newspaper and other media sources**. Most public knowledge about
educator sexual misconduct comes from newspaper reports. Appendix I is a
list of newspaper articles reviewed for this synthesis. Journalists
report allegations and these news stories increase public awareness. The
newspaper items excerpted below appeared in one month, February 2003,
and are a small sample of the incidents that come to the attention of
school and law enforcement officials.

-   Henderson, N.C.: The Henderson Count School Board agrees to pay
    \$1.78 million to the families of 17 children who were alleged
    sexual victims of a former teacher assistant.

-   Augusta, Wisc.: Family alleges sexual assault of 12-year-old boy by
    male teacher.

-   Ann Arbor, Mich.: Male high school teacher assaults female student.

-   Indiana: Former principal of a Baptist school to be sentenced for
    taking an 11-year-old female student across country to have sex with
    her.

-   Omaha, Neb.: Wrestling coach sentenced to 45 days in jail and
    required to apologize publicly to female student he assaulted.

-   Sarasota, Fla.: Former female high school assistant coach pleads no
    contest to unlawful sexual activity and committing a lewd and
    lascivious act with two students on her basketball and softball
    teams.

-   Westminster, Colo.: Male coach gets six years in prison for sexually
    assaulting seven girls on his softball team.

-   Amelia, Ohio: Former male high school administrative assistant gets
    18 month sentence for having sex with female high school student.

-   Hackensack, N.J.: 42-year-old female middle school teacher admits
    sexual intercourse with sixth-grade male student.

-   Yonkers, N.Y.: 50-year-old male Montessori teacher fondles
    7-year-old student in bathroom.

-   Bullhead City, Ariz.: Male ESL teacher has sexual contact with
    12-year-old female student. Teacher is a registered sex offender in
    Florida.

While most articles are single reports of cases, several series which
include data collection were found. *Education Week* produced two
multipart reports of educator sexual misconduct using newspaper reports
as the primary data ("A trust betrayed: Sexual abuse by teachers,"
December 1998; "Trust betrayed: Update on sexual misconduct in schools,"
April 2003. Hendrie, C. and Drummond, S., eds.). Zemel and Twedt (1999)
analyzed educator sexual misconduct in a three-part series, including
results of a survey of state education departments to document the
reasons behind teacher license revocations.

Two recent series, one in the *Dallas Morning News* (Jennings and Tharp,
May 2003) and the other in the *Seattle Times* (Willmsen and O'Hagan,
December 2003), examined educator sexual misconduct in their respective
states. Jennings and Tharp focused on 606 cases of educator sexual
misconduct from Texas State Board of Educator Certification records and
Willmsen and O'Hagan targeted abuse by coaches. In both instances,
reporters commented on the difficulty of obtaining information on
educator sexual misconduct. O'Hagan and Willmsen (Dec. 14, 2003) write:

> When the *Seattle Times* asked the Bellevue School District for
> information about teachers and coaches accused of sexual misconduct,
> school officials and the state's most powerful union teamed up behind
> the scenes to try to hide the files. Bellevue school officials even
> let teachers purge their own records at union-organized "file parties"
> to prevent disclosure.

*Good Housekeeping* magazine covered educator sexual misconduct (May
2003; December 2003 follow-up) and also sponsored a write-in campaign
from readers to encourage federal action to prevent educator sexual
misconduct
(magazines.ivillage.com/goodhousekeeping/pring/0,,572804m00,html).

**2.5 General child sexual abuse data sets and instruments**. Appendix
II lists the most cited surveys, instruments, data sets, or reports that
include data on child abuse or that are developed to collect data on
child abuse. While the studies in Appendix II aren't specifically
focused on educator sexual misconduct, they provide insights into both
sexual abuse of children by adults and methods for studying child sexual
abuse.

## Many of the Appendix II studies and surveys on child sexual abuse---and certainly the most significant ones---are federally funded. However, there are no *national* government funded studies that document the *prevalence* of educator sexual misconduct. It is relevant to note that *none* of the federally funded data sets or reports on child sexual abuse listed below and/or included in Appendix II even contain questions that would enable analysis of educator sexual misconduct. Studies examined were:

-   Fast Response Survey System: Principal/School Disciplinarian Study;
    Violence and Discipline Problems in U.S. Public Schools; Violence
    and Crime at School.

-   Indicators of School Crime and Safety, National Center for
    Educational Statistics and Bureau of Justice Statistics.

-   Longitudinal Studies on Child Abuse and Neglect (LONGSCAN).
    Questionnaire, Children's Bureau, U.S. Department of Health and
    Human Services.

-   Metropolitan Life Survey of the American Teacher, 1999: Violence in
    America's Public Schools.

-   Monitoring the Future 2002, 2002, 2003, National Institute on Drug
    Abuse.

-   National Crime Victimization Survey and School Crime Supplement,
    Bureau of Justice Statistics, National Center for Education
    Statistics.

-   National Incidence Studies, National Center of Child Abuse and
    Neglect (NIBRS).

-   National Longitudinal Study of Adolescent Health, National
    Institutes of Child Health and Human Development (NICHHD).

-   National Survey of Adolescents in the United States.

-   National Survey of Family Growth, National Center for Health
    Statistics.

-   National Violence Against Women Survey, National Institutes of
    Justice and Center for Policy Research.

-   National Youth Victimization Prevention Programs: A National Survey
    of Children's Exposure and Reactions.

-   Youth Risk Behavior Surveillance System, Centers for Disease
    Control, National Institutes of Health.

Most information on child sexual abuse comes from either child welfare
or law enforcement agencies. A typical example of how studies that
report sexual abuse of children are not helpful for understanding
educator sexual misconduct is the National Incidence-Based Reporting
System (NIBRS). NIBRS collects data from law enforcement agencies on
reported crimes. However, there is no category in this data set that
allows identification by professional caretaker status such as
"teacher"; instead, these incidents are included in a category of
"acquaintances." In some state data sets, cases of teacher sexual
misconduct would be reported as a "nonfamily caretaker" or under another
general category.

**2.6 Availability of research**. There are 24 sources which meet the
criteria for review. These studies include systematic focus on issues
related to educator sexual misconduct and/or case and practice accounts
(Table 3).

+--------------------------+-------------------------------------------+
| **Table 3. Empirical and |                                           |
| Practice Studies of      |                                           |
| Educator Sexual          |                                           |
| Misconduct**             |                                           |
+==========================+===========================================+
| **Study**                | **Description**                           |
+--------------------------+-------------------------------------------+
| *Abuse and Disability    | Analysis of 162 cases of sexual abuse of  |
| Project* (1992).         | children or adults with disabilities in   |
| Edmonton, Canada:        | Canada. Reports on abuse by               |
| University of Alberta.   | transportation workers.                   |
| Edmonton,                |                                           |
|                          |                                           |
| 1992\.                   |                                           |
+--------------------------+-------------------------------------------+
| American Association of  | 1,632 field surveys of U.S. public school |
| University Women (1993). | students in grades 8 to 11 in 79 schools. |
| *Hostile Hallways*,      | The sample was representative of students |
| Washington, D.C.: AAUW   | in public schools in the United States.   |
| Educational Foundation.  | Students in this sample were asked        |
|                          | questions about physical, verbal, and     |
|                          | visual sexual harassment                  |
+--------------------------+-------------------------------------------+
| American Association of  | Replication of 1993 study. Consisted of   |
| University Women (2001). | 2,063 field surveys of U.S. public school |
| *Hostile Hallways*,      | students in grades 8 to 11. The sample    |
| Washington, D.C.: AAUW   | was representative of students in public  |
| Educational Foundation.  | schools in the United States. Students in |
|                          | this sample were asked questions about    |
|                          | physical, verbal, and visual sexual       |
|                          | harassment.                               |
+--------------------------+-------------------------------------------+
| Sherry B. Bithell        | Summary of information on child sexual    |
| (1991).                  | abuse necessary for educators to          |
|                          | effectively intervene. Portrayals of      |
| *Educator Sexual Abuse.* | offenders based upon interviews,          |
|                          | observations, and court records. Written  |
| Boise: Tudor House       | by an educator with 26 years in the       |
| Publishing.              | public schools who also developed a       |
|                          | statewide program in child abuse          |
|                          | prevention.                               |
+--------------------------+-------------------------------------------+
| Paul Cameron, William    | Cluster sample of five metropolitan       |
| Coburn Jr., Helen        | areas. Door-to-door sampling and          |
| Larson, Kay Proctor,     | administration of a 550 question survey   |
| Nels Forde, and Kirk     | about sexual attitudes, activities, and   |
| Cameron (1986). "Child   | experiences. 4,340 surveys were retuned,  |
| molestation and          | a 45.5 percent response rate.             |
| homosexuality."          |                                           |
| *Psychological Reports*, |                                           |
| 58, 327-337.             |                                           |
+--------------------------+-------------------------------------------+
| Pat Cawson, C. Wattam,   | Interviews of UK national random sample   |
| S. , Brooker, and G.     | of 2,869 young people ages 18-24 on       |
| Kelly (2000) *Child      | incidence of sexual abuse as children.    |
| Maltreatment in the      |                                           |
| United Kingdom: A Study  |                                           |
| of Prevalence of Child   |                                           |
| Abuse and Neglect.*      |                                           |
| London: NSPCC.           |                                           |
+--------------------------+-------------------------------------------+
| Kelly Corbett, Cynthia   | Survey of 185 college students in an      |
| Gentry, and Willie       | introductory sociology course. Survey     |
| Pearson Jr. (1993).      | asked students to estimate sexual         |
| "Sexual harassment in    | harassment of a student in high school by |
| high school." *Youth and | a teacher, both about other students and  |
| Society, 25*(1), 93-103. | themselves.                               |
+--------------------------+-------------------------------------------+
| Mike Freel (2003).       | Paper and pencil survey of 92 female and  |
| "Child sexual abuse and  | 91 male UK public sector child care       |
| the male monopoly: An    | workers examining their sexual interest   |
| empirical exploration of | in children as well as incidence of       |
| gender and a sexual      | sexual abuse as children.                 |
| interest in children."   |                                           |
| *The British Journal of  |                                           |
| Social Work*, 33         |                                           |
| (481-498).               |                                           |
+--------------------------+-------------------------------------------+
| Bernard Gallagher        | Search of 20,000 child protection files   |
| (2000). "The extent and  | from eight English and Welsh regions.     |
| nature of known cases of | Descriptions of reports of child sexual   |
| institutional child      | abuse by a worker in the institution.     |
| sexual abuse." *British  |                                           |
| Journal of Social Work,* |                                           |
| 30 (795-817).            |                                           |
+--------------------------+-------------------------------------------+
| Caroline Hendrie, (Dec.  | Compilation of 244 cases active in either |
| 2, 9, 16, 1998) "A trust | criminal or civil courts or being handled |
| betrayed. sexual abuse   | by school district investigators between  |
| by teachers." *Education | March and August of 1998. Survey of       |
| Week*.                   | officials from each of the 50 states on   |
|                          | their laws and policies on sexual         |
|                          | relations with students and the reporting |
|                          | of alleged abuse by school employees.     |
+--------------------------+-------------------------------------------+

+--------------------------+-------------------------------------------+
| **Table 3. Continued**   |                                           |
+--------------------------+-------------------------------------------+
| **Study**                | **Description**                           |
+--------------------------+-------------------------------------------+
| Caroline Hendrie, (April | Two-part series updating the 1998         |
| 30 and May 7, 2003)      | three-part series. Survey of state sexual |
| "Trust betrayed. An      | misconduct policies.                      |
| update of sexual         |                                           |
| misconduct in schools."  |                                           |
| *Education Week*.        |                                           |
+--------------------------+-------------------------------------------+
| Diane Jennings and       | Three-part series examined 606 cases of   |
| Robert Tharp (May 4, 5,  | educator sexual abuse in Texas from       |
| 6, 2003) "Betrayal of    | records about disciplined educators       |
| trust." *The Dallas      | maintained by the State Board of Educator |
| Morning News.*           | Certification.                            |
+--------------------------+-------------------------------------------+
| Matthew D. Olson and     | Includes descriptions of five cases in    |
| Gregory Lawler (2003).   | which a Colorado teacher was wrongly      |
| *Guilty until Proven     | accused of mistreatment or abuse of a     |
| Innocent*. Stillwater,   | student. Written by the defense attorney  |
| Okla.: New Forums Press. | and the union representative involved     |
|                          | with the case, the descriptions were      |
|                          | based upon their interactions with the    |
|                          | accused, court records, and newspaper     |
|                          | accounts.                                 |
+--------------------------+-------------------------------------------+
| Sydney L. Robins,        | Content analysis of 120 cases of sexual   |
| (2000). *Protecting Our  | misconduct brought before the Ontario     |
| Students: A Review to    | Teachers' Federation and Ontario College  |
| Identify and Prevent     | of Teachers between 1989 and 1997. Review |
| Sexual Misconduct in     | of 100 criminal cases against teachers    |
| Ontario Schools*.        | between 1986 and 1997.                    |
+--------------------------+-------------------------------------------+
| Victor J. Ross and John  | Two administrators share their            |
| Marlowe (1985).          | experiences with cases of educator sexual |
|                          | misconduct, provide an overview of the    |
| *The Forbidden Apple:    | issues, and include advice on preventing  |
| Sex in the Schools.*     | sexual abuse of students by adults in     |
|                          | schools.                                  |
| Palm Springs, Calif.:    |                                           |
| ETC Publications.        |                                           |
+--------------------------+-------------------------------------------+
| John M. Seryak (1997).   | Publication of a project in which adults  |
| *Dear Teacher, If You    | wrote letters to an imaginary or          |
| Only Knew! Adults        | surrogate teacher about the childhood     |
| Recovering from Child    | sexual abuse they experienced. While the  |
| Sexual Abuse Speak to    | abuse described is not generally by       |
| Educators*. Bath, Ohio:  | educators, the focus is on the behaviors  |
| The Dear Teacher         | and cries for help that educators should  |
| Project.                 | hear.                                     |
+--------------------------+-------------------------------------------+
| SESAME, 1997,            | Survey of 100 survivors of educator       |
| [www.sesamenet.org](ht   | sexual misconduct in the United States.   |
| tp://www.sesamenet.org/) | Data from 74 girls and 26 boys who had    |
|                          | been victimized. Educators identified by  |
|                          | staff positions held and survivor reports |
|                          | of consequences for perpetrators.         |
+--------------------------+-------------------------------------------+
| Charol Shakeshaft and    | Survey of 778 superintendents in New York |
| Audrey Cohan, (1995,     | State on incidence of educator sexual     |
| March). "Sexual abuse of | misconduct. Telephone survey of 225       |
| students by school       | school superintendents who reported they  |
| personnel." *Phi Delta   | had dealt with educator sexual            |
| Kappan*, 76 (7) 513-520. | misconduct. Follow-up interviews with     |
|                          | others involved in the cases.             |
| (1994). *In loco         |                                           |
| parentis: Sexual abuse   |                                           |
| of students in schools.  |                                           |
| What administrators      |                                           |
| should know*. Report to  |                                           |
| the U.S. Department of   |                                           |
| Education, Field         |                                           |
| Initiated Grants.        |                                           |
+--------------------------+-------------------------------------------+
| Charol Shakeshaft (2003) | Secondary reanalysis of AAUW Hostile      |
| "Educator sexual abuse." | Hallways data to focus on educator sexual |
| *Hofstra Horizons*,      | misconduct. 2,063 field surveys of public |
| Spring, 10-13            | school students in grades 8 to 11. The    |
|                          | sample was representative of the overall  |
|                          | population of students in public schools  |
|                          | in the United States.                     |
+--------------------------+-------------------------------------------+

  --------------------------- -------------------------------------------
  **Table 3. Continued**      

  Robert J. Shoop (2004).     Interviews, newspaper reports, journal
  *Sexual Exploitation in     articles, court documents and personal
  Schools: How to Spot It and experience describe educator sexual
  Stop It.* Thousand Oaks,    misconduct in schools. Guidelines for
  Calif.: Corwin Press.       recognizing and preventing abuse are
                              included. Includes descriptions of cases of
                              educator sexual misconduct.

  Nan D. Stein, Nancy L.      Survey in *Seventeen Magazine* on sexual
  Marshall and Linda R. Tropp harassment. 4,200 girls in grades 2 through
  (1993). *Secrets in public: 12 responded.
  Sexual harassment in our    
  schools*. Wellesley, Mass.: 
  Wellesley Centers for       
  Women.                      

  Christine Willmsen and      Series on coaches in Washington state who
  Maureen O'Hagan (Dec.       sexually abuse students. Analysis of school
  14-16, 2003). "Coaches who  district records that identified 159
  prey," *The Seattle Times*. coaches that had been reprimanded or fired
                              for sexual misconduct between 1993 and
                              2003.

  Dan H. Wishnietsky (1991).  Survey reports from 300 graduates of North
  "Reported and unreported    Carolina high schools asking their
  teacher-student sexual      experiences with educator sexual
  harassment." *Journal of    misconduct.
  Educational Research*, 84   
  (3), 164-169.               

  Jane Elizabeth Zemel and    Three-part series on educator sexual abuse
  Steve Twedt (Oct. 31 to     in the *Pittsburgh Post-Gazette*. Results
  Nov. 2, 1999). "Dirty       from survey of state education departments
  secrets," *Pittsburgh       on reasons for revocation of teacher
  Post-Gazette*.              licenses. Data from 45 states and the D.C.
                              public schools.
  --------------------------- -------------------------------------------

## PREVALENCE OF EDUCATOR SEXUAL MISCONDUCT 

## 

## Sources and methods. Studies documenting child sexual abuse by any adult are conducted using two approaches. Incidence studies examine child sexual abuse official reports to child protective or criminal agencies. Prevalence studies ask children or adults if they have ever been sexually abused as a child by an adult. Incidence rates are generally lower than prevalence, since many more children are sexually abused than report this abuse to authorities. Only 5 to 6 percent of child sexual abuse cases become known to social services or the police (Kelly et al., 1991).

## Results of prevalence studies differ based upon definitions of sexual abuse, sample, and data collection methods but range from 13 to 34 percent of females and 7 to 16 percent of males (Freel, 2003). Gorey and Leslie (1997), in a review of prevalence studies where they controlled for response rates and operational definitions concluded that 15 percent of women and 7 percent of men were sexually abused as children.

While there is no *national* U.S. incidence or prevalence study that has
examined educator sexual abuse as its *primary* purpose, there are seven
U.S. studies using six data sets that have examined prevalence of
educator sexual misconduct from either an

ancillary or regional perspective (Table 4).

+-----------------------------------------------------------------------+
| **Table 4. Studies of Prevalence of Educator**                        |
|                                                                       |
| **Sexual Misconduct in the United States**                            |
+=======================================================================+
| American Association of University Women (1993). *Hostile Hallways.*  |
| Washington, D.C.: AAUW Educational Foundation.                        |
+-----------------------------------------------------------------------+
| American Association of University Women (2001). *Hostile Hallways.*  |
| Washington, D.C.: AAUW Educational Foundation.                        |
+-----------------------------------------------------------------------+
| Paul Cameron, William Coburn Jr., Helen Larson, Kay Proctor, and Nels |
| Forde and Kirk Cameron (1986). Child molestation and homosexuality.   |
| *Psychological Reports*, 58, 327-337.                                 |
+-----------------------------------------------------------------------+
| Kelly Corbett, Cynthia S. Gentry, and Willie Pearson Jr. (1993)       |
| Sexual harassment in high school. *Youth and Society,* 25 (1),        |
| 93-103.                                                               |
+-----------------------------------------------------------------------+
| Charol Shakeshaft (2003). Educator Sexual Abuse. *Hofstra Horizons*,  |
| Spring, 10-13.                                                        |
+-----------------------------------------------------------------------+
| Nan D. Stein, Nancy L. Marshall and Linda R. Tropp (1993). *Secrets   |
| In Public: Sexual Harassment in Our Schools*. Wellesley, Mass.:       |
| Wellesley Centers for Women.                                          |
+-----------------------------------------------------------------------+
| Dan H. Wishnietsky (1991). Reported and unreported teacher-student    |
| sexual harassment. *Journal of Educational Research*, 84 (3),         |
| 164-169.                                                              |
+-----------------------------------------------------------------------+

1.  **AAUW data and Shakeshaft secondary analysis**. This analysis used
    data collected for American Association of University Women in Fall
    2000 by Harris International. Eighth through 11^th^ grade students
    in the sample responded to a survey administered by trained
    interviewers during English classes. The survey asked students about
    their experiences of various forms of sexual harassment or abuse in
    school using the question below. Students responded to each of the
    14 types of sexual harassment listed below by selecting one of the
    following frequencies: "often," "occasionally," "rarely," "never,"
    or "don't know." The 14 stems were developed by an advisory panel of
    experts in the field of sexual harassment and correspond to
    behaviors that legally constitute sexual harassment, abuse, or
    misconduct. The question focuses on experiences that occurred in
    school. The gating question asked students to respond to each type
    of behavior, no matter who the abuser had been. Follow-up questions
    for each of the behaviors identified the role of the abuser
    (student, teacher, other school employee, etc.) and the place where
    the abuse occurred. The question asked students was:

> During your whole school life, how often, if at all, has anyone (this
> includes students, teachers, other school employees, or anyone else)
> done the following things to you when you did not want them to?

-   Made sexual comments, jokes, gestures, or looks.

```{=html}
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```
-   Showed, gave or left you sexual pictures, photographs,
    illustrations, messages, or notes.

-   Wrote sexual messages/graffiti about you on bathroom walls, in
    locker rooms, etc.

-   Spread sexual rumors about you.

-   Said you were gay or a lesbian.

-   Spied on you as you dressed or showered at school.

-   Flashed or "mooned" you.

-   Touched, grabbed, or pinched you in a sexual way.

-   Intentionally brushed up against you in a sexual way.

-   Pulled at your clothing in a sexual way.

-   Pulled off or down your clothing.

-   Blocked your way or cornered you in a sexual way.

-   Forced you to kiss him/her.

-   Forced you to do something sexual, other than kissing.

For each behavior the respondent identifies as having experienced, she
or he is asked a series of follow-up questions, including the role of
the offender (student, teacher, counselor, etc.), where the incident
took place, and when the incident happened. All analyses of these data
are based upon the stems above, which constitute civil and criminal
definitions of sexual abuse and harassment.

The sample was drawn from a list of 80,000 schools to create a
stratified two-stage sample design of 2,065 8^th^ to 11^th^ grade
students. Trained Harris Interactive researchers administered surveys in
schools to 1,559 public school students in grades 8 to 11; 505 public
school 8^th^ to 11^th^ grade students completed online surveys. The
sample included representative subpopulations of Latino/a, white, and
African descent students. The findings can be generalized to all public
school students in 8^th^ to 11^th^ grades at a 95 percent confidence
level with a margin of error of plus or minus 4 percentage points.

Responses from students who indicated they had experienced one of the
listed behaviors were analyzed using descriptive statistics and
frequencies. This analysis (Shakeshaft, 2003) indicates that 9.6 percent
of all students in grades 8 to 11 report contact and/or noncontact
educator sexual misconduct that was *unwanted*. 8.7 percent report only
noncontact sexual misconduct and 6.7 percent experienced only contact
misconduct. (These total to more than 9.6 percent because some students
reported both types of misconduct.) Of students who experienced any kind
of sexual misconduct in schools, 21 percent were targets of educators,
while the remaining 79 percent were targets of other students.

To get a sense of the extent of the number of students who have been
targets of educator sexual misconduct, I applied the percent of students
who report experiencing educator sexual misconduct to the population of
all K-12 students. Based on the assumption that the AAUW surveys
accurately represent the experiences of all K-12 students, more than 4.5
million students are subject to sexual misconduct by an employee of a
school sometime between kindergarten and 12th grade.

Possible limitations of the study would all suggest that the findings
reported here under-estimate educator sexual misconduct in schools. The
limitations which might result in under reporting are:

-   Students report on their entire school career, thus making it
    difficult to determine prevalence by year or grade.

-   Sample includes only 8th- to 11th-graders which might miss earlier
    incidents not remembered later.

-   Questions on educator sexual misconduct are limited.

-   Analysis was broad-brushed and cursory, excluding many details of
    educator sexual misconduct.

-   Survey only asked about incidents that were unwanted, excluding
    reports of misconduct that were either welcome or that did not fall
    into either a welcome or unwelcome category.

**3.1.2 Cameron et al. data**. An earlier survey of 4,340 adults
examining sexual attitudes and experiences reported that 4.1 percent of
respondents had a physical sexual experience with a teacher. Respondents
were asked:

> Sometimes people in charge of us or who bear an especially powerful
> relationship to us have sexual desires for us. For each of the
> following kinds of persons, we would like to know how many have made
> serious sexual advances to you and with how many you have had physical
> sexual relations (at their initiative or yours). We would also like to
> know your age when either or both of these things first occurred (p.
> 329).

This question was followed by a list of 36 different caretakers
including secondary, elementary, and private teachers.

The limitations, which suggest an undercount, are:

-   A full range of educators was not studied. Only teachers are
    included in the list of possible offenders.

-   Only physical sexual misconduct was included.

-   There is a possibility of nonresponse bias. Only 45.5 percent of
    those sampled completed surveys.

-   The sample is not proportionate to the population. White respondents
    are overrepresented. The sample sites were all metropolitan areas.

**3.1.3 Corbett et al. data**. 185 students in Wake Forest and another
university who were taking introductory sociology courses completed a
survey on frequency of sexual harassment by a teacher in high school.
The students were asked questions both about other students and about
their own experiences. The sample was nearly equally representative of
males and females and included 84 percent white, 13 percent black and 3
percent Asian students. Limitations include the local nature of the
study as well as a voluntary sample.

**3.1.4 Wishnietsky 1991**. Prior to the AAUW studies, and for a
regional population, Dan Wishnietsky tried to determine the extent of
sexual abuse by staff in schools, analyzing 148 responses to his survey
of North Carolina 1989 high school graduates. His findings of students
who have been the targets of educator sexual misconduct are five times
the rate of prevalence of those of the AAUW study. In his survey he used
this definition of sexual harassment and abuse:

> Unwelcome sexual advances, requests for sexual favors, and other
> verbal or physical conduct of a sexual nature constitute sexual
> harassment when (1) submission to such conduct is made either
> explicitly or implicitly as a term or condition for academic
> advisement, (2) submission to or rejection of such conduct by an
> individual is used as a basis for academic decisions affecting such
> individual, or (3) such conduct has the purpose or effect of
> unreasonably interfering with an individual\'s academic performance or
> creating an intimidating, hostile, or offensive academic environment
> (1991, p. 167).

Wishnietsky then asked the graduates, "Based on the above definition, do
you believe that you experienced sexual harassment during your high
school years?" Forty three percent reported insulting comments, looks,
or gestures by a teacher; 17.5 percent reported sexual touching; and
13.5 percent reported sexual intercourse with a teacher.

The criticisms of Wishnietsky\'s study are that:

-   The response rate was only 49.3 percent.

-   Students were asked only about sexual abuse by a teacher, leaving
    out administrators and other school personnel.

-   Students were only asked about high school abuse, leaving out any
    lower grade sexual abuse.

With the exception of the weakness in the response rate, the other two
criticisms argue that the results are an underestimate.

**3.1.5 Stein et al. data**. In a joint project of the Center for
Research on Women at Wellesley College and the NOW Legal Defense and
Education Fund, Nan Stein, Nancy L. Marshall, and Linda R. Tropp
analyzed data from a sexual abuse survey published in *Seventeen
Magazine*. The *Seventeen Magazine* survey asked students:

> Did anyone do any of the following to you when you didn\'t want them
> to in the last school year?

-   Touch, pinch, or grab you.

-   Lean over you or corner you.

-   Give you sexual notes or pictures.

-   Make suggestive or sexual gestures, looks, comments, or jokes.

-   Pressure you to do something sexual.

-   Force you to do something sexual.

Of the 4,200 girls in grades 2 through 12 who voluntarily responded that
they had been sexually harassed or abused during the 1992-93 school
year, 3.7 percent said the abuse came from a teacher, administrator,
counselor, or other member of the school staff.

The primary criticism of this study is that:

-   Sample is all female.

-   Sample is volunteer.

```{=html}
<!-- -->
```
-   Sample is drawn from people who read *Seventeen Magazine.*

-   Asked about incidents only for prior year.

**3.2 Prevalence in the United States**. As a group, these studies
present a wide range of estimates of the percentage of U.S. students
subject to sexual misconduct by school staff and vary from 3.7 to 50.3
percent (Table 5). Because of its carefully drawn sample and survey
methodology, the AAUW report that nearly 9.6 percent of students are
targets of educator sexual misconduct sometime during their school
career presents the most accurate data available at this time.

+--------+------------+--------+---------+------+---------+---------+
| *      |            |        |         |      |         |         |
| *Table |            |        |         |      |         |         |
| 5.     |            |        |         |      |         |         |
| P      |            |        |         |      |         |         |
| ercent |            |        |         |      |         |         |
| of     |            |        |         |      |         |         |
| U.S.   |            |        |         |      |         |         |
| St     |            |        |         |      |         |         |
| udents |            |        |         |      |         |         |
| Who    |            |        |         |      |         |         |
| Have   |            |        |         |      |         |         |
| Exper  |            |        |         |      |         |         |
| ienced |            |        |         |      |         |         |
| Ed     |            |        |         |      |         |         |
| ucator |            |        |         |      |         |         |
| Sexual |            |        |         |      |         |         |
| Misc   |            |        |         |      |         |         |
| onduct |            |        |         |      |         |         |
| by     |            |        |         |      |         |         |
| Me     |            |        |         |      |         |         |
| thod** |            |        |         |      |         |         |
+--------+------------+--------+---------+------+---------+---------+
|        | **AAUW     | **C    | **Co    | *    | **      | *       |
|        | 2000/      | ameron | rbett** | *Cor | Stein** | *Wishni |
|        | Shakeshaft | et     |         | bett |         | etsky** |
|        | Secondary  | al.**  | **et    | et   | **et    |         |
|        | Analysis   |        | al.**   | a    | al.**   |         |
|        | 2003**     |        |         | l.** |         |         |
|        |            |        | **P     |      |         |         |
|        |            |        | ersonal | **   |         |         |
|        |            |        | Exper   | Othe |         |         |
|        |            |        | ience** | rs** |         |         |
+--------+------------+--------+---------+------+---------+---------+
| C      | 6.7        | 4.1    | Not     | 21.1 | Not     | 17.5    |
| ontact |            |        | r       |      | r       |         |
|        |            |        | eported |      | eported |         |
+--------+------------+--------+---------+------+---------+---------+
| Nonc   | 8.7        | Not    | Not     | 19.5 | Not     | 43      |
| ontact |            | S      | r       |      | r       |         |
|        |            | tudied | eported |      | eported |         |
+--------+------------+--------+---------+------+---------+---------+
| All    | 9.6        | Not    | 6.5     | 50.3 | 3.7     | Not     |
| Misc   |            | S      |         |      |         |         |
| onduct |            | tudied |         |      |         | R       |
|        |            |        |         |      |         | eported |
+--------+------------+--------+---------+------+---------+---------+

**3.3 Prevalence in the United Kingdom**. A 2000 random probability
sample of 2,869 young people between 18 and 24 in a computer-assisted
survey focused on abuse and maltreatment of children (Cawson, Wattam,
Brooker, and Kelley). One section of the survey covered sexual abuse and
asked respondents if they had experienced a number of behaviors and, if
so, with whom. The results of this study indicated that .3 percent of
the respondents had experienced sexual abuse with a professional, a
category which included priests, religious leaders, case workers, and
teachers. This is the only study available that includes prevalence data
on educator sexual misconduct for the United Kingdom.

Gallagher (2000) in an incident study of 20,000 child protective
referrals to social services or the police, found that less than 1
percent took place in institutional settings. Of those, 31 percent were
reports of cases in some type of institutional school setting.

**4.0 OFFENDER CHARACTERISTICS**

Terminology used to identify offenders ranges from pedophile to molester
to abuser. This confused terminology often clouds descriptions and
identification of offenders. Pedophilia is an adult psychosexual
disorder "characterized by a preference for prepubescent children as
sexual partners" (Herek, 2003). Hebephilia is the sexual preference of
adults for adolescents. Both of these are diagnostic labels. Child
sexual abuse is sexual contact between adults and children and is an
action. Not all pedophiles or hebephiles engage in sexual contact with
children; many never act upon their sexual preference. And, not all
sexual contact with children is delivered by a pedophile or hebephile.
Because diagnostic labels are not perfectly correlated with action,
Finkelhor and Araji (1986) note that descriptions such as pedophile are
not very helpful and suggest that offender sexual orientation be labeled
on a scale from exclusive interest in children to exclusive interest in
adult partners. Among the cases of educator offenders studied by
Shakeshaft and Cohan (1994), there were those who were exclusively
interested in children or adolescents and those who were more likely to
be exploiters of any sexual situation, whether children or adult.

The limited available data (Hendrie, 1998; Jennings and Tharp, 2003;
Shakeshaft, 2003; Shoop, 2004; Zemel and Twedt, 1999) indicate that
teachers who sexually abuse belie the stereotype of an abuser as an
easily identifiable danger to children. Many are those most celebrated
in their profession (Shakeshaft and Cohan, 1994).

Although we do not know how many or what percent of school employees are
offenders, several studies describe the employees who have been
identified (Table 6) using both surveys and first or third person
descriptions of incidents of educator sexual misconduct. A number of the
studies below, as well as newspaper and court reports, indicate that
many are chronic predators; thus, the number of teachers who abuse is
fewer than the number of students who are abused.

**4.1 Job of offenders**. Reflecting the reanalysis of the 2000 Hostile
Hallways data (published in 2001), Table 7 documents the percent of
students who have been targets of educator sexual misconduct by role of
educator. Teachers are reported most often, followed by coaches.
Gallagher (2000) reported that teachers accounted for 90 percent of the
school institutional sexual abuse cases in his analysis[^5].

Teachers whose job description includes time with individual students,
such as music teachers or coaches, are more likely to sexually abuse
than other teachers. Jennings and Tharp found that 25 percent of the
educators in Texas who were disciplined for sexual infractions involving
students between 1995 and 2003 were coaches or music teachers. Willmsen
and O'Hagan found Washington state teachers who coach were "three times
more likely to be investigated by the state for sexual misconduct than
non-coaching teachers." The AAUW data do not identify the abuser by job
position in a way that can be connected to type of misconduct.

+-----------------------------------------------------------------------+
| **Table 6. Sources for Descriptions of Offenders**                    |
+-----------------------------------------------------------------------+
| American Association of University Women (1993). *Hostile Hallways*,  |
| Washington, D.C.: AAUW Educational Foundation                         |
+-----------------------------------------------------------------------+
| American Association of University Women (2001). *Hostile Hallways*,  |
| Washington, D.C.: AAUW Educational Foundation                         |
+-----------------------------------------------------------------------+
| Sherry B. Bithell (1991). *Educator Sexual Abuse,* Boise: Tudor House |
| Publishing, 1991.                                                     |
+-----------------------------------------------------------------------+
| Paul Cameron, William Coburn Jr., Helen Larson, Kay Proctor, and Nels |
| Forde and Kirk Cameron (1986). Child Molestation and Homosexuality.   |
| *Psychological Reports*, 58, 327-337.                                 |
+-----------------------------------------------------------------------+
| Kelly Corbett, Cynthia S. Gentry, and Willie Pearson Jr. (1993).      |
| Sexual harassment in high school. *Youth and Society, 25*(1), 93-103. |
+-----------------------------------------------------------------------+
| Mike Freel (2003). Child sexual abuse and the male monopoly: An       |
| empirical exploration of gender and a sexual interest in children.    |
| *British Journal of Social Work,* 33 (481-817)                        |
+-----------------------------------------------------------------------+
| Bernard Gallagher (2000). The extent and nature of known cases of     |
| institutional child sexual abuse. *British Journal of Social Work,*   |
| 30, 795-817.                                                          |
+-----------------------------------------------------------------------+
| Caroline Hendrie (Dec. 2, 9, 16, 1998). "A trust betrayed. sexual     |
| abuse by teachers." *Education Week*.                                 |
+-----------------------------------------------------------------------+
| Caroline Hendrie, (April 30 and May 7, 2003). "Trust betrayed. An     |
| update of sexual misconduct in schools." *Education Week*.            |
+-----------------------------------------------------------------------+
| Diane Jennings and Robert Tharp (May 4, 5, 6, 2003). Betrayal of      |
| Trust*. The Dallas Morning News.*                                     |
+-----------------------------------------------------------------------+
| Victor J. Ross and John Marlowe (1985). *The Forbidden Apple: Sex in  |
| the Schools*                                                          |
|                                                                       |
| Palm Springs, Calif.: ETC Publications.                               |
+-----------------------------------------------------------------------+
| John M. Seryak (1997). Dear Teacher, If You Only Knew! Adults         |
| Recovering from Child Sexual Abuse Speak to Educators. Bath, Ohio:    |
| The Dear Teacher Project.                                             |
+-----------------------------------------------------------------------+
| SESAME (1997) *Survivor Survey*.                                      |
| [www.sesamenet.org](http://www.sesamenet.org/); (1997-2003) *Survivor |
| Stories*.                                                             |
+-----------------------------------------------------------------------+
| Charol Shakeshaft and Audrey Cohan (1995, March). "Sexual abuse of    |
| students by school personnel." *Phi Delta Kappan*, 76 (7) 513-520.    |
|                                                                       |
| --------- (1994). *In loco parentis: Sexual abuse of students in      |
| schools. What administrators should know*. Report to the U.S.         |
| Department of Education, Field Initiated Grants.                      |
+-----------------------------------------------------------------------+
| Charol Shakeshaft (2003) "Educator sexual abuse." *Hofstra Horizons*, |
| Spring, 10-13                                                         |
+-----------------------------------------------------------------------+
| Robert J. Shoop (2004). *Sexual Exploitation in Schools: How to Spot  |
| It and Stop It*. Thousand Oaks, Calif.: Corwin Press.                 |
+-----------------------------------------------------------------------+
| Nan D. Stein, Nancy L. Marshall and Linda R. Tropp (1993). *Secrets   |
| In Public: Sexual Harassment in Our Schools*. Wellesley, Mass.:       |
| Wellesley Centers for Women.                                          |
+-----------------------------------------------------------------------+
| Christine Willmsen and Maureen O'Hagan (Dec. 14-16, 2003). "Coaches   |
| who prey." *The Seattle Times*.                                       |
+-----------------------------------------------------------------------+
| Dan H. Wishnietsky (1991). "Reported and unreported teacher-student   |
| sexual harassment." *Journal of Educational Research*, 84 (3),        |
| 164-169.                                                              |
+-----------------------------------------------------------------------+
| Jane Elizabeth Zemel and Steve Twedt (Oct. 31 to Nov. 2, 1999).       |
| \"Dirty secrets." *Pittsburgh Post-Gazette*.                          |
+-----------------------------------------------------------------------+

.

  ----------------------------------------------- -----------------------
  **Table 7. Percent of Student Targets by Job    
  Title of Offender**                             

  **Job Title**                                   **Percent**

  Teacher                                         18

  Coach                                           15

  Substitute Teachers                             13

  Bus Driver                                      12

  Teacher's Aide                                  11

  Other School Employee                           10

  Security Guard                                  10

  Principal                                       6

  Counselor                                       5

  Total                                           100
  ----------------------------------------------- -----------------------

Source: Shakeshaft, 2003; AAUW, 2001

2.  **Sex of offenders.** Sex of offenders is documented in three types
    of studies: analysis of newspaper reports or state education
    disciplinary records; surveys or interviews of adults; and surveys
    of students.

Three studies examined public records. Jennings and Tharp (2003)
searched educator sexual misconduct discipline proceedings of 606
teachers in Texas; 12.7 percent were females and 87.3 percent males. The
Hendrie (1998) analysis of 244 cases in newspapers in a six month period
reports a higher proportion of female offenders than the later Jennings
and Tharp analysis; 20 percent were female offenders vs. 80 percent who
were males. Gallagher (2000) reports 96 percent male and 4 percent
female offenders.

Freel (2003) and Shakeshaft and Cohan (1994) surveyed and interviewed
adults in schools. In telephone interviews of 225 superintendents,
Shakeshaft and Cohan documented that 4 percent of the educators
investigated for educator sexual misconduct were females and 96 percent
males. Freel surveyed 183 child care workers in West Yorkshire, England,
and found that 15 percent of men and 4 percent of women expressed sexual
interest in children. When asked if they "would have sex with a child if
it was certain no one would find out and there would be no punishment"
(p. 489), 4 percent of men and 2 percent of women indicated they would
have sex with a child.

In studies that ask students about offenders, sex differences are less
than in adult reports. The 2000 AAUW data indicate that 57.2 percent of
all students report a male offender and 42.4 percent a female offender
with the Cameron et al. study reporting nearly identical proportions as
the 2000 AAUW data (57 percent male offenders vs. 43 percent female
offenders).

+-------+--------+-------+------+---------+-------+--------+---------+
| ## T  |        |       |      |         |       |        |         |
| able  |        |       |      |         |       |        |         |
| 8. Se |        |       |      |         |       |        |         |
| x of  |        |       |      |         |       |        |         |
| Offen |        |       |      |         |       |        |         |
| ders  |        |       |      |         |       |        |         |
+-------+--------+-------+------+---------+-------+--------+---------+
|       | **AAUW | **Ca  | *    | **Gall  | *     | **Je   | **Sha   |
|       | and    | meron | *Cor | agher** | *Hend | nnings | keshaft |
|       | Shak   | et    | bett |         | rie** | and    | and     |
|       | eshaft | al.** | et   |         |       | T      | Cohan** |
|       | sec    |       | a    |         |       | harp** |         |
|       | ondary |       | l.** |         |       |        |         |
|       | anal   |       |      |         |       |        |         |
|       | ysis** |       |      |         |       |        |         |
+-------+--------+-------+------+---------+-------+--------+---------+
| Pe    | 57.2   | 57    | 85   | 96      | 80    | 87.3   | 96      |
| rcent |        |       |      |         |       |        |         |
| Males |        |       |      |         |       |        |         |
+-------+--------+-------+------+---------+-------+--------+---------+
| Pe    | 42.8   | 43    | 15   | 4       | 20    | 12.7   | 4       |
| rcent |        |       |      |         |       |        |         |
| Fe    |        |       |      |         |       |        |         |
| males |        |       |      |         |       |        |         |
+-------+--------+-------+------+---------+-------+--------+---------+

Except for the Gallagher and Shakeshaft and Cohan studies, the reports
of educator sexual misconduct by sex of offender are in contrast to the
research on child sexual abuse in general. Researchers who study child
sexual abuse report a "monopoly" by male abusers (Freel, 2003).
Finkelhor (1986), in a review reports, 90 to 98 percent of females and
18 to 86 percent of males are sexually abused by a male. Analysts
speculate that female abusers might be underreported if the target is
male, because males have been socialized to believe they should be
flattered or appreciative of sexual interest from a female. On the other
hand, it is hypothesized that males might also underreport sexual abuse
by another male, because of the social stigma of same-sex sex. The issue
of male underreporting has more relevance to the number of males that
are sexually abused than to the sex of the abuser.

Analysts are more likely to explore, as a separate category, the reasons
why females abuse than the reasons why being male leads to being an
abuser. For instance Hendrie (1998), Robins (1998), and Shoop (2004)
discuss female offenders as a separate category. Hislop (2001) devoted
an entire book to a synthesis of the research on female sex offender,
including cases of female teachers who sexually abused students
(Chideckel, 1935: Larson and Maison, 1987; Peluso and Putnam, 1996).
Finkelhor and Russell (1984) assert that treating females as a special
group grows out of a set of societal beliefs that sex abuse by males is
"normal" (although unacceptable) while sexual abuse by females is
defined as abnormal and, therefore, in need of additional discussion.

3.  **Age of offenders**. Hendrie (1998) found the age of offenders
    ranged from "21- to 75-years-old, with an average age of 28."

**4.4 Same-sex offenders.** Same-sex misconduct ranges from 18 to 28
percent of the reported cases, depending upon the study (Table 8).
Same-sex sex is not the same as sexual identity. For instance, in
Shakeshaft and Cohan (1994), of the 24 percent of males who targeted
other males, all of the offenders described themselves as heterosexual,
with most living in married or heterosexual relationships.

+---------------+---------------+---------+---------+---------------+
| **Table 9.    |               |         |         |               |
| Same-Sex      |               |         |         |               |
| Misconduct**  |               |         |         |               |
+---------------+---------------+---------+---------+---------------+
|               | **AAUW 2000   | **      | **      | *             |
|               | and           | Cameron | Corbett | *Shakeshaft** |
|               | Shakeshaft    | et      | et      |               |
|               | Reanalysis**  | al.**   | al.**   | **and**       |
|               |               |         |         |               |
|               |               |         |         | **Cohan**     |
+---------------+---------------+---------+---------+---------------+
| Percent Male  | 15.2          | 8.9     | 7.5     | 24            |
| Educator and  |               |         |         |               |
| Male Student  |               |         |         |               |
+---------------+---------------+---------+---------+---------------+
| Percent       | 13.1          | 8.9     | 0       | 3             |
| Female        |               |         |         |               |
| Educator and  |               |         |         |               |
| Female        |               |         |         |               |
| Student       |               |         |         |               |
+---------------+---------------+---------+---------+---------------+
| Percent       | 28.3          | 17.8    | 7.5     | 27            |
| Same-Sex      |               |         |         |               |
| Misconduct as |               |         |         |               |
| Percent of    |               |         |         |               |
| All           |               |         |         |               |
| Misconduct    |               |         |         |               |
| Reported      |               |         |         |               |
+---------------+---------------+---------+---------+---------------+

Researchers have failed to find a consistent connection between sexual
identification or sexual orientation label and child sexual abuse. For
instance, Jenny et al. (1994) reviewed 350 cases of child sexual abuse
and found no patterns. In another study (Freund et al., 1984),
researchers found that homosexual males responded no differently to
pictures of male children than did heterosexual males to pictures of
female children.

**5.0 TARGETS OF EDUCATOR SEXUAL MISCONDUCT**

The matter of how to "name" students who have been sexually abused by
educators is more than semantic; it is also political. Complainant
connotes a legal perspective and hints that the abuse is merely alleged.
Victim is believed by some to attach weakness to the student. Survivor
describes a process. While I believe that all are accurate, I have
chosen to use "target" in identifying students who are sexually abused
by educators. Target is a reminder that someone other than the student
is responsible for the act of sexual abuse. Table 10 lists studies, both
quantitative and qualitative, in which there are data that help to
describe who is targeted in schools.

+-----------------------------------------------------------------------+
| **Table 10. U.S. Sources for Descriptions of Targets**                |
+-----------------------------------------------------------------------+
| American Association of University Women (1993). *Hostile Hallways.*  |
| Washington, D.C.: AAUW Educational Foundation.                        |
+-----------------------------------------------------------------------+
| American Association of University Women (2001). *Hostile Hallways.*  |
| Washington, D.C.: AAUW Educational Foundation.                        |
+-----------------------------------------------------------------------+
| Sherry B. Bithell (1991). *Educator Sexual Abuse.* Boise: Tudor House |
| Publishing, 1991.                                                     |
+-----------------------------------------------------------------------+
| Kelly Corbett, Cynthia S. Gentry, Willie Pearson Jr. (1993). "Sexual  |
| harassment in high school." *Youth and Society,* 25(1), 93-103.       |
+-----------------------------------------------------------------------+
| Bernard Gallagher (2000). "The extent and nature of known cases of    |
| institutional child sexual abuse." *British Journal of Social Work,*  |
| 30, 795-817.                                                          |
+-----------------------------------------------------------------------+
| Caroline Hendrie (Dec. 2, 9, 16, 1998). "A trust betrayed. Sexual     |
| abuse by teachers." *Education Week*.                                 |
+-----------------------------------------------------------------------+
| Diane Jennings and Robert Tharp (May 4, 5, 6, 2003). "Betrayal of     |
| trust." *The Dallas Morning Ne*ws*.*                                  |
+-----------------------------------------------------------------------+
| Victor J. Ross and John Marlowe (1985). *The Forbidden Apple: Sex in  |
| the Schools.*                                                         |
|                                                                       |
| Palm Springs, Calif.: ETC Publications.                               |
+-----------------------------------------------------------------------+
| John M. Seryak (1997). *Dear Teacher, If You Only Knew! Adults        |
| Recovering from Child Sexual Abuse Speak to Educators*. Bath, Ohio:   |
| The Dear Teacher Project.                                             |
+-----------------------------------------------------------------------+
| SESAME (1997) *Survivor Survey*. *Survivor Stories* (2004)            |
| [www.sesamenet.org](http://www.sesamenet.org/).                       |
+-----------------------------------------------------------------------+
| Charol Shakeshaft and Audrey Cohan (1995, March). "Sexual abuse of    |
| students by school personnel." *Phi Delta Kappan*, 76 (7) 513-520.    |
|                                                                       |
| --------- (1994). *In loco parentis: Sexual abuse of students in      |
| schools. What administrators should know*. Report to the U.S.         |
| Department of Education, Field Initiated Grants.                      |
+-----------------------------------------------------------------------+
| Charol Shakeshaft (2003). Educator Sexual Abuse. *Hofstra Horizons*,  |
| Spring, 10-13.                                                        |
+-----------------------------------------------------------------------+
| Robert J. Shoop (2004). *Sexual Exploitation in Schools: How to Spot  |
| It and Stop It.* Thousand Oaks, Calif.: Corwin Press.                 |
+-----------------------------------------------------------------------+
| Nan Stein, Nancy L. Marshall and Linda R. Tropp (1993). *Secrets In   |
| Public: Sexual Harassment in Our Schools*. Wellesley, Mass.:          |
| Wellesley Centers for Women.                                          |
+-----------------------------------------------------------------------+
| Christine Willmsen and Maureen O'Hagan (Dec. 14-16, 2003). "Coaches   |
| who prey." *The Seattle Times*.                                       |
+-----------------------------------------------------------------------+
| Dan H. Wishnietsky (1991). "Reported and unreported teacher-student   |
| sexual harassment." *Journal of Educational Research*, 84 (3),        |
| 164-169.                                                              |
+-----------------------------------------------------------------------+
| Jane Elizabeth Zemel and Steve Twedt (Oct. 31-Nov. 2, 1999). "Dirty   |
| secrets." *Pittsburgh Post-Gazette*.                                  |
+-----------------------------------------------------------------------+

1.  **Sex of targets**. While the majority of students who are sexually

targeted by educators are females, the proportions vary by type of
study. As is illustrated in Table 11, the three studies that examine
formal reports (Gallagher, 2000; Hendrie, 1998; Shakeshaft and Cohan,
1994) find a higher percent of female students as targets than do the
studies that ask students directly. These findings suggest that abuse of
females is more likely to be reported than abuse of males, but that the
differences between the percentages of males and females who are abused
may be much smaller than has been previously reported.

The differences in reports of educator sexual misconduct by sex of
target depending upon the data source need further examination,
particularly in understanding reporting patterns by sex.

+---------+----------+--------+--------+--------+--------+----------+
| ## Tab  |          |        |        |        |        |          |
| le 11.  |          |        |        |        |        |          |
| Targets |          |        |        |        |        |          |
|  by Sex |          |        |        |        |        |          |
+---------+----------+--------+--------+--------+--------+----------+
|         | **AAUW   | **C    | **Cor  | *      | **Hen  | **Sh     |
|         | 2000 and | ameron | bett** | *Galla | drie** | akeshaft |
|         | Shak     | et     |        | gher** |        | and**    |
|         | eshaft** | al.**  | **et   |        |        |          |
|         |          |        | al**   |        |        | *        |
|         | **Rean   |        |        |        |        | *Cohen** |
|         | alysis** |        |        |        |        |          |
+---------+----------+--------+--------+--------+--------+----------+
| Percent | 56       | 57     | 77     | 54     | 76     | 66       |
| Female  |          |        |        |        |        |          |
| S       |          |        |        |        |        |          |
| tudents |          |        |        |        |        |          |
+---------+----------+--------+--------+--------+--------+----------+
| Percent | 44       | 43     | 23     | 46     | 24     | 33       |
| Male    |          |        |        |        |        |          |
| S       |          |        |        |        |        |          |
| tudents |          |        |        |        |        |          |
+---------+----------+--------+--------+--------+--------+----------+

**5.2 Race/ethnicity of targets**. Using the Shakeshaft reanalysis of
the 2000 AAUW data as a guide, students of color (African descent,
American Indian, and Latina/o) are overrepresented as targets of
educator sexual misconduct in comparison with their representation in
the sample, while Caucasian and Asian students are underrepresented.
Students of color account for 44 percent of the targets but 33.2 percent
of the sample.

  ----------------------- ----------------------- -----------------------
  **Table 12. Targets by                          
  Race/Ethnicity vs.                              
  Sample**                                        

                          **Percent of Students   **Percent of All
                          Who Are Targets of      Students in Sample**
                          Educator Sexual         
                          Misconduct**            

  Caucasian               51.5                    58.6

  African Descent         25.3                    19.8

  Latina/o                15.7                    12.4

  American Indian         3.0                     1.0

  Asian                   0.5                     2.7

  No response             4.0                     5.5

  Total                   100.0                   100.0
  ----------------------- ----------------------- -----------------------

Table 13 gives a breakdown of the percentage of students by race and sex
who report having been sexually abused by an employee of a school
district. Females, and particularly females of color, are
overrepresented as targets of educator sexual misconduct in relation to
their proportion of the population. Females are 53 percent of the sample
and 57 percent of the targets of educator sexual abuse. Females of color
are 18.2 percent of the sample and 27.3 percent of those targeted.

  ----------------- -------------- ------------- ------------- -------------
  **Table 13.                                                  
  Targets by                                                   
  Race/Ethnicity                                               
  and Sex vs.                                                  
  Sample**                                                     

                    **Percent of                 **Percent of  
                    Students Who                 All Students  
                    Are Targets of               in Sample**   
                    Educator                                   
                    Sexual                                     
                    Misconduct**                               

                    Male           Female        Male          Female

  Caucasian         24.7           26.8          28.1          30.5

  African Descent   10.1           15.2          9.2           10.6

  Latina/o          5.1            10.6          5.2           7.2

  American Indian   1.5            1.5           0.5           0.4

  Asian             0.0            0.5           1.6           1.0

  No Response       1.5            2.5           2.4           3.3

  Total             42.9           57.1          47            53
  ----------------- -------------- ------------- ------------- -------------

3.  **Disabilities and targets**. There is scant U.S. data on sexual
    abuse of students with disabilities, and none on educator sexual
    abuse of students. Studies do indicate that students with
    disabilities are more likely to be maltreated than students without
    disabilities (Sobsey, 1994; Sobsey, Randall, and Parrila, 1997;
    Sullivan and Knutson, 2000).

Examining this question using data from the National Data Archive on
Child Abuse and Neglect, Sobsey et al. (1997) found that nearly twice as
many disabled girls than disabled boys were sexually abused and nearly
four times as many non-disabled girls than non-disabled boys were
sexually abused. However, of those sexually abused, 53 percent of boys
were disabled compared with 11.4 percent of girls. These data don't tell
us the percent of the total population by disability that were sexually
abused since this was a study looking only at children with
substantiated sexual abuse.

Sullivan and Knutson (2000) were able to document the proportion of all
children by disability status with substantiated reports of sexual
abuse. Merging the electronic data base of 50,278 students in the Omaha,
Neb., schools system with the records from the Central Registry of the
Nebraska Department of Social Services, the Nebraska Foster Care Review
Board records, and the victimization records from the county sheriff and
Omaha police, Sullivan and Knutson (2000) were able to document
maltreatment by disability status. Using data tables in their report, I
calculated that 8.8 percent of students with disabilities vs. 2.8
percent of students without disabilities were sexually abused. Students
with behavior disorders are more than five times as likely as
non-disabled students to be sexually abused, with mentally retarded
students more than three times as likely[^6].

While very helpful, these data do not distinguish by role of offender,
so there is no way to determine how many of these reported cases are
examples of educator sexual misconduct. Further, since this is a study
of cases reported to the child welfare or criminal justice systems,
these percentages do not include all children who were sexually abused.

Gallagher's UK (2000) examination of reported incidents in institutional
settings, which included schools, found that students with special needs
were targets in 17 percent of the cases. The University of Alberta Abuse
and Disability Project (1992) documented that 7 percent of the sexual
abuse of disabled children came from bus drivers, an important finding
since children with disabilities are often transported off-site for
services.

+-----------------------+----------------+---------------+------------+
| **Table 14. Sexual    |                |               |            |
| Abuse Reports by      |                |               |            |
| Disability Status, in |                |               |            |
| Institutional         |                |               |            |
| Settings**            |                |               |            |
+-----------------------+----------------+---------------+------------+
|                       | **Number in    | **Number      | **Percent  |
|                       | Population**   | Sexually      | Sexually   |
|                       |                | Abused**      | Abused**   |
+-----------------------+----------------+---------------+------------+
| None                  | 36,949         | 1,044         | 2.8        |
+-----------------------+----------------+---------------+------------+
| Behavior disorder and | 688            | 104           | 15.1       |
| autism                |                |               |            |
+-----------------------+----------------+---------------+------------+
| Communication         | 1161           | 61            | 5.3        |
| disorder:             |                |               |            |
|                       |                |               |            |
| Speech, language,     |                |               |            |
| hearing, learning     |                |               |            |
| disabilities          |                |               |            |
+-----------------------+----------------+---------------+------------+
| Health/orthopedic:    | 515            | 30            | 5.8        |
|                       |                |               |            |
| Visual, orthopedic,   |                |               |            |
| health                |                |               |            |
+-----------------------+----------------+---------------+------------+
| Mental retardation    | 898            | 91            | 10.1       |
+-----------------------+----------------+---------------+------------+
| Subtotal disabilities | 3,262          | 286           | 8.8        |
+-----------------------+----------------+---------------+------------+

Numbers in table calculated from data reported in Sullivan and Knutson
(2000).

**6.0 PATTERNS OF EDUCATOR SEXUAL MISCONDUCT WITH STUDENTS**

Both qualitative and quantitative sources provide information on
patterns of educator sexual misconduct (Table 15).

+-----------------------------------------------------------------------+
| **Table 15. Sources for Descriptions of Patterns**                    |
+-----------------------------------------------------------------------+
| American Association of University Women (1993). *Hostile Hallways.*  |
| Washington, D.C.: AAUW Educational Foundation.                        |
+-----------------------------------------------------------------------+
| American Association of University Women (2001). *Hostile Hallways.*  |
| Washington, D.C.: AAUW Educational Foundation.                        |
+-----------------------------------------------------------------------+
| Caroline Hendrie (Dec. 2, 9, 16, 1998). "A trust betrayed. Sexual     |
| abuse by teachers." *Education Week*.                                 |
+-----------------------------------------------------------------------+
| Matthew D. Olson and Gregory Lawler (2003). *Guilty until Proven      |
| Innocent*. Stillwater, Okla.: New Forums Press.                       |
+-----------------------------------------------------------------------+
| Sydney L. Robins (2000). Protecting Our Students. Ontario, Canada:    |
| Ontario Ministry of the Attorney General.                             |
+-----------------------------------------------------------------------+
| SESAME (1997) *Survivor Survey*. *Survivor Stories* (2004)            |
| [www.sesamenet.org](http://www.sesamenet.org/).                       |
+-----------------------------------------------------------------------+
| Charol Shakeshaft (2003) "Educator sexual abuse." *Hofstra Horizons*, |
| Spring, 10-13.                                                        |
+-----------------------------------------------------------------------+
| Charol Shakeshaft and Audrey Cohan (1995, March). "Sexual abuse of    |
| students by school personnel." *Phi Delta Kappan*, 76 (7) 513-520.    |
|                                                                       |
| --------- (1994). *In loco parentis: Sexual abuse of students in      |
| schools. What administrators should know*. Report to the U.S.         |
| Department of Education, Field Initiated Grants.                      |
+-----------------------------------------------------------------------+

**6.1 Context**. Sexual abuse of students occurs within the context of
schools, where students are taught to trust teachers. Schools are also a
place where teachers are more often believed than are students and in
which there is a power and status differential that privileges teachers
and other educators (Shakeshaft and Cohen, 1994). While we know very
little about the contexts in which students are sexually abused by
adults in schools, newspaper data and interview studies suggest
that---like sexual predators anywhere---sexual abusers in schools use
various strategies to trap students. They lie to them, isolate them,
make them feel complicit, and manipulate them into sexual contact. Often
teachers target vulnerable or marginal students who are grateful for the
attention. And, students that adults regard as marginal are also
unlikely to be accepted as credible complainants against a celebrated
teacher (Shakeshaft and Cohan, 1994).

In elementary schools, the abuser is often one of the people that
students most like and that parents most trust. The abusers of children
younger than seventh grade have different patterns than those who abuse
older children (Shakeshaft, 2003). The educators who target elementary
school children are often professionally accomplished and even
celebrated. Particularly compared to their non-abusing counterparts,
they hold a disproportionate number of awards. It is common to find that
educators who have been sexually abusing children are also the same
educators who display on their walls a community "Excellence in
Teaching" award or a "Teacher of the Year" certificate. This popularity
confounds district officials and community members and prompts them to
ignore allegations on the belief that "outstanding teachers" cannot be
abusers (Shakeshaft and Cohan, 1994).

Many educators who abuse work at being recognized as good professionals
in order to be able to sexually abuse children. For them, being a good
educator is the path to children, especially those who abuse elementary
and younger middle school students (Shakeshaft and Cohan, 1994). At the
late middle and high school level, educator abusers may or may not be
outstanding practitioners. At this level, the initial acts are somewhat
less premeditated and planned and more often opportunistic, a result of
bad judgment or a misplaced sense of privilege (Shakeshaft and Cohan,
1994).

2.  **Selection**. Whether premeditated or opportunistic, selection is
    influenced by the compliance of the student and the likelihood of
    secrecy. Because most educator abusers seek to conceal their sexual
    contact with students, offenders often target students that they can
    control. In some cases, control is characterized by force. However,
    most abuse occurs within the much subtler framework of grooming and
    enticement. While almost all children respond to positive attention
    from an educator, students who are estranged from their parents, who
    are unsure of themselves, who are engaged in risky behavior or whose
    parents are engaged in such behavior are often targeted, not only
    because they might be responsive but also because they are more
    likely to maintain silence (Robins, 2000; Shakeshaft and Cohan,
    1994).

Robins (2000) describes the process of grooming, where an abuser selects
a student, gives the student attention and rewards, provides the student
with support and understanding, all the while slowly increasing the
amount of touch or other sexual behavior. The purpose of grooming is to
test the child's ability to maintain secrecy, to desensitize the child
through progressive sexual behaviors, to provide the child with
experiences that are valuable and that the child won't want to lose, to
learn information that will discredit the child, and to gain approval
from parents (Robins, 2000). Grooming allows the abuser to test the
student's silence at each step. It also serves to implicate the student,
resulting in children believing that they are responsible for their own
abuse because, "I never said stop."

Grooming often takes place in the context of providing a child with
extras like additional help learning a musical instrument, advisement on
a science project, or opportunities for camping and outdoor activity.
These opportunities not only create a special relationship with
students, they are also ones for which parents are usually appreciative.

Although not every instance of educator sexual misconduct includes a
grooming phase, because grooming precedes sexual engagement, grooming
has the added benefit to the abuser of being a way in which to test a
child's compliance. Any complaint can be discredited because it does not
yet constitute identifiable sexual misconduct. Robins and others believe
that grooming patterns must be better understood if educator sexual
misconduct is to be prevented or detected.

3.  **Maintaining secrecy and silence**. Some of the children who are
    sexually abused by educators do not characterize what is happening
    as abuse. That is not to say they don't identify what is happening
    as shameful, unwanted, wrong, or frightening. In many cases, they
    are told that what is happening is love. Many abusers of children at
    all ages couch what they are doing to the children as love, both
    romantic and parental.

Offenders work hard to keep children from telling. Almost always they
persuade students to keep silent either by intimidation and threats (if
you tell, I'll fail you), by exploiting the power structure (if you
tell, no one will believe you), or by manipulating the child's
affections (if you tell, I'll get in trouble; if you tell, I won't be
able to be your friend anymore).

Thus, childish or adolescent naiveté is taken advantage of to keep
children silent. Because many children who are targeted have previously
been abused by others, the legacy of abuse increases the likelihood of
silence. Fear of discovery and punishment or shame for doing something
forbidden also keep children from speaking. Boys abused by men often
don't tell because of homophobia.

Because children often get something positive in the
transaction---attention, gifts, physical pleasure, and feelings of
belonging or attractiveness---they can be made to feel responsible.
Offenders use this to their advantage.

Finally, abuse is allowed to continue because even when children report
abuse, they are not believed. Because of the power differential, the
reputation difference between the educator and the child, or the mindset
that children are untruthful, many reports by children are ignored or
given minimal attention.

**6.4 Geography of abuse**. An analysis of documentation from legal
proceedings and from interviews with school officials and student
targets indicates that sexual misconduct by educators occurs in the
school, in classrooms (empty or not), in hallways, in offices, on buses,
in cars, in the educator's home, and in outdoor secluded areas.
Sometimes the abuse happens right in front of other students. Within the
documents found in case law, there are instances where a teacher has
taken a student into a storage room attached to the classroom and had
sexual intercourse while the rest of the class does seat work
(Shakeshaft and Cohan, 1994; Shakeshaft, 2003). Often teachers touch
students during movies. In one class, boys reported that the teacher
would call them up to his desk at the front of the room and, one at a
time, while discussing homework, would fondle each boy's penis. Every
child in the room knew what was happening and students talked about it
among themselves. The teacher repeated this behavior for 15 years before
one student finally reported to an official who would act upon the
information that everyone knew (Shakeshaft and Cohan, 1994).

**7.0 ALLEGATIONS AND RESPONSE**

> Nine studies include data on patterns of educator sexual misconduct in
> schools.

+-----------------------------------------------------------------------+
| **Table 16. Sources for Allegations and Response**                    |
+-----------------------------------------------------------------------+
| American Association of University Women (1993). *Hostile Hallways.*  |
| Washington, D.C.: AAUW Educational Foundation.                        |
+-----------------------------------------------------------------------+
| American Association of University Women (2001). *Hostile Hallways.*  |
| Washington, D.C.: AAUW Educational Foundation.                        |
+-----------------------------------------------------------------------+
| Caroline Hendrie (Dec. 2, 9, 16, 1998). "A trust betrayed. Sexual     |
| abuse by teachers." *Education Week*.                                 |
+-----------------------------------------------------------------------+
| Matthew D. Olson and Gregory Lawler (2003). *Guilty until Proven      |
| Innocent*. Stillwater, Okla.: New Forums Press.                       |
+-----------------------------------------------------------------------+
| Sydney L. Robins (2000). Protecting Our Students. Ontario, Canada:    |
| Ontario Ministry of the Attorney General.                             |
+-----------------------------------------------------------------------+
| SESAME (1997) *Survivor Survey*. *Survivor Stories* (2004)            |
| [www.sesamenet.org](http://www.sesamenet.org/).                       |
+-----------------------------------------------------------------------+
| Charol Shakeshaft (2003) "Educator sexual abuse." *Hofstra Horizons*, |
| Spring, 10-13.                                                        |
+-----------------------------------------------------------------------+
| Charol Shakeshaft and Audrey Cohan (1995, March). "Sexual abuse of    |
| students by school personnel." *Phi Delta Kappan*, 76 (7) 513-520.    |
|                                                                       |
| --------- (1994). *In loco parentis: Sexual abuse of students in      |
| schools. What administrators should know*. Report to the U.S.         |
| Department of Education, Field Initiated Grants.                      |
+-----------------------------------------------------------------------+
| Robert Shoop (2004). *Sexual Exploitation in Schools: How to Spot It  |
| and Stop It.* Thousand Oaks, Calif.: Corwin Press.                    |
+-----------------------------------------------------------------------+

**7.1 Allegations.** According to Shoop (2004), notice of educator
sexual misconduct comes to the attention of school officials in five
ways: formal complaints, informal complaints, observed abuse, observed
suspicious behaviors, or rumors and/or anonymous reports.

Formal and informal complaints are most likely to originate from targets
or parents of targets, although parents of a target's friend sometime
report the abuse. Seldom is the abuse reported by a teacher, even if the
child has told the teacher.

Several studies estimate that only about 6 percent of all children
report sexual abuse by an adult to someone who can do something about
it. The other 94 percent do not tell anyone or talk only to a friend.
(And they swear their friend to secrecy) (Finkelhor, Hotaling and Kerti
Yllo, 1988; National Resource Center on Child Sexual Abuse, 1994).
However, a reanalysis of the AAUW data set found that 71.2 percent of
students who had been targets of peer and/or educator sexual misconduct
told someone, with 56.6 percent telling more than one person. Most
students told a friend (69.7 percent), followed by someone else (44.9
percent), then a parent (31.8 percent), a teacher (14.6 percent), or
another school employee (14.1 percent).[^7]

When asked if they would complain to a school employee if sexually
harassed by a teacher or other school employee, 71 percent responded
affirmatively. However, among the students who were harassed by a school
employee, only 11.6 percent actually told a teacher while 10.6 percent
reported to another employee. While some of the "other employees" might
qualify as a school official who has the authority to stop the abuse,
most aren't, therefore limiting the number of incidents in which the
school district can be held financially liable to fewer than 10 percent
. As discussed in greater detail below, the Supreme Court's Title IX
rulings limited liability for monetary damages for educator sexual
misconduct to those instances in which, among other things, a school
district official with authority at a minimum to institute corrective
measures had actual knowledge of the misconduct.

While formal reports might not be made in school, informal information
is passed on through rumor, innuendo, and jokes. Often it is a friend of
the target or a parent of a friend who brings the issue to school
authorities.

When students do report, they almost always report incidents of contact
sexual abuse---touching, kissing, hugging, or forced intercourse. Verbal
and visual abuse are rarely reported to school officials[^8]^.^ Of the
cases that come to a superintendent's attention, nearly 90 percent are
contact sexual misconduct (Shakeshaft and Cohan, 1994). When alleged
misconduct is reported, the majority of complaints are ignored or
disbelieved (Shakeshaft and Cohan, 1994). Other students note this lack
of response and conclude that teachers (or coaches or administrators)
cannot be stopped (Shakeshaft, 2003). If the school will not act, what
can a mere student do?

Few students, families, or school districts report incidents to the
police or other law enforcement agencies. When criminal justice
officials are alerted, it is almost always because parents have made the
contact. Thus, most cases are not entered into criminal justice
information systems (Shakeshaft and Cohan, 1994). As one consequence,
abusers are subject only to informal personnel actions within the
relative privacy of school employee records (Shakeshaft and Cohan,
1994).

**7.2 Response to allegations.** Robins (2000) found that the most
common reason that students don't report educator sexual misconduct is
fear that they won't be believed. Research indicates that students have
good reasons to suspect they won't be believed. Robins documents the
case of a teacher, Kenneth DeLuca, who was convicted of sexually abusing
13 students between the ages of 10 and 18 over a period of 21 years.
Nearly all of the students reported this abuse at the time. However,
school officials did not take these accusations seriously.

Overwhelmingly, the girls experienced a disastrous response when they
told about DeLuca's behavior. Many were disbelieved, some were told to
leave schools, parents were allegedly threatened with lawsuits
(129-130).

**7.3 Investigative practices.** Only one study (Shakeshaft and Cohan,
1994) has examined school district response to allegations. This study
is limited but documents that investigative skills of school
administrators are poor. In many cases, no formal investigation was
conducted. If a police investigation did occur, districts often failed
to do their own reporting in terms of violations of district policy or
Title IX requirements.

**7.4 False accusations.** The possibility of a false accusation is
included in this section because there is widespread belief that false
accusations are common. Because this is the prevailing mental model,
students are often not believed.

Currently, there is no mechanism for determining how many false
accusations occur. Because many of the accusations involve behavior that
might not be easily prosecuted under criminal statutes, for instance
verbal and visual abuse or physical abuse that is not penetration, there
is confusion about what constitutes abuse. While this issue will be
explored in more detail in a subsequent section, the distinction between
a criminal offense that can be proven beyond a reasonable doubt and an
incident of sexual misconduct is sometimes blurred, leaving the
impression that if there is not a prosecution (or a criminal charge),
the accusation must have been false.

There are no systematic studies of false accusations of educators, but
studies of child sexual abuse in general indicate that false allegations
are not common. In a 1991 review of false or mistaken accusations of
sexual abuse, Yates concludes that the majority of false accusations
occur in custody cases and that in other circumstances, the incidence of
false accusations appears rare.

In the Shakeshaft and Cohan (1995) study of 225 allegations of educator
sexual misconduct, there was not one in which the actions reported
weren't proved to have happened. Although the accuracy of student
reports of educator behavior was unanimous, the meaning of the behavior
differed between student and educator. In a handful of cases, the
student's characterization of the act as sexual misconduct was labeled
by the educator and administrative officials as touching with no sexual
intent.

However, both Robin (1992) and Yates (1991) have pointed out that false
accusations can cause serious emotional stress to the person falsely
accused. Olson and Lawler (2003) have compiled cases in which educators
have been falsely accused of maltreatment of students, including
accusations of sexual abuse. Their accounts describe the harm that false
accusations coupled with inadequate investigations can yield.

**8.0 EXTENT AND IMPACT OF LEGAL INITIATIVES**

When referencing the legal principles noted below, case law and Title IX
regulations address \"sexual harassment\", not \"sexual misconduct.\"
Therefore, the term \"sexual harassment" will replace "sexual
misconduct\" in this section.

While there are several sources that present and discuss the foundations
of the laws that govern educator sexual misconduct, there are no studies
that examine the impact of initiatives or trace the legal reasoning of
current federal law. Therefore, this section briefly describes relevant
federal and state laws and regulations, as well as professional
organization policies. Depending upon the nature of the behavior,
educator sexual misconduct violates a number of federal and state laws.

**8.1 Federal laws.** The primary federal legal remedy for sexual
misconduct in schools is Title IX of the Education Amendments of 1972.
The language of Title IX doesn't mention sexual harassment but, rather,
is a statute that prohibits discrimination on the basis of sex in any
educational organization that receives federal funds.[^9] Title IX
provides for federal enforcement of the prohibition on sexual
discrimination and the possibility of loss of federal funds for any
educational institution in violation of Title IX or its regulations.

Twenty years after the enactment of Title IX in 1972, the Supreme Court
in *Franklin v. Gwinnett County Public Schools,* 503 U.S. 60 (1992)
ruled that students may seek monetary damages from schools for sexual
harassment visited on them by school employees. Although it was a
breakthrough in equating sexual harassment in schools with sex
discrimination and in assigning schools monetary liability for damages,
*Franklin* did not provide educators a clear framework for understanding
their legal responsibilities to provide a harassment-free school.

The Office for Civil Rights (OCR) enforces Title IX and its regulations
and publishes guidelines to help schools recognize and effectively
respond to sexual harassment of students in educational programs as a
condition of receiving Federal financial assistance.[^10] OCR provides
technical assistance to schools in developing sexual harassment policies
to clarify the responsibilities of school personnel. Schools are
responsible for prohibiting and responding effectively to sexual
harassment and there are potential legal consequences for ignoring
sexual harassment of students by staff or students.

The Supreme Court's 1998 ruling in *Gebser v. Lago Vista Independent
School District* (524 U.S. 274 (1998)) made it more difficult for
students to secure monetary damages in staff-to-student sexual
harassment cases. In *Gebser*, the Supreme Court determined that for a
district to be liable for monetary damages for the sexual harassment of
a student by a staff member, someone with the authority to take
corrective action must have had actual knowledge of the sexual
harassment and the school district must have acted with deliberate
indifference to its knowledge of the discrimination. The Court
acknowledged, by contrast, the power of Federal agencies, such as the
Department of Education, to effectuate Title IX's prohibition of sex
discrimination, even under circumstances that would not result in
liability for monetary damages.

In *Davis v. Monroe County Board of Education* (526 U.S. 629 (1999), the
Supreme Court applied the stringent requirements found in *Gebser* to
claims for monetary damages for student-on-student or peer sexual
harassment. *Davis* is the first Supreme Court ruling that affirms that
school staff members can be held liable for monetary damages for peer
harassment under Title IX but only if a staff member with authority to
take corrective action has actual knowledge of the harassment and
responds with deliberate indifference to the victim. Additionally, in
*Davis*, the justices ruled that to obtain monetary damages the
harassment must be so severe, pervasive, and objectively offensive that
it effectively bars the target student's access to an educational
opportunity or benefit.

However, *Davis* left unclear a number of issues, including how
"deliberate indifference" is determined.

# 

Prior to interpreting Title IX coverage to include sexual harassment as
a form of sex discrimination, there was little in the law that was
available to victims of educator sexual harassment in schools, beyond
criminal statutes that were unavailable for most cases of harassment and
certainly not in sexually harassing speech incidents. By holding school
districts and individual actors within schools liable for damages if
they permitted a hostile and harassing environment, Title IX raised the
stakes in the prevention of sexual harassment. Teachers and
administrators were on notice that if they did not intervene to stop
harassment, they might become personally liable for damages. This
threat, combined with increased public awareness of both the definition
of sexual harassment and the responsibilities of school personnel, has
resulted in more student awareness of rights and expectations (AAUW,
2001). However, there are no studies that examine the relationship of
liability to prevention or reduction of educator sexual misconduct.

To change the limited scope of school district liability for monetary
damages educator sexual misconduct under Title IX would require federal
legislation. Justice O'Connor, writing for the majority in *Gebser*,
noted that: "Until Congress speaks directly on the subject, however, we
will not hold a school district liable in damages under Title IX for a
teacher's sexual harassment of a student absent actual notice and
deliberate indifference."

Table 17 summarizes possible federal and state initiatives that have
been discussed in the literature as possible remedies to reduce educator
sexual misconduct. However, these initiatives have neither been
developed nor studied.

2.  **State child sexual abuse laws.** Depending upon a number of
    factors (age of student, age of educator, type of sexual misconduct,
    etc.) educators who sexually abuse might be prosecuted under a
    variety of statutes. Criminal codes are not uniform

+-----------+----------------------------------------------------------+
| ##        |                                                          |
|  Table 17 |                                                          |
| . Suggest |                                                          |
| ions and  |                                                          |
| Recommend |                                                          |
| ations fr |                                                          |
| om the Li |                                                          |
| terature  |                                                          |
|           |                                                          |
| ## for    |                                                          |
| Possible  |                                                          |
| Legislati |                                                          |
| on and Re |                                                          |
| gulations |                                                          |
+-----------+----------------------------------------------------------+
| Liability | School districts shall be held liable in damages under   |
|           | Title IX for a teacher's sexual harassment of a student  |
|           | based upon the same guidelines as Title VII.             |
+-----------+----------------------------------------------------------+
| Pr        | No person in a position of trust may engage in sexual    |
| ohibition | conduct with students 18 years old and younger,          |
|           | regardless of any state's age of consent. Violation      |
|           | would be a Class C felony.                               |
+-----------+----------------------------------------------------------+
| Pr        | No confidential settlements with alleged abusers; no     |
| ohibition | discretion for judges in imposing settlements.           |
+-----------+----------------------------------------------------------+
| Reporting | Violators of the federal law would be required to        |
|           | register as sex offenders.                               |
+-----------+----------------------------------------------------------+
| Reporting | Mandated reporting of conviction by adjudicating agency  |
|           | and by educator; failure to report would be a gross      |
|           | misdemeanor and result in the forfeiture of professional |
|           | education license.                                       |
+-----------+----------------------------------------------------------+
| Reporting | Required reporting to the state licensing agency of all  |
|           | allegations of educator sexual misconduct, including     |
|           | those that result in a termination or resignation.       |
+-----------+----------------------------------------------------------+
| Reporting | State data collection and reporting on extent of         |
|           | educator sexual misconduct.                              |
+-----------+----------------------------------------------------------+
| Reporting | National clearinghouse on educator sexual misconduct.    |
+-----------+----------------------------------------------------------+
| Re        | 10 year statute of limitations on filing complaints,     |
| quirement | bringing charges.                                        |
+-----------+----------------------------------------------------------+
| Re        | Mandatory background and interim employment career       |
| quirement | checks for all teachers and school employees (not just   |
|           | newly hired), including fingerprinting.                  |
+-----------+----------------------------------------------------------+
| Re        | School officials must ask former employees whether a job |
| quirement | applicant had a history of sexual misconduct             |
|           | allegations.                                             |
+-----------+----------------------------------------------------------+

across the states. While all states have laws that prohibit adults from
having sex with children, each state defines that crime differently.
Child sexual abuse, sexual assault, anti-stalking, and lewdness with a
minor are legal categories under which state laws might exist. For
instance, if the abuse is physical and the child is younger than the age
of consent (which differs by state), child sexual abuse statutes might
be invoked. If the misconduct is not physical, lewdness with a minor
covers sexual acts with children 14 and under in some states.

State laws regarding "consensual sex" (referred to generally as
statutory rape laws) prohibit adult-child relationships but define
childhood differently, depending upon the state. Although research
indicates that children under 17 or 18 cannot make informed choices
about sex with an adult, in one state, 15-year-olds are considered to be
adults; in 32 states, 16-year-olds are legally able to consent to sex
under general statutory rape laws; in six states, the age is 17; and in
11, the age is 18 (Park, 2003). I found no studies of state criminal
statues that cover educators who sexually abuse students.

3.  **State sexual assault laws**. While sexual assault laws prohibiting
    coercive or forced sex cover some types of educator sexual
    misconduct, these laws don't cover all of the ways in which
    educators might sexually abuse students. Anti-stalking laws also
    exist in all states and often cover educator sexual misconduct
    behavior. As is true of the other legal categories synthesized,
    there were no studies exploring state sexual assault laws and
    educator sexual misconduct (Park, 2003).

**8.4 State educator sexual misconduct laws**. In addition to general
sexual assault laws and criminal statutes prohibiting adult sexual
contact with children, some states have adopted laws that specifically
prohibit sexual abuse by educators or people in a position of trust.
Ohio's Sexual Battery law (Section 2907.3) and Colorado's Sexual Assault
by One in a Position of Trust (Statute 18-3-405.3) are examples of laws
that protect children 18 and under from sexual misconduct by adults in a
position of trust. As of March 2003, 27 states have laws prohibiting a
person in a position of trust from sexual activity with a minor, with
Iowa moving legislation forward. Of those, two protect students up to
age 15; 20 states protect students up to 17; and five have no limit on
the age of students (Park, 2003).

> **8.5 Limitations of state laws.** From a national perspective, there
> are

several drawbacks to using state statutes to address educator sexual
misconduct. (1) Many of the laws include only students who have not
reached the age of consent and the age of consent differs by state; (2)
Many do not require those found guilty under these statutes to register
as sex offenders (see, for instance, Nevada Revised Statutes: Chapter
201); (3) There is no uniform legal definition of child sexual assault
or criminal sexual activity from state to state; (4) There is no uniform
penalty for similar actions across the states; and (5) The age of minors
varies by state.

I found no reports that codify educator sexual misconduct statutes by
state. Neither did I find studies on convictions of educators nor that
examined impact on students' behavior.

**8.6 Tenure and licensure.** Besides federal, civil and criminal
approaches to identifying and stopping educator predators, legally
enforceable codes of professional conduct, generally in connection with
state licensure, exist in most states. The language in many of the
states such as New York's "conduct unbecoming a teacher" is inclusive of
a wide variety of behaviors. As a result, it is often difficult to
categorize the various behaviors that have been found to be prohibited.
However, sanctions by state teacher certification agencies do provide
for revocation of a professional license for misconduct (LaRue, 1996).
Like criminal approaches, these regulations vary by state.

Most states require criminal background checks which use FBI and state
records in addition to fingerprinting. An April 2003 *Education Week*
report notes that only eight states do not require these checks.

I found no formal studies of licensure revocation in cases of educator
sexual misconduct, although there are newspaper accounts that document
local or state instances (see section 2.4). Seventeen states require
school officials to report any alleged educator misconduct to state
education officials. To insure safety in reporting, 17 states[^11]
(although not all the same states as require reports to state officials)
protect school officials from lawsuits based upon job references.

A 1996 study of tenure laws (LaRue) notes that most states include
language that covers a broad range of behaviors in their statutes for
revoking tenure. Thus, educator sexual misconduct might be covered by
prohibitions such as "immorality," "conduct unbecoming a teacher," or
"moral turpitude." Twelve states have no category into which educator
sexual misconduct would fit. However, LaRue found no state that
specifically listed educator sexual misconduct (or language that was
similar) as a reason for terminating or dismissing an employee.

National teacher associations, to date, have not included suggestions
for preventing educator sexual misconduct nor conducted studies of
incidence. Suggestions for collective bargaining model language from the
two national teacher unions do not specifically include language on
educator sexual misconduct.

7.  **Laws on fingerprinting.** Many states have passed fingerprinting
    laws for teachers and other educational professionals. However,
    there is no data about the effectiveness of such legislation for
    preventing or detecting sexual abusers.

Typical of state legislation is New York State's Chapter 180 of the Laws
of 2000 regulations that require applicants for teaching and
administrative certification and other employees of schools to undergo a
fingerprint-supported criminal history background check. The law went
into effect on July 1, 2001, but exempted "individuals who have provided
services to the covered school in the previous year" (New York State
Education Department, Office of School Personnel Review and
Accountability, www.highered.nysed.gov/tcert/ospra/geninfo.htm).
Volunteers, student teachers, employees in private schools, and bus
drivers are also not required to be fingerprinted.

**9.0 EFFECTS OF EDUCATOR SEXUAL MISCONDUCT**

The data collected by the AAUW studies offers student reports of effects
of educator sexual misconduct, while the three remaining studies in
Table 16 provide accounts from or about targets.

+-----------------------------------------------------------------------+
| **Table 18. Effects of Educator Sexual Misconduct**                   |
+-----------------------------------------------------------------------+
| American Association of University Women (1993). *Hostile Hallways*,  |
| Washington, D.C.: AAUW Educational Foundation.                        |
+-----------------------------------------------------------------------+
| American Association of University Women (2001). *Hostile Hallways*,  |
| Washington, D.C.: AAUW Educational Foundation.                        |
+-----------------------------------------------------------------------+
| Victor J. Ross and John Marlowe (1985). *The Forbidden Apple: Sex in  |
| the Schools*                                                          |
|                                                                       |
| Palm Springs, Calif.: ETC Publications.                               |
+-----------------------------------------------------------------------+
| John M. Seryak (1997). Dear Teacher, If You Only Knew! Adults         |
| Recovering from Child Sexual Abuse Speak to Educators. Bath, Ohio:    |
| The Dear Teacher Project.                                             |
+-----------------------------------------------------------------------+
| SESAME (1997) *Survivor Survey*.                                      |
| [www.sesamenet.org](http://www.sesamenet.org/); (1997-2003) *Survivor |
| Stories*.                                                             |
+-----------------------------------------------------------------------+

**9.1 Effects on targeted students: Academic, emotional and
developmental.** Reanalysis of the AAUW data indicates that targets of
educator sexual misconduct report that they suffer emotional,
educational, and developmental or health effects. At least a third of
students report behaviors that would negatively affect academic
achievement:

-   Avoid the teacher or other educator (43 percent).

-   Do not want to go to school (36 percent).

-   Do not talk much in class (34 percent).

-   Have trouble paying attention (31 percent).

-   Stayed home from school or cut a class (29 percent).

-   Found it hard to study (29 percent).

About a quarter of students who were targets of educator sexual
misconduct report academic or discipline repercussions that they
attribute to the incident.

-   Thought about changing schools (19 percent).

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-   Changed schools (6 percent).

-   Received a lower grade on a test or assignment (25 percent).

-   Received a lower grade in a class (25 percent).

-   Got into trouble with school authorities (25 percent).

-   Felt less likely to get a good grade (23 percent).

Health effects such as sleep disorder and appetite loss were reported by
28 percent of students. A substantial number of students report negative
feelings of self worth because of the abuse.

-   Felt embarrassed (51 percent).

-   Felt self conscious (39 percent).

-   Less sure of self or less confident (37 percent).

-   Felt afraid or scared (36 percent).

-   Felt confused about identity (29 percent).

-   Doubted whether could ever have a happy romantic relationship (29
    percent).

For most children, being the victim of sexual misconduct does damage
that lasts well into adulthood, and for most it is never fully repaired
(Kendell-Tackett, 1993). Child sexual abuse targets lose trust in adults
and authority figures, suffer physical ailments and lowered immune
systems, and do less well in school (Finkelhor & Brown, 1985). They
often drop out of or avoid school. Sexually abused children are more
likely than children who are not sexually abused to be substance users
as adults and to have difficulty forming intimate relationships
(Finkelhor, 2001). David Finkelhor (2001), the premier researcher of
child sexual abuse, notes that the same sense of betrayal and shame that
attaches to incest is found in sexual abuse by teachers where the pseudo
parental relationship that the teacher plays has been sexualized.

**9.2 Effects on Other Students.** In addition to costs to the targeted
child, there are costs to society when educator sexual misconduct is not
adequately addressed by school officials. For instance, a report on
sexual abuse in the New York City schools indicates that more than
\$18.7 million was paid between 1996 and 2001 to students who were
sexually abused by educators, and 110 cases were still active. Fees for
attorneys and investigators are in addition to the settlement amounts
(Campanile and Montero, 2001). A 2004 report (Campanile, Jan. 20, 2004,
www.nypost.com/news/retionalnews/16207.htm) lists more than 600 legal
claims and lawsuits filed against New York City public schools in the
three years since 2001 at a cost of hundreds of millions of dollars if
the claims prevail. If educator sexual misconduct had been prevented,
the effort and resources necessary to respond to the claims might have
been put to better use.

Where educator sexual misconduct is not adequately addressed, the
negative effects spread to other staff and students. Studies of sexual
harassment in the workplace indicate that the climate and culture
changes when sexualization and abuse are not prevented (Shakeshaft,
1992). There are no studies that examine the effects on school climate
and the others who exist within that climate.

Thus, the additional harm to other students as well as the cost of
litigation is an area about which little is known and which would
benefit from examination.

## 10.0 CONSEQUENCES OF ALLEGATIONS OF EDUCATOR SEXUAL 

##  MISCONDUCT 

The studies which include documentation of the consequences of educator
sexual misconduct primarily focus on what happens after allegations are
made. Most document

the ways in which schools and districts fail to remove abusers from the
classroom.

**10.1 Consequences for abusers.** In an early study of 225 cases of
educator sexual abuse in New York, all of the accused had admitted to
sexual abuse of a student but none of the abusers was reported to
authorities and only 1 percent lost their license to teach (Shakeshaft
and Cohan, 1994). All of the accused had admitted to physical sexual
abuse of a student but only 35 percent received a negative consequence
for their actions: 15 percent were terminated or, if not tenured, they
were not rehired; and 20 percent received a formal reprimand or
suspension. Another 25 percent received no consequence or were
reprimanded informally and off-the-record. Nearly 39 percent chose to
leave the district, most with positive recommendations or even
retirement packages intact.

Of those who left, superintendents reported that 16 percent were
teaching in other schools and that they had no idea what the other 84
percent were doing. A recent report on sexual abuse in New York City
indicates that 60 percent of employees who were accused of sexual abuse
were transferred to desk jobs at offices inside schools and 40 percent
of these teachers were repeat offenders (Campanile and Montero, 2001).
In many instances, agreements are made to avoid legal battles with the
alleged abuser (Shakeshaft and Cohan, 1994). .

Several investigative reports have publicized individual cases and the
response by districts to allegations of educator sexual misconduct. For
instance, O'Hagen and Willmsen report that of 159 Washington state
coaches "who were reprimanded, warned, or let go in the past decade
because of sexual misconduct . . . at least 98 of them continued
coaching or teaching afterward." (Dec. 15, 2003) Many school districts
make confidential agreements with abusers, trading a positive
recommendation for a resignation. O'Hagan (2004) details two examples of
coaches in Washington that illustrate this practice.

> In 1995, a Sharples Alternative School student accused tutor Sione
> Hefa of going to her home at 3 a.m. and forcing her to have sex with
> him. "At one point, he held her neck with his arm so she couldn't get
> up," according to investigative notes. "She kept telling him she did
> not want to have sex with him."
>
> When the district investigated, Hefa refused to answer questions,
> citing his Fifth Amendment rights. His Seattle Education Association
> representative denied the accusations.
>
> The district's human-resources director later told Hefa in a letter:
> "The District investigation revealed that you went to the home of one
> of your female students at 3:00 a.m. on Sunday, January 22, 1995, you
> were let inside, and that you forced her to have sex with you."
>
> Records indicate the district suspected that Hefa may have victimized
> other girls. After negotiations, the district allowed Hefa to resign,
> promising in writing not to tell future employers about the
> allegations.

In another example, O'Hagen (2004) reports that a Seattle educator, Luke
Markishtum, had two decades of complaints of sex with students and
providing alcohol and marijuana to students prior to his arrest for
smuggling six tons of marijuana into the state. The district paid
Markishtum the remainder of his salary that year, agreed to keep the
record secret, and gave him an additional \$69,000.

There is little data on sentencing within states or across states. An
analysis of state of Nevada sentences in educator sexual abuse cases
between 1994 and 2003 illustrates the lack of uniformity of response and
consequences. In several instances, teachers were allowed to resign from
their positions after being found guilty of sexually abusing a student
and received no criminal penalty. One abuser received life in prison
with the possibility of parole within five years, while an offender in a
similar case was given up to 5 years probation. We know little about the
legal consequences for abusers.

**10.2 Consequences for targets.** The school or district rarely
prescribes a therapeutic and healing intervention for targets of
educator sexual misconduct or for others in the school. I have found no
descriptions of policies and procedures that debrief other students or
their parents. Neither have I been able to locate any suggestions for
types of support a targeted student should receive from the school. Most
school officials report that if action is taken against the abuser, they
have done all that is necessary (Shakeshaft and Cohan, 1993).

Limited data from interviews, newspaper reports, and court documents
indicate that there is often a negative public response to the student
who is seeking protection from educator sexual misconduct. Student
targets report that other teachers single them out for threats.
Additionally, it is not uncommon for educators and the public to come to
the assistance of the accused educator (Shakeshaft and Cohan, 1993).

**11.0 UNION AND PROFESSIONAL ORGANIZATION ROLES**

**11.1 Actions of teacher unions.** Until recently, teacher unions in
many states have actively opposed legislation that would require
positive identification (e.g., finger-printing) of teachers convicted of
sexual abuse of students. In most states, teachers who are already
employed are exempt from regulations such as fingerprint identification.

There is no research that documents teacher union attempts to identify
predators among their members

**11.2 Actions of professional organizations.** Administrative
professional organizations have hosted workshops and talks at annual
meetings on the topic of educator sexual abuse and the *School
Administrator*, the official publication of the American Association of
School Administrators, published an issue devoted to the topic. However,
specific guidance and direction to members has not been formal nor did I
find evidence that professional organizations for teachers have
addressed the topic for their members.

**12.0 PREVENTION OF EDUCATOR SEXUAL MISCONDUCT**

Educator sexual misconduct has not been systematically addressed in
schools. While the advent of money damages to targets of sexual
harassment, a result of Title IX legislation, and newspaper and other
media coverage have prodded some school district officials to
acknowledge educator sexual misconduct, educator sexual misconduct is
still occurring. Some believe that the rights of adults are favored over
the safety of children (Sesame, 2003; Shoop, 2003).

Because so little has been done to prevent educator sexual misconduct,
it is not surprising that there are no studies of the effectiveness of
prevention programs or legislation. However, although not empirically
documented, there are practices that many believe are likely to reduce
educator sexual misconduct. In New York City, under the leadership of
the late Edward F. Stancik who was special commissioner for
investigations, a commission assembled a list of 35 recommendations for
reducing educator sexual misconduct (Final Report of the Joint
Commission of the Chancellor and Special Commissioner, October 1994).
Follow-up investigations indicate that these recommendations have not
been implemented.

The following recommendations are based upon all of the literature
reviewed for this report. These suggestions are ones most often included
in the professional literature. While there are no studies that examine
the effectiveness of these strategies, best practice advice identifies
these practices as possibly creating a climate in which educator sexual
misconduct is reduced or eliminated.

**12.1 Develop district and school level policies**. All school
districts need written policies prohibiting educator sexual misconduct
and inappropriate educator-student relationships to include consensual
relationships between staff and students. The behaviors prohibited
should be described in the policy so that there is no ambiguity about
what types of actions are unacceptable. In addition to making clear the
prohibitions against adult-to-student sex, the group United Educators
(2004) has suggested that policies should include reference to:

-   Descriptions of educationally appropriate touching.

-   Limitations on closed-door and after-hours activities with only one
    student.

-   Investigatory rights without formal complaint.

-   Required reporting by other teachers and employees.

-   Required reports of any criminal investigation or conviction during
    period of employment.

-   Required chaperones, at least one male and one female, for off-site
    trips.

-   Deadlines for reporting allegations with the option for waiving the
    time limit.

**12.2 Hiring practices.** A common form should be used for all
applications which includes questions on work history, identification
that will facilitate background checks, and all information on criminal
history. The form should include a statement that incomplete or false
information can result in termination. Interviewers should be trained to
identify red flags in applicant backgrounds.

**12.3 Screen employees.** Screening applicants requires multiple
methods that include references, background checks, license information,
and application information. Prior to making an employment offer,
personnel information from the current employer should be reviewed.

Background checks with fingerprint screens should be completed for all
current and new employees. Where collective bargaining agreements
prohibit screening of current employees, steps should be taken to change
these restrictions. While screening will not identify the majority of
educators who have or will sexually abuse, it signals seriousness on the
part of the district. To make background screens more effective, those
who hire should check for gaps in employment, inquire into reasons for
movement between schools or districts, contact school personnel in
previous sites reaching beyond those listed as references, ask direct
questions, and search DWI offenses. The social security numbers of new
hires need to be verified. Finally, all offers of employment should
Include a probationary period.

**12.4 Assign a case coordinator and centralize information.** Appoint a
case coordinator who handles all incidents of educator sexual
misconduct. In the most effective structure, the case coordinator is
outside of district control but with regulatory authority within the
district.

One reason that educator sexual misconduct continues is that in most
schools and school districts there is no one person to whom all rumors,
allegations, or complaints are channeled. As a result, patterns of
behavior are often not detected. Selecting one person to whom all school
personnel must report any rumor, allegation, complaint, or suspicion is
helpful in insuring that no student falls through the crack and patterns
of misconduct are quickly and effectively identified. However, because
the designated employee may engage in misconduct, a school district or
school may want to assign more than one employee to handle allegations
of educator sexual misconduct and have these employees coordinate their
efforts to identify any patterns of behavior. Also, each school
receiving Federal financial assistance must designate at least one
employee to coordinate its Title IX obligations. Schools also are
required by the Title IX regulations to publish a policy that prohibits
sex discrimination and grievance procedures providing for prompt and
equitable resolution of sex discrimination complaints. .

Record all allegations and outcomes in employee personnel file. Do not
agree to expunge molestation findings.

**12.5 Report all allegations to both child protection and law
enforcement agencies.** The majority of allegations of educator sexual
misconduct are not reported to the police by the school districts.
District policy should require that the allegation be reported to both
the police and child protection agencies. Consult police immediately and
build relationships for shared investigation.

**12.6 Develop thorough investigative practices.** Train regional
investigators who can respond quickly to allegations. Ensure that
investigations are completed within 48 hours and reports are presented
to school authorities, students, and parents. Define the roles of all
parties in the investigation including their notification
responsibilities. Do not terminate investigation if employee resigns.
Complete investigation and file report internally, with criminal justice
authorities, and with state licensing entities.

**12.7 Educate employees.** With rare exceptions, sexual abuse
prevention training for educators and school staff---whether
preprofessional or while on the job--- does not include educator sexual
misconduct. These programs focus on what to do when sexual or any other
kind of abuse or maltreatment is suspected from a source outside the
school. Therefore, additional training for educators and other staff
about educator sexual misconduct is important. Training outlines the
behaviors that are not acceptable so that everyone---both those who
abuse and those who do not abuse---are working from the same set of
expectations. By making expectations explicit and public, school
decision makers are also helping educators understand their own
responsibility in reporting behavior that does not conform to those
expectations. Thus, the training will educate employees about
unacceptable behavior and to remind them of their responsibility to
report abuse.

**12.8 Educate students.** Like staff, students need to understand the
boundaries that educators should not cross. This is important both for
students who might be targeted and for students who observe such
behaviors. Both sets of students need to know that such behavior is
prohibited and that there is a person to whom they can and should report
such incidents. Materials and programs that have been developed to
protect students from sexual abuse rarely include examples of predators
who are educators. Students need to know that educators might cross
boundaries and what to do if this happens.

**12.9 Be aware of signs of educator sexual misconduct.** To increase
the possibilities for identification of educator sexual misconduct,
educators, parents, and students need to know:

-   Any employee, including volunteers, might molest.

-   Educator sexual predators are often well liked and considered
    excellent teachers.

-   Special education students or other vulnerable students are often
    targets of sexual predators.

-   Adults who have access to students before or after school or in
    private situations are more likely to sexually abuse students than
    those who don't (coaches, music teachers, etc.).

-   Physical signs of sexual abuse include difficulty walking or
    sitting, torn clothing, stained or bloodied underwear, pain or
    itching in the genital area, venereal disease, pregnancy, and
    changes in weight.

-   Behavior indicators in students might include age inappropriate
    sexual behavior, late arrivals to class, changes in personality, and
    increased time at school with one adult.

-   Rumors are an important source of information on educator sexual
    misconduct.

-   Behaviors of adults who molest include close personal relationships
    with students, time alone with students, time before or after school
    with students, time in private spaces with students, flirtatious
    behavior with students, and off-color remarks in class.

**12.10 Change state educator certification regulations.** State
certification requirements for educators need to include required
training on educator sexual abuse. New entrants to the field need to
understand the professional expectations and ethics in regard to student
relationships.

**12.11 Provide adequate state registry.** In most cases where educators
cross boundaries, the educator does not lose her or his license.
Therefore, a national list of educators by state who sexually abuse,
which is maintained by the state certification office, would be a place
where future employers or parents can turn to check backgrounds.

**12.12 Provide adequate federal registry.** Currently there is no
electronic federal registry that can be accessed to search for educators
who have had certification and licenses suspended. Nor is there central
place that lists those who engage in sexual misconduct.

**12.13 Enact and standardize state policies and statutes.** State laws
which prohibit educators who abuse their positions of trust should be
implemented to include any student, no matter what age, in an
educational institution. Criminal background checks using FBI and state
records along with fingerprinting should be required by all states and
the information stored in a federal repository that can be accessed
easily. State laws should require school officials to report any alleged
sexual misconduct or the resignation or suspension of educators accused
of sexual misconduct to state education officials. Laws protecting
school officials from lawsuits for job references given should be in
place in every state. The age of consent should be standardized across
states as should the definition of what constitutes child sexual abuse.

**12.14 Enact laws giving immunity to public employees who provide
references.** State laws that protect employers who give good-faith
references on former employees will help increase the information
exchange across districts. Although state personnel laws already protect
former employers in this process, additional laws will increase feelings
of security.

**12.15 Expand Title IX.** Make the damage intent of Title IX clear,
using Title VII parameters in deciding liability.

**13.0 Summary of Existing Studies and Recommendations for**

**Additional Analysis**

Educator sexual misconduct is woefully under-studied. We have scant data
on incidence and even less on descriptions of predators and targets.
There are many questions that call for answers. Table 19 summarizes the
research (or lack of research) synthesized in this report and suggests
possible responses in each of the categories.

The report recommends a series of studies to deepen the understanding of
educator sexual misconduct and strategies to prevent the abuse of
students.

+-----------+--------------+-------------------------------------------+
| **Table   |              |                                           |
| 19.       |              |                                           |
| Educator  |              |                                           |
| Sexual    |              |                                           |
| Mi        |              |                                           |
| sconduct: |              |                                           |
| Data      |              |                                           |
| Av        |              |                                           |
| ailable** |              |                                           |
|           |              |                                           |
| **And     |              |                                           |
| Needs for |              |                                           |
| Future    |              |                                           |
| R         |              |                                           |
| esearch** |              |                                           |
+-----------+--------------+-------------------------------------------+
| **Topic** | **Studies    | **Recommendations for Future Study**      |
|           | Available**  |                                           |
+-----------+--------------+-------------------------------------------+
| P         | Limited      | Nationwide study, representative sample   |
| revalence | national     | of households with children 12 and older. |
|           | data         | Questions on prevalence, patterns,        |
|           |              | outcomes, descriptions of targets,        |
|           |              | descriptions of predators, reporting      |
|           |              | patterns, effects on academic             |
|           |              | performance, and effects on social        |
|           |              | interactions.                             |
+-----------+--------------+-------------------------------------------+
| Offenders | No profile   | Study of educators convicted of sexual    |
|           | data         | misconduct with students. Random sample   |
|           |              | of educators, using newspaper stories and |
|           |              | court files to identify predators.        |
|           |              | Telephone, face-to-face, and              |
|           |              | paper-and-pencil surveys. Representative  |
|           |              | sample of teachers to determine false     |
|           |              | accusations.                              |
+-----------+--------------+-------------------------------------------+
| Targets   | Limited data | Study of children who have been targets   |
|           | on profile,  | of educator sexual misconduct. Questions  |
|           | patterns,    | on patterns, experiences with schools,    |
|           | effects      | and experiences with law enforcement.     |
|           |              | Parent involvement in stopping abuse.     |
+-----------+--------------+-------------------------------------------+
| Patterns  | Limited data | Content analysis of court documents;      |
|           | on patterns  | survey data from households.              |
+-----------+--------------+-------------------------------------------+
| Effects   | Limited data | Longitudinal and retrospective studies of |
| on        |              | students abused by educators..            |
| targets   |              |                                           |
+-----------+--------------+-------------------------------------------+
| Effects   | No data      | Study of schools in which educator sexual |
| on other  |              | misconduct has occurred. What was the     |
| students  |              | effect on other students, other teachers, |
|           |              | and parents? On the reputation of the     |
|           |              | school? On administrators? What were the  |
|           |              | financial effects?                        |
+-----------+--------------+-------------------------------------------+
| School    | Little data  | Study of prevention strategies. What is   |
| and       | on effective | different in schools and districts        |
| district  | prevention   | without educator sexual misconduct vs.    |
| responses | strategies   | those with substantial sexual misconduct? |
+-----------+--------------+-------------------------------------------+
| Con       | Little data  | Examination of sentencing records of      |
| sequences | on           | convicted educators. Comparison of laws   |
| for       | distribution | across states for consequences of same    |
| offenders | or gravity   | actions.                                  |
|           | of legal     |                                           |
|           | c            |                                           |
|           | onsequences. |                                           |
+-----------+--------------+-------------------------------------------+
| Public    | Little data  | Survey of households; response to         |
| responses | on public    | allegations; cases studies of public and  |
|           | response to  | school responses to allegations.          |
|           | allegations  |                                           |
+-----------+--------------+-------------------------------------------+
| Responses | Little data  | Survey studies.                           |
| of        | on           |                                           |
| pro       | professional |                                           |
| fessional | organization |                                           |
| orga      | educational  |                                           |
| nizations | support      |                                           |
+-----------+--------------+-------------------------------------------+
| Inve      | Little data  | Observational, interview, survey studies. |
| stigative | on most      |                                           |
| practices | effective    |                                           |
|           | i            |                                           |
|           | nvestigative |                                           |
|           | practices    |                                           |
+-----------+--------------+-------------------------------------------+
| Legal     | No analyses  | Analysis of relationships between Title   |
| analyses  | of the       | VII, Title VI and Title IX decisions;     |
|           | development  | comparison of state laws; analysis of the |
|           | of legal     | efficacy of federal and state responses.  |
|           | arguments,   |                                           |
|           | policies,    |                                           |
|           | regulations, |                                           |
|           | and laws     |                                           |
+-----------+--------------+-------------------------------------------+

**Appendix I**

**Newspaper, News Wire, and Broadcast References**

**Newspaper Accounts**

Abuse case ends in mistrial. (2003, June 20). *The Baltimore Sun*.

Abuse gets teacher 46 years. (2003, June 7). *The Arizona Republic*.

Abuse jury is told of secret taping. (2002, Dec. 13). *Evening
Chronicle*. Newcastle,

> (UK).

Accused coach has record of sex abuse (2003, Feb. 4). *Washington Post*.

Accused molester facing another charge. (2003, April 2). *Island Packet*
(S.C.).

Accused teacher quits. (1987, Sept. 17). *Newsday*, p. 37.

Ahearn L.A. (2000, Feb. 17). Giving a voice to the victims: Our criminal
justice system must empower children who have been sexually abused.
*Newsday*. p. B7.

Alcott, J. (1987, May 13). Mahopac teacher charged with molesting.
*Gannett Westchester Newspapers*, p. 3.

Allen, J.L. (2003, Feb. 28). Ex-coach accepts plea agreement: Jennifer
Brooks takes a three-year prison term in her felony case. *Sarasota
Herald-Tribune* (Fla.).

Anthony, S. (2001, April 25). Parents search for answers after teacher
is arrested; Some aren't sure how to discuss sexual abuse. *St. Louis
Post-Dispatch*.

Area news briefs: Probation given in sex case. (1986, Feb. 12). *The
Daily Star*, p. 3.

Arrested in kid-sex. (1991, Oct. 3). *Daily News*, p. 28.

Attorney general: Sexual predators lurk in Ontario schools. (2000, April
7). *The Ottawa Citizen (Canada).*

Bail is reset for teacher in sexual assault retrial. (2003, March 14).
*Cherry Hill Courier Post* (N.J.).

Bailey, S. (2001, June 16). Youth board set to hear charges against two.
*The Birmingham News.*

Barac, L. V. (1991, Oct. 3). Probable cause: School district failed to
handle sexual harassment. *Chaska Herald*, pp. 1, 10.

Barac, L. V. (1990, Aug. 30). School district accused of failure to act
against sexual harassment. *Chaska Herald*, pp. 1, 12-13.

Barrie teacher acquitted of sex assault. (2002, July 19). *Ottawa
Citizen* (Canada).

Barringer, F. (1993, June 2). School hallways as gauntlets of sexual
taunts. *The New York Times*, p. B7.

Bartsch, P. (2003, April 14). Abuser back on the job. *The Sunday Times*
(Perth,

Australia).

Basler, G. (1989, Aug. 29). JC may suspend coach with pay. *Press and
Sun Bulletin*, pp. 1B, 3B.

Baxter students finally to get abuse settlement. (2003, Feb. 25).
*Kennebec Journal* (Maine).

Beaven, Stephen. (2001, Dec. 3). Ex-Oregon city teacher sentenced for
sex crimes. *The Oregonian*. p. C02.

Benham, K. (2003, July 28). Principal case sparks 'uproar.'' *St.
Petersburg Times*, Fl. p. 1B

Bennett, D. (2000, Jan. 28). Grand jury to hear case. *The News Herald*.
Ashtabula, Ohio.

Berger, J. (1991, Oct. 11). Cover-up charged in school official's sex
abuse case. *The New York Times*, pp. B1, B2.

Bernstein, N. (1996, Feb. 11). Civil rights lawsuit in rape cases
challenges integrity of a campus. *The New York Times*, pp. 1, 32.

Bessent, A. E. (1991, Feb. 21). In abuse case, kids face trial too.
*Newsday*, p. 29.

Bessent, A. E. (1990, June 25). Despite record, hired to teach. *Daily
News*, pp. 3, 28.

Bessent, A.E. (1990, March 28). Teacher convicted of sexual abuse.
*Newsday*, p. 20.

BHS teacher charged in rape case (2003, March 12). *Brookline Tab*
(Mass.)

Bill eases path for child sex-abuse suits. (2003, Jan. 15). *Louisville
Courier-Journal* (Ky.).

Blackwell, T. (2000, April 8). Sex abuse by Teachers 'not isolated'
report warns: Pedophile educators are allowed to move and 'hunt' again.
*The Ottawa Citizen*.

Blame game: Girl's troubles with Internet at issue. (2003, Sept. 6. *The
News Tribune* (Jefferson City, Mo.).

Board hears alleged improper relationship case. (2003, May 1). *Ruidoso
News* (N.M.).

Bolten, K. (2003, May 17). State bans teacher after affair. *Des Moines
Register*.

Bolton, M.M. (2001, April 4). Professor faces additional sex abuse
charges. *The Times Union*. (Albany, N.Y.). p. B7.

Bono, A. (Feb. 13, 2004) Picture of child sex abuse in U.S. society
clouded by lack of data. *Catholic News Service*

Boodman, S.G. (2002, July 29). How deep the scars of Abuse? Some victims
crippled; others stay resilient. *Washington Post*.

Boomsma, J. (1993, Nov. 14). Principal recalls effort to keep matter
quiet. *The Grand Rapids Press*, p. B2.

Boult, T. (1993, Nov. 14). Spared by her teacher. *The Grand Rapids
Press*, p. B3.

Bowers, C. L. (1993, Sept. 5). After 15 years of lies, Price didn\'t
see any sense in denying anymore\'. *The Sun*, p. 1C.

Bowers, C. L. (1993, June 10). School knew in 1989 of rumors Price was
involved with 10 girls. *The Sun*, pp. 1B, 3B.

Bowers, C. L., and O\'Brien, D., with Siegel, A. F. (1993, Aug. 10). 3rd
Northeast teacher faces pupil-sex count. *The Sun*, pp. 1B, 4B.

Bowles, P. (2001, Feb. 8). Teacher charged in city assaults. *Newsday.*

Bowles, P., and Kowal, J. (1995, Oct. 19). Girl: Bus driver molested me.
*Newsday*, p. A30.

Bradley, E. (2002, Aug. 9). School district violated state law: Placing
a student in a teacher's home illegal in Wisconsin. *The Northwestern*.
(Oshkosh, Wisconsin).

Bradley, E. (2002, June 7). Counselor's case differs from Mosher's. *The
Northwestern*. Oshkosh, Wis.

Breuer, H. and Myerhoff, M. (2002, June 14). Girl, 16, testifies against
former coach. *Pasadena Star News*.

Bricker, J. (2002, July 20). Sexy notes not enough to convict teacher.
*National Post*. Canada

Bright, M. (2002, Nov. 17). Surgical tags plans for sex offenders:
Silicon chip to be inserted under skin. *The Observer*. UK.

Broderick, D. (1993, July 9). Parents rip ed board over sex scandal.
*New York Post*, p. 14.

Broderick, D. (1993, July 8). School sex shocker: Counselor had affair
with 2 students. *New York Post*, p. 2.

Brooks, A. P. (1995, July 7). When flirting becomes hurting in the
schools. *Austin American-Statesman*, pp. A1, A11.

Brooks, J. (2001, June 6). Coach facing more counts of sex abuse: Total
charges up to 9, concern boys under 13. *The Arkansas Democrat-Gazette*.

Broussard, S. (1989, July 23). School bus driver in sex rap. *Daily
News*, p. 14.

Buckey son to be retried. (1990, Feb. 1). *Daily News*, p. 11

Buder (1988, March 29). A pornographer given 10 years by a U.S. Judge:
L.I. teacher also faces sentence in state case. *The New York Times*, p.
B4.

Buettner, R. (1995, May 11). Teacher, teen on the run for love.
*Newsday*, p. A6.

Burke, C. (1995, June 2). Trying to punish these perverts is a joke.
*New York Post*. p. 5.

Burke, C. (1992, June 13). Bronx teacher in sex shocker. *New York
Post*, p. 7.

Campanile, C. (2001, May 24). Roy's state bill: Make schools report sex
cases. *The New York Post*.

Campanile, C. and Montero, D. (2001, Aug. 6). You pay for school
assaults. *New York Pos*t.

Campbell, J. (1996, Feb. 25). New York disclosure law snares a school
chief. *The New York Times*, p. 37.

Camron, V.A.F. (2002, May 25). State drops sex abuse charges. *Kane
County Chronicle*.

Cannizaro, S. (2001, June 13). Reports of child sex abuse increases;
Task force helping teachers to spot signs. *The Times-Picayune*.

Career is over for principal who says he was falsely accused. (2003, May
31).

*St. Louis Post-Dispatch*.

Carmichael, A. (2001, May 17). Teacher who sent teenaged boy love
letters loses teaching license. *Canadian Press*

Carmichael, A. (2001, May 16). Psychologist concedes teacher's actions
toward student were predatory. *Canadian Press*.

Campanile, C. (Jan. 20, 2004). Savage school halls. *New York Post
Online Edition*.

Carr, N. (2002, July 15). Crush letter 'a joke' teacher's husband
testifies. *The Star*. (Barrie, Ontario, Canada).

Cassese, S. (1992, Feb. 11). Mom suing school for \$5M in sex abuse
case. *Newsday*, p. 25.

Charge is gone, but stigma remains. (2003, May 31). Orange County
Register (Calif.).

Charges for teacher. (1989, April 7). *New York Daily News*, p. 35.

Charlotte coach who had sex with players is freed. (2003, Nov. 18) *The
News-Press*. (Ft. Myers, Fla.)

Chiles, N. and Gardiner, S. (2001, May 5). 2 more boys say teacher
molested them: Chancellor fires investigator who conducted 1998 inquiry.
*Newsday*.

Chiles, N. and Gardiner, S. (2001, May 4). More accuse teacher. *New
York Newsday*.

Ciotta, R. (1989, April 12). 5 accused of abuse were escorts for
children\'s outings two staff members were charged before taking
patients outside. *The Buffalo News*.

Ciotta, R. (1989, March 9). Sex claims at child center date to \'83.
*The Buffalo News*, pp. A1, A11.

City, board sued over abuse-case grilling. (1991, May 28). *Daily News*,
KSI , p. 2.

Clayton, Chris. (2002, Feb. 14). Abuse alleged at Glenwood Center. *The
Omaha World-Herald.* p. 1A.

Clinton teacher charged with sexual assault. (2003, June 18), *The
Hartford Courant*.

Coach accused of molesting six girls. (2002, Dec. 4). *Chicago Daily
Herald*.

Coach accused of 7th molestation. (2003, Jan. 10). *Chicago Sun-Times*.

Coach accused of touching female student. (2003, May 30). *Sarasota
Herald-Tribune*.

Coach background checks get scrutiny. (2003, Feb. 10). *The Common*
*Denominator*.

Coach guilty of molesting student. (2003, July 13). *The Tennessean*.

Coach in court charged with player affair. (2003, March 12). *Morganton
News Herald* (N.C.).

Coach had run-in with girl's folks, police say. (2003, May 31).
*Albuquerque Tribune*.

Coach may face private prosecution. (2003, March 20). *The Courier
Mail*, Brisbane Australia.

Coach-player relationship is examined by SI. (2001, Sept. 6).
*Philadelphia Daily News*,

Coach surrenders over alleged sex with student. (2003, March 21),
*Phoenixville News*, Pa.

Coaches face scrutiny. (2003, July 6). *Florida Sun-Sentinel*.

Cochran seeks suit dismissal. (2003, June 6). *The Adrian Daily
Telegram* (Michigan)

Cohen, T. (2001, June 9). Suspect Loses Right to Teach Driving Course.
*Portland Press Herald*

College rape trends studied. (1992, Aug. 17). *Newsday*, p. 13

Communication is the best defense against abuse. (2003, June 17). *The
Washington Times.* Sports.

Complaints against teacher ignored for years. (2003, Oct. 26). *Lawrence
Journal World* (Kan.)

Compton, J. (2002, July 31). Glen Dale parents learn to talk to kids
about sexual aggression. *The Intelligencer -Wheeling News Register*.

Cool, L.C. (2001, Aug. 8). The Bullying Epidemic. *Ladies Home Journal.*

Court rules schools can be liable for unchecked sexual harassment.
(1999, May 25). *The New York Times*, p. A24.

Court rules teacher should go to jail for sex with student. (2002, July
26). *Asbury Park Press* (N.J.).

Court upholds sentencing of LA-area coach. (2003, Nov. 26). *San Jose
Mercury-News* (Calif.).

Covello, D., as told to Willen, L. (1996, February). I was abused by my
guidance counselor. *Good Housekeeping*, pp. 70-75.

Craig, T. (2001, March 22). 2 more charge martial arts teacher with
sexual abuse. *The Baltimore Sun*.

Crombie, N. (2001, March 17). Middle school teacher charged with sexual
abuse. *The Oregonian*.

Crossing the line. (2003, June 18). *The Washington Times*. Sports.

Crowd rallies to back Old Forge teacher. (2003, Sept. 25). *Times
Leader* (Pa.).

Cummins, H. J. (1995) Crushes usually harmless, counselors say.
*Newsday*, pp. 27, 29.

Cummins, H. J. (1995, May 27). Dealing with harassment in your child\'s
classroom. *Newsday*, pp. B2-B3.

Dale, C. (2003, April 16). Teacher's appeal denied by state education
board. *Parkersburg News and Sentinel*, W.Va.

Dance teacher convicted. (2003, Sept. 22). *North Jersey Herald and
News*. (N.J.)

Dance teacher is found guilty of sexual abuse. (2003, July 17). *The
Baltimore Sun*.

Dance teacher seeks new trial. (2003, July 31). *The Baltimore Sun*.

Danks, H. (2001, Sept. 10). Forest Grove School District sued over
sexual abuse case. *The Oregonian.* p. E05.

Danks, H. (2001, Jan. 5). Teacher convicted of sexual abuse. *The
Oregonian*.

Davis, Cary. (2002, May 31). Testimony may alter teacher's sex case.
*St. Petersburg Times*.

Dayton teacher charged in sex assault. (2003, March 12). *Cleveland
Advocate*.

De La Cruz, J. (2002, Aug. 10). E. Rapids teacher reassigned after sex
allegations. *Lansing State Journal*.

Decades of sexual abuse alleged. (2003, April 13). *Canadian Press*.

Defiant Volkers vows to keep on coaching. (2003, April 5). *The Courier
Mail* (Brisbane, Australia)

Demoretcky, T. (1995, Oct. 3). Warnings of sex abuse unheeded, lawyer
says. *Newsday*, p. A23.

Dentzer, B. (1996, Feb. 20). Mistrust strains classroom relationships,
experts say. *The Citizen Register*, p. 5A.

Deopere, J. (2001, March 7). Girl's mother sues school board over sex
case. *The Ledger*.

DeStefano, A.M. (1992, May 25). Kids who lie: Most sex charges against
teachers prove to be false. *Newsday*, p. 5.

Details arise of control, sex abuse at Oregon group home. (2001, Feb.
7). *Kennebec Journal*. (Augusta, Maine).

Deutsch, L. (1990, Jan. 19). 2 cleared in child sex rapes. *Daily News*,
p. 2.

Diesenhouse, S. (1988, Jan. 31). Child sex abuse cases rising in MA.
*The New York Times*, p. 43.

Dillon, S. (1994, June 28). Teacher tenure: Rights vs. discipline. *New
York Times*, p. 1.

District lets accused teacher go. (2003, July 5). *Rockford Register
Star* (Illinois).

District severs ties with teacher. (2003, April 10). *The Arizona
Republic*.

Driving teacher accused of rape pleads innocent. (2003, April 13). *The
Lowell Sun* (Mass.).

Duddy, J., Sheridan, D. (1991, May 3). Aide held in five rapes: Pregnant
student, 14, sparks inquiry. *Daily News*, p. 7.

Echtenkamp, J. (2002, July 16). Band director gets prison for sex abuse.
*Loudon Times*

*Mirror*.

Edelman, S. (2000, March 13). Teachers axed: One who exposed abuse pays
price. *The New York Post.*

Educator gets 18 months for sex with teen. (2003, March 4). *Cincinnati
Enquirer*.

Educators scrutinize contact with students. (1996, Feb. 20). *The
Reporter Dispatch*, pp. 1, 5A.

Educators seek safeguards against child sex abuse. (2003, July 9). *The
Oregonian*.

Egelko. B. (2003, Feb. 24). State law opened door to sue on alleged
long-ago abuse. Defense lawyers cry foul, but prosecutors point to
safeguards. *San Francisco Chronicle*. P. B2.

Elizabeth, J. (2003, Feb. 6). A question of quality: Paperwork and legal
threats discourage teacher firings. *Pittsburgh Post-Gazette*.

Emerson, J., and Wait, T. F. (1989, July 29). Fallsburg delays report on
abuse. *The Times Herald Record*, pp. 3, 10.

Equestrian coach begins prison term for sex assault. (2003, July 9).
*The Hartford Courant* (Conn.).

Evans, F. (1987, May 7). Teacher facing court, district probe. *The
Smithtown News*, pp. 1, 14.

Evans, H. (1991, May 4). Suspect in rapes not aide. *Daily News*, p. 6.

Ex-coach gets probation in sex assault. (2003, March 1). *Omaha
World-Herald* (Neb.).

Ex-coach sentenced. (2003, July 30). *The Virginian-Pilot* (Norfolk,
Va.).

Ex-Livingston coach jailed on child sex charges. (2003, June 4). *The
Houston Chronicle.com*

Ex-Pine View teacher pleads guilty to raping 17-year-old. (2001, April
1). *The Deseret News*..

Ex-student, administrator settle sex molestation suit. (1995, June 27).
*The Star-Ledger* p. 20.

Ex-swim coach gets nine-year sentence. (2001, Nov. 11). *Milwaukee
Journal Sentinel.*

Ex-teacher accused of sex abuse. (2003, June 20). *The Syracuse
Post-Standard*.

Ex-teacher charged with sexual abuse. (2001, Dec. 14). *The Salt Lake
Tribune*. p. C2.

Ex-teacher gets 7 years for abuse. (2001, Nov. 11). *The Record* (Bergen
County, N.J.).

Experts: Sexual predators often present benign façade. (2003, May 1).
*The Arizona Republic*, Phoenix, Ariz.

Fabbre, A. (2001, July 27). Geneva High teacher faces more charges that
he sexually abused a female student. *Chicago Daily Herald*.

Fabbre, A. (2001, July 27). Geneva high teacher denies new sexual abuse
charges. *Chicago Daily Herald.* p.1.

Family sues over child sex assault. (2003, Feb. 23). *Eau Claire
Leader-Telegram* (Wis.).

Farrell, B. (1993, June 24). Probation for driver in sex abuse of boys.
*Daily News*, p. 20.

Farrell, B. (1993, March 9). Teacher held on sex rape. *Daily News*, p.
16.

Father testifies about alleged abuse. (2003, Feb. 27). *Stamford
Advocate* (Conn.).

Feld, J.J. and Maxey, A. (1999, Jan. 6). Teacher placed on leave: Dobbs
Ferry educator ran New Castle program for third-grade boys. *Gannett
Suburban Newspapers*. (Westchester, Putnam and Rockland counties, N.Y.).

Ferris, R. (2002, Aug. 13). Questions raised about CISD official's
knowledge of teacher/student affair. *The Courier*. (Montgomery County,
Texas.

Finn, R. (1999, March 7). Growth in women's sports stirs harassment
issue. *The New York Times*. p. A1, 24.

Fitz-Gibbon, J. (1994, March 15). Janitor raped me, girl, 10, testifies.
*Daily News*, p. 25.

Fitz-Gibbon, J. (1994, March 8). PS janitor rape trial under way. *Daily
News*, Metro p. 1.

Flaws in system allowed molester back in school. (1993, Nov. 14). *The
Grand Rapids Press*, p. B1.

Florence, E. (2000, November). Who's at school with your kids? *Readers'
Digest Canada*.

Foderaro, L.W. (2002, April 14). Conduct by a teacher causes doubt and
fear. The New York Times.

Former band director sentenced. (2003, Oct. 24). *Minneapolis Star
Tribune*.

Former basketball coach sentenced to prison. (2003, Sept. 5). *The
Wilmington Star News* (North Carolina).

Former Beaverton teacher gets 10 years. (2003, Nov. 4). *The Oregonian*.

Former coach is given a year in prison. (2003, Nov. 8). *Lorain Morning
Journal* (Ohio).

Former coach pleads innocent. (2003, July 9). *Wisconsin Rapids Daily
Tribune*.

Former coach pleads not guilty. (2003, Aug. 10). *The Daily Democrat*.
(Woodland, Calif.)

Former coach, teacher convicted. (2003, Aug. 2). *Dayton Daily News*
(Ohio).

Former Dons coach Otis might return. (2002, Oct. 23). *Long Beach
Press-Telegram*. (Calif.).

Former Hopatcong teacher sentenced to prison. (2003, Sept. 26). *New
Jersey Herald*.

Former school coach admits to using drugs with students. (20303, June
8). *The Seattle Post-Intelligencer*.

Former school coach sentenced to 40 years for violating probation.
(2003, Aug. 1). *Houston Chronicle*.

Former student seeks damages of \$75,000. (2002, Dec. 19). *Topeka
Capital-Journal*.

Former teacher, coach acquitted on sex charges (2003, Feb. 3). *Macomb
Daily* (Ill.).

Former teacher faces trial in abuse case. (2003, Sept. 9). *The
Ahwatukee Foothills News* (Ariz.)

Former teacher sentenced. (2003, Sept. 25).. *The Concord Monitor*
(N.H.).

Former Wauconda teacher faces felony sex charges. (2003, Feb. 26).
*Chicago Daily Herald*.

Former Waverly teacher sentenced. (2003, Feb. 23). *Towanda Daily and
Sunday Review* (Pa.).

Forrest, S. (1991, March 7). Bus driver charged in sex abuse. *Newsday*,
p. 31.

Four more families sue former Clovis teacher. (2002, Oct. 23). *Amarillo
Globe-News*.

4th-graders lied about molestation. (1994, May 19). *Newsday*, p. A19.

Frank, R. (2001, Jan. 3). Judge dismisses three of 15 charges against
teacher. *The Oregonian*

Frownfelder, D. (2003, May 3). Teacher pleads not guilty. *The Lenawee
Connection*/ *The Daily Telegram*. Adrian, Mich.

Fukumoto, Ken. (2002, Feb. 11). Failing the grade; Japanese are
scandalized by a wave of arrests of schoolteachers accused of
sex-related crimes. *Newsweek.* p.19.

Gaines, Judith. (2002, Jan. 13). A test of character: When Paul
Christopher became headmaster of the Berkshire school he brought with
him credentials as an ethicist and champion of traditional values. Now
he's embroiled in a sexual harassment scandal. *Boston Globe.* p. 10.

Galarneau, A.Z. (2001, May 12). Parents confront teacher who molested
pupils. *The Buffalo News.*

Gallagher, M. (1992, April 16). Abuse charge for teacher: NY probe found
no basis for girl's sex complaint. *Newsday*, pp. 7, 31.

Gallotto, A.A. (1995, Aug. 17). Teacher sentenced for public
masturbation. *The Star-Ledger*, p. 41.

Gardiner, S. (2001, Jan. 19). Ex-teacher charged in sex abuse.
*Newsday*.

Garrison, J. and Hayasaki, E. (2001, Sept. 6). Schools roll out plans to
get tough on bullies. *Los Angeles Times*.

Gearty, R. (1993, Sept. 22). Cortines: Ax pedophile: 'Man-boy lover'
found unfit to teach, he\'ll appeal. *Daily News*, p. 8.

Gendar, A., Marzulli, J. and Goldiner, D. (2001, May 5). P.S. sex probe
expands. *New York Daily News.*

Gendar, A. and Weir, R. (2001, May 25). Fury over silence after sex
attack on Bronx students. *New York Daily News*.

George, K. (1986, Dec. 28). Debate continues over school\'s handling of
abuse case. *Press and Sun Bulletin*, pp. 1A, 10A.

George, K. (1986, Dec. 28). Sex-abuse law soft on schools. *Press and
Sun Bulletin*, pp. 1A, 10A.

George, K. (1986, Dec. 20). SV\'s abuse probe draws fire. *Press and Sun
Bulletin*, pp. 1A, 11A.

George, K. (1989, Oct. 6). Judge drops Hudy sex case. *Press and Sun
Bulletin*,

pp. 1A, 6A.

George, K. (1989, Sept. 26). Stanbro charged in sex cases: JC coach
accused of abusing two girls at school. *Press and Sun Bulletin*, pp.
1A, 4A.

George, K. (1986, Sept. 5). Teacher accused of sex abuse. *Press and Sun
Bulletin*, pp. 1A, 8A.

Gerard, W. (1992, July 11). Molesters prey on 'passive' disabled women.
*Toronto Star*. A1-A2.

Gerber, J. (1993, Nov. 14). Nightmares awaken old feelings. *The Grand
Rapids Press*, pp. B1-B2.

Giles, D. (1996, Feb. 22). Girl, 10, wears wire to nail teacher who
fondled her. *New York Post*, p. 2.

Gillespie, K. (2001, June 3). Hidden and unreported: Sexual abuse of
students. We admit that it goes on, but we're not stopping it. *The
Toronto Star.*

Girl's mother sues school, teacher. (2002, Dec. 23). *Rochester Democrat
and Chronicle*.

Giusti, M. (2001, June 3). Breach of trust: Unwrapping the saga of
'Coach Ron.' The *Daytona Beach News-Journal.*

Giusti, M. (2001, June 3). Private schools receive less stringent
background checks. Trust Abuse articles and media reports: *The Daytona
Beach News-Journal*.

Glaser, C. (1993, Nov. 14). *The Grand Rapids Press*, p. B2.

Goetz, K. (200, Sept. 28). Net sex charges follow teacher: Popular
educator faces 34 counts. *The Cincinnati Enquirer*.

Goldberg, C. (1995, May 21). Betraying a trust: Teacher-student sex is
not unusual, experts say. *The New York Times*, p. 37.

Goldberg, C. (1995, May 12). Mother tapes video plea to teen-age girl
who ran off with teacher. *New York Times*, p. B3.

Goldberg, N. (1994, July 2). NY bill makes firing teachers easier.
*Newsday*, p. A8.

Goldman, D. (2001, April 2). Bullying is a horrible reality the state
will not ignore. *Adweek*. p.14.

Good, O.S. (2001, June 26). Parents of abuse victims sue: Employees are
accused of knowing that founder of Boulder private school had molested
students. *Rocky Mountain News*. p. 16A.

Goodnow, C. (2002, May 21). Nasty clique behavior among girls draws new
attention. Seattle Post-Intelligencer.

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Goodstein, Laurie. (2003, June 110. Louisville Archdiocese to pay \$25
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Goodyear, C. and Bell, E. (2002, Feb. 26). Teacher accused of sex with
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Gordon Fox, T. (2001, May 27). Northeast corner confronts an overload of
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Gryta, M. (1989, March 30). School sex investigation targets fired aide.
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Hays, T. (1995, May 19). Teenager runs from the 'Magic Kingdom' to
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Hench, D. (2001, April 7). Bonny Eagle teacher faces sex charges: The
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Henneberger, M. (1993, July 4). Abuse at school is called common:
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Herbert, B. (1989, June 27). City forcing creeps on our kids. *Daily
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Hernandez, R. (1994, July 20). Karate coach is charged with abuse:
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Herszenhorn, D.M. (2000, Feb. 26). Hazing is team tradition, a
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Hildebrand, J. (1994, March 15). Four years later, teacher is fired in
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Hoffman, L. (2002, April 14). The priest scandal isn't just about sex.
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Hogarth, M. (2002, July 29). School's troubled past begs questions. *The
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Hoops coach gives up defense in sex case. (2003, July 19). *King County
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House of Lords to amend sex offense bill. (2003, June 4). *The Guardian*
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How city bungled 'sex teacher' case (2001, May 6). *New York Post*.

Howard, T. (2001, Dec. 11). Woman sues Diocese, teacher over alleged
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Hu, W. (2001, July 28). Two images of a teacher at a sexual abuse trial.
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Inappropriate Headline? (2001, May 14). *The Record*.

Indians come forward with tales of physical and sexual abuse at
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Jefferson teacher charged with sexual abuse sues accuser (2003, Jan.
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Jennings, D. (2003, May 6). Teacher's seeming rapport with children
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Jennings, D. (2003, May 5). Schools may soft-sell problem teachers. *The
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Jennings, D. (2003, May 4). Congenial young woman gained people's
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Jewett, C. (2002, July 19). Former band teacher given six-month term:
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Johnson, G. (2002, May 20). School district, police cleared in Fualaau
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Johnston, E. (2000, March 19). Sixth-graders admit hoax. *Washington
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Jones, T. (2003, May). The predator in the classroom: Why you can't rely
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Judge denies plea-bargain for teacher. (2003, March 15). *Parsippany
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Judge faults inequalities of sex law. (2003, June 21). *The Arizona
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Judge in case of child abuse dismisses some of the charges. (1988, Oct.
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Judge rejects teacher's libel and slander lawsuit. (2002, July 25).
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Judge scolds, jails teacher in sex case. (2003, July 12). *Cincinnati
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Judge who gave probation in teacher sex case faces conduct panel. (2002,
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Jurors mark 2 years on California abuse case. (1989, April 23). *The New
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Jury finds guilt on sex charges. (1985, Nov. 24). *The Daily Star*, p.
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Jury gives \$108,000 to abuse student. (2003, July 3). *Des Moines
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Kalogerakis, G. (2002, Aug. 3). Teacher acquitted, judge upbraided in
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Keeshan, C. (2001, Feb. 26). Teacher faces student-sex charge. *Chicago
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Kessler, G. (1993, Nov. 28). Memories of abuse: Courts, therapists
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Kidwell, D., Grotto, J., and Figueras, T. (2002, Sept. 8). State
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Kim, A. L. (2001, Feb. 2). Retracing steps on teacher hiring:
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Kim, R., and Willen, L. (1994, April 14) Facing memories of abuse: While
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Kiss leads to a policy revision. (1996, Oct. 9). *The New York Times*.
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Komarnitsky, S.J. (2001, Aug. 22). School district hit with sex abuse
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Komarnitsky, S.J. (2001, July 25). Ex-Colony teacher makes plea deal:
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Komarnitsky, S.J. (2001, April 7). Colony teacher charged with sex
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Komarnitsky, S.J. (2001, Feb. 9). Teacher pursued boy, troopers say:
Relationship was more intimate than initially believed, court documents
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Kovner, J. and Stannard, C. (2003, Jan. 11). Teachers accused, but they
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Kramer, M. (1989, April 5). Teacher cons return to classrooms. *Daily
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L.I. child molester gets 20 to 60 years. (1991, May 8). *Daily News*, p.
16.

L.I. teacher charged with rape of student. (1993, June 24). *New York
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Laboy, J. (1995, June 24). Teacher charged with lewdness. *Newsday*, p.
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Lambiet, J. (1995, Feb. 17). Accused, he kept his teaching job. *Daily
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Lambiet, J. (1993, Oct. 5). Girl's diary of abuse nails school worker.
*Daily News*, pp. 7, 10.

Lander Smith, E. (1994, May 19). Teacher guilty in student sex case.
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Lander Smith, E. (1994, May 17). Sachem teacher\'s sex case going to the
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Lander Smith, E. (1994, May 6). Teen to testify at teacher\'s sex trial.
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Landsberg, M. (1990, Jan. 21). McMartin landmark abuse case. *Daily
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Language teacher held on sexual abuse charge. (2002, Feb. 16). *The
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Lawsuit against Pickens school dismissed. (2003, Jan. 16). *Greenville
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Lawsuit filed against Dickenson County School Board. (2003, March 19).
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Leary, W. (1988, March 22). Risk of sex abuse in day care seen as lower
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Lee, F.R. (1990, Jan. 13). Bronx principal named in cover-up is
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Lee, F. R. (1990, Jan. 12). Panel sees cover-up of teacher\'s assault
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Less of a victim? (2003, Sept. 22). *Chicago Daily Herald*.

Lesser, H. (1992, Nov. 5). Teacher under arrest: Nab suspected molester.
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Levine, S. N. (1989, Aug. 23). JC coach charged with sodomy. *Press and
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Lewin, T. (1998, June 26). 1 in 8 Boys of High - School Age Has Been
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Lewin, T. (1996, Oct. 6). Kissing cases highlight schools' fears of
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Lewin, T. (1994. July 15). Students seeking damages for sex bias: School
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Liability: Public school student may sue officials for sexual
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Lima, P. (2002, July 24). Prosecutor seeks jail term in teacher-pupil
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Lima, P. (2002, July 20). Teacher-teen sex case judge reassigned. North
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Lima, P. (2002, June 16). Mother, step-dad say boy hurt by teacher
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Lowe, H. (2001, June 12). No bail for teacher in sex case. *Newsday*,

Luo, M. (2001, April 10). The Correnti files. Cops: Teacher's computers
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Luo, M. (2001, April 10). Data sparse on sex abuse by educators*.
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Lynwander, L. (1992, Dec. 27). Sex abuse and the mentally retarded. *New
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Mangan, P. (1994, June 20). Poolside Romeo seeks lifeguard job. *Daily
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Mangan, P. (1994, March 12). Principal admits to sex abuse. *Daily
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Mangan, P. (1993, Dec. 1). Cortines plans sex abuse panel. *Daily News*,
p. 4.

Mangan, P. (1993, Nov. 23). Teacher furor over sex memo. *The Daily
News*, p. 2.

Mangan, P. (1993, July 20). School shrink is nabbed in boy sex. *Daily
News*, p. 5.

Mangan, P., and Siemaszko, C. (1995, June 2). Rudy, Cortines war as
scandals erupt. *The Daily News*, p. 5.

Markon, J. (1996, Sept. 26). Guilty plea to sexual-abuse charge.
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Markon, J. (1996, Feb. 22). Ex-Roosevelt coach sues for \$1M. *Newsday*,
p. A25.

Marshall, T. (2001, May 23). Students often fail to recognize sexual
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Marshall, T. (2001, Jan. 29). Teacher's career marked by disturbing
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Martinez, R. and Martinez, E. (2001, June 6). Boys held in school sex
attacks. *The New York Post*, p. 024.

Marzulli, J. (1989, Dec. 9). Teacher charged: Say he fondled girls aged
9 to 11. *Daily News*, p. 7.

Mason, B., and Mintz, P. (1995, June 8). School aide arrested in alleged
sex abuse. *Newsday*, p. A24.

Mason, C. (1994, Feb. 5). \'I have not violated any law,\' teacher says.
*Press Democrat.*

Mathews, J. (2002, July 23). Protecting innocent teachers with the law.
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McFadden, R. E. (2000, Feb. 25). Eight wrestlers at high school are
accused in hazing. *The New York Times*. p. B1.

McGrath, M. (1999, Nov. 3). Profile of a pedophile. *Pittsburgh
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McGrath-Kerr, D. (1994, Nov. 1). Ramon pushes fight vs. sex abuse.
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McKinley, J.C. (1993, March 9) Sex activity by children brings suit
against home: Woman says her complaints were ignored. *The New York
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McLaughlin, S. (2000, June 6). Sex with student nets prison. Judge
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McLaughlin, P. (1991, June 12). Sex charge for janitor. *Daily News*, p.
25.

McMenamin, J. (2001, June 29). Charges against teacher dropped; Carroll
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McMenamin, J. (2001, June 8). Third Carroll teacher arrested on sex
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McMenamin, J. (2001, May 22). Carroll schools chief 'disgusted' by Key
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McMurdo, D. (2001, Nov. 21). Jury again finds Lepley guilty in rape of
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Medina, R. (1995, Nov. 4). Judge orders bail set for accused child
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Meier, B. (1995, Feb. 27). Sexual predators\' finding sentence may last
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Mendez, I. (1996, April 20). Students, staff 'shocked' at Lodi teacher's
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Messing, P., Sheehy, K. (1997, Oct. 21). Boys, ages 8 and 9, in sex
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Metz, A., Lam, C. (1997, Oct. 23). Popular educator fondled
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MGH psychologists being investigated in priest abuse scandal. (2003,
Sept. 6). *The Boston Herald*.

Minneapolis teacher charged with sex abuse practiced black magic,
complaint says. (2003, May 2). *Minneapolis Star Tribune*.

Minnesota: State loses track of more than 2,000 sex offenders. (2003,
Jan. 10). *St. Paul Pioneer Press* (Minn.).

Mitchell, C. (1994, Nov. 11). PTA prez out after sex raps: Lag enrages
parents. *Daily News*, p. 6.

Molestation case against ex-Redlands teacher tossed. (2003, July 9).
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Molester sentenced. (1990, Nov. 15). *Daily News*, p. 18.

Monahan, S. (1990, Feb. 11). Lawrence teachers get directive on
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Monsky, A., Simmons, J. (1994, April 14). 1970s kid-sex scandal forces
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Montero, D. (2001, July 31). Girls not getting help they need. *The New
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Montero, D. (2001, July 31). 5 staffers you don't want near your kids.
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Montero, D. (2001, July 31). Pervs duck weak rules. Bd. of Ed puts no
teeth into abuse laws: Officials. *The New York Post*, p. 019.

Montero, D. (2001, July 30). Secret shame of our schools: Sexual abuse
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Montero, D. (2001, July 30). Student Sex Abuse Runs Rampant. *The New
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Montero, D. (2001, June 10). Why this zero-tolerance policy makes zero
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Morantz, David. (2002, Jan. 17). Sex offender pleads guilty to molesting
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More sex abuse charges. (2003, July 30). *The Arizona Daily Sun*.

Morrison, D., Kershaw, S. (1997, Oct. 22). Official: No sodomy took
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Morton, J. (2001, July 19). Ex-teacher in Valley gets year in sex case.
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Mozzocco, J. (2000, Jan. 28). Teacher under investigation quits. *The
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Murphy, W.J. (2001, July 29). Spare child, spoil abuser -- Molest
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Murvosh, M. (2001, May 10). Former teacher pleads guilty to sex abuse.
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Music teacher suspended after student sex charge. (1996, March 28). *The
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Mydans, S. (1990, Jan. 19). For jurors, facts could not be sifted from
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Neal, A. (2002, June 19). Predatory teachers get a free pass.
*Indianapolis Star*.

New tool to fight violence in schools ignores gay harassment, critics
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1980s molestation charges against diving coach dropped. (2003, July 15).
*San Jose Mercury News* (Calif.).

Noted coach's relationships with players questioned. (2003, Dec. 6).
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Numbers don't tell whole story of sexual misconduct by teachers. (2003,
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Oakville High teacher is accused of having sex with students. (2003,
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*St. Louis Post-Dispatch*.

O\'Connor, D. (1993, July 3). No criminal charges filed against teacher:
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Offending doctors now listed online. (2003, July 30). *WV Gazette* (West
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O'Hagan, M. and Willmsen, C. (2001, Dec. 14).Coaches continue working
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O'Shaughnessey, P. (1992, June 13). Teacher charged with abuse. *Daily
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Olmeda, R.A. (1993, Sept. 24). I learned physics from man-boy lover.
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Onley, D.S. (1996, April 18). Principal suspended amid teen sex assault
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Ortega, Ralph. (2002, Feb. 12). 4 at troubled school busted in sex
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Osburn, Dixon. (2001, Dec. 4). Play by same rules. *USA Today*. p. A12.

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O\'Shaughnessy, P. (1989, April 6). Teacher charged in child sex abuse.
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Ove, T. (2002, July 24). Cheerleader says coach 'terrified' her.
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Pallasch, A.M. (2001, March 28). Cicero schools face abuse suit: Dad
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Paquette, C. (1987, Sept. 17). Teacher resigns on eve of hearing.
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Parascandola, R. (2001, May 11). High school student charged in 3 cases
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Parascandola, R. (2001, March 15). Girls allege sex abuse at schools.
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Parents can protect kids from pedophiles. (2003, March 16). *South Bend
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Paul, K. (1993, July 1). Teacher fights sex-abuse verdict. *Newsday*, p.
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Perez, A.J. (2002, Nov. 22). Source: Otis among Dons' candidates. Prep
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Perlman, S. E. (1991, Sept. 25). Teacher pleads guilty to endangering
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Perlman, S. E. (1991, Aug. 23). Teacher charged with abuse. *Newsday*,
p. 30.

Perlman, S. E. (1991, May 8). Izzo sentenced to 20-60 years: Crowded
courtroom bursts into applause. *Newsday*, pp. 22, 24.

Perlman, S. E. (1991, March 5). Man sentenced in sex abuse case.
*Newsday*, p. 27.

Perlman, S. E. (1991, Feb. 21). Sobs from boy\'s mom at Izzo trial.
*Newsday*,

p\. 29.

Perlman, S. E. (1991, Feb. 22). Izzo testifies, denies charges of sex
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Perlman, S. E. (1991, Feb. 28). Izzo guilty on all sex counts.
*Newsday*, p. 8.

Perlman, S. E. (1991, Feb. 14). Boy describes sex abuse. *Newsday*, pp.
22, 26.

Perlman, S. E., and Mintz, P. (1991, Feb. 20). Grueling testimony: Boy
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Peters, J., and Marcano, T. (1989, Feb. 4). Sex charges hit teacher.
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Peyser, A. (1995, May 11). Teen and her teacher: Administrators
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Phillips, K. (1991, April 16). Sex-abuse teacher to get probation: DA to
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Plank, D. (1993, July 9). Held in sex abuse. *New York Newsday*, p. 23.

Police: Teacher had sex with student. (2003, May 30). *Peoria Journal
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Polner, R. (1990, Jan. 12). Principal\'s in hot water over convicted
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Polner, R. (1990, Jan. 12). School panel \'rips\' teacher screening.
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Polner, R. (1989, Nov. 30). Child-sex convict got job as city gym
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Porter, C. (2002, June 19). Former coach seeks pardon. *New Britain
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Posorske, Alex. (2001, Aug. 27). Hazelwood schools join system that
traces arrests; databases will flag accused employees. *St. Louis
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Predators in the D.C. public schools. (2003, June 6). *The Washington
Post*.

Private school child abuse reports up 33%. (2003, Jan. 3). *Sydney
Morning Herald*. (Australia).

Province passes student sex abuse bill. (2002, June 13). *Ottawa
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PS 136 safety aide is charged in rape. (1994, June 29). *Daily News*, p.
24.

Psychiatrist in sex case to get new trial. (2003, July 15). *Milwaukee
Journal Sentinel*.

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Rabbi pleads guilty to sex crimes involving three male students. (2002,
Feb. 4). City News Service. Los Angeles.

School board won't retain coach accused of sexual abuse. (2001, May 16).
*The Associated Press State and Local Wire*. Retrieved March 1, 2002
from Lexis-Nexis Academic Universe database.

School denies prior knowledge of abuse by teacher. (2003, Jan. 2). *The
Associated Press.*
boston.com/dailynews/002/region/School_denies_prior_knowledge\_:.shtml.

School district settles sexual abuse lawsuit. (2001, July 20). *The
Associated Press State and Local Wire.* Retrieved March 1, 2002 from
Lexis-Nexis Academic Universe database.

School sued over sex abuse. (2002, Dec. 23). *The Associated Press*.
www.newsday.com/news/,\\local/wire/ny-bc-ny-brf\--sexabuselawsu1223dec23,0,2949333.story?coll=ny-ap-regional-wire.

Sentencing set for Indiana principal who took student to Vegas. (2003,
Feb. 27). *The Associated Press*.
www.rgi.com/news/stories/html/2003/02/27/

3552.php?sp1=rgj&sp2=News&sp3=Local+News

Settlement approved in teacher-student sex case. (2003, June 20). *The
Associated Press.*

Sex offender had stolen identity of dead teacher, records show. (2001,
July 8). *The Associated Press*. Retrieved Feb. 25, 2002 from Circle of
Trust Abuse articles and media reports: The Zero 5.0laf--The official
Web site of Andrew Vachss.
www.vachss.com/help_text/archive/stolen_id.html

Soccer coach accused of abusing young players. (2002, Jan. 24). *The
Associated Press State and Local Wire*. Retrieved March 5, 2002 from
Lexis-Nexis Academic Universe database.

State begins process of compensating abuse victims at school for deaf.
(2001, Nov. 26). *The Associated Press.*

Student, mother suing boarding school over sexual abuse. (2002, Jan. 5).
*The Associated Press State and Local Wire*. Retrieved March 5, 2002
from Lexis-Nexis Academic Universe database.

Substitute teacher charged in sexual abuse. (2001, Feb. 17). *The
Associated Press State and Local Wire*. Retrieved March 1, 2002 from
Lexis-Nexis Academic Universe database.

Teacher accused of grades-for-sex solicitation gets 90 days. (2001,
March 8). *The Associated Press State and Local Wire*. Retrieved March
1, 2002 from Lexis-Nexis Academic Universe database.

Teacher allegedly had relationship with student. (2001, May 23). *The
Associated Press State and Local Wire*. Retrieved March 1, 2002 from
Lexis-Nexis Academic Universe database.

Teacher charged with sexual abuse is jailed for additional. (2001, Feb.
8). *The Associated Press State and Local Wire*. Retrieved March 1, 2002
from Lexis-Nexis Academic Universe database.

Teacher charged with sexual abuse. (2002, Feb. 15). *The Associated
Press State and Local Wire.* Retrieved March 5, 2002 from Lexis-Nexis
Academic Universe database.

Teacher executed by firing squad for child rape in central Vietnam. *The
Associated Press*. Retrieved June 10, 2002 from Lexis-Nexis Academic
Universe database.

Teacher faces second set of sex charges. (2003, June 21). *The
Associated Press*.

www.stamfordadvocate.com/news/local/state/hc-21182105.apds.m0386.bc-ct-brf-jun21,0,111383.story?coll=hc-headalines-local-wire.

Teacher gets 80 years for sex assaults of students. (2002, July 11).
*The Associated Press.* Retrieved July 19, 2002 from
[www.cnn.com](http://www.cnn.com/).

Teacher indicted on charges of having sex with underage teen students.
(2001, Feb. 7). *The Associated Press State and Local Wire*. Retrieved
March 1, 2002 from Lexis-Nexis Academic Universe database.

Teacher pleads guilty to four sex offenses. (2001, July 19). *The
Associated Press State and Local Wire*. Retrieved March 1, 2002 from
Lexis-Nexis Academic Universe database.

Teacher sentenced for sexual assault. (2002, July 28). *The Associated
Press State and Local Wire*. Retrieved July 29, 2002 from
[www.zwire.com](http://www.zwire.com/).

Teacher sentenced to 35 years for sex assault, child porn. (2002, May
24). *The Associated Press*. Retrieved June 3, 2002 from
[www.caller.com](http://www.caller.com/).

Teacher sentenced: Former Coquille woman gets 5 years. (2002, July 29).
*The Associated Press State and Local Wire*. Retrieved July 29, 2002
from [www.theworldlink.com](http://www.theworldlink.com/)

**Online Media---Web Publications**

Cobb teacher charged with child molestation. (2003, Aug. 8).
SouthernVoice.com. (Atlanta, Ga.)

Ex-Lady Vol Davis charged for sex with student. (2003, Sept. 19).
sportsillustrated.cnn.com/2003./basketball/ncaa/wp,em/0919/davis.arrested.ap/.

Ex-teacher's rape conviction upheld. (2003, July 31).
[www.nynews.com](http://www.nynews.com/) (*The Journal News:* A Gannett
suburban Web-paper for Westchester, Rockland, and Putnam counties,
N.Y.).

Field, H. (2001, May 30). Investigative report: UF hired sexual
predator. Florida public colleges, universities have no background check
policy. Click10.com (WPLG-TV Miami). Retrieved Feb. 25, 2002 from Circle
of Trust Abuse articles and media reports: The Zero 5.0laf--The official
Web site of Andrew Vachss.
www.vachss.com/help_text/archive/uf_hired.html.

Former coach gets life. (2003, July 13). *The Associated Press*. Picked
up by KVOA.-TV, Tucson, Ariz. www.kvoa.com/stories/7/7132003_6.html.

Former Farwell basketball coach convicted of sexual assault. (2001, May
31). *The Associated Press*. Retrieved on June 3, 2002 from
[www.lubbockonline.com](http://www.lubbockonline.com/).

Former state champion coach sentenced to 7 years. (2003, June 18). *The
Associated Press*. [www.nola.com](http://www.nola.com/) (New Orleans
news online from the Times Picayune, La.).

Herek, G.M. Facts about homosexuality and child molestation.
psychology.ucdavis.edu/rainbow/html/facts_molestation.html.

High school basketball coach convicted for having sex with teen. (2002,
June 20). *The Associated Press.* Retrieved June 25, 2002 from
[www.signonsandiego.com](http://www.signonsandiego.com/).

Miller, A. (2003, March 2). How kids charmed sex-rap teacher. *The New
York Post*. Online Edition.

Molestation charge dropped, but Panhandle ex-coach still jailed. (2003,
July 16). *The Associated Press*. [www.al.com](http://www.al.com/)
(Alabama news online)

Softball coach gets 6 years for sex assault. (2003, Feb. 19). *The
Associated Press*.

thedenverchannel.com/news/1991639/detail.html.

\[A\] suburban family in hell. (2003, May 30). *Salon*
([www.salon.com](http://www.salon.com/)).

Teacher gets house arrest. (2003, Sept. 9).
www.azcentral.com/news/articles/0909-ON.html.

Teacher gets 2 years for sex with student. (2003, June 21). *The
Associated Press*.
www.dailybulletin.com/Stories/0,1413,203\~1469775,00.html.

Teacher in abuse case gets probation. (2002, May 24). *The Associated
Press*. Retrieved June 3, 2002 from
[www.washingtonpost.com](http://www.washingtonpost.com/).

Teacher sentenced to prison. (203, Aug. 2). *The Associated Press*.
Seacoastonline.com (Portsmouth, N.H., online news)

Thomas, J. (2001, April). Principal resigns amid sex probe. 11Alive.com
(Atlanta).

Valley teacher at center of sex probe reinstated. (2003, June 6). Penn
Live.com (Allentown-Bethlehem, Pa.).

Watson, C. (2001, June 17). Educators increasingly accused of sex
crimes. *The Oklahoman Online.*

Watson, C. (2001, June 17). Guidelines may prevent false accusations.
*The Oklahoman Online*

Youth hockey coach sentenced on molest. (2003, June 18). The Boston
Channel WCVB-TV, Channel 5, Boston Online).

**Broadcast News Media**

Coach acquitted of molesting player. (2003, March 12). WPVI
Philadelphia.

Ex-coach could lose teaching license. (2003, April 2). WSOC-TV News.
Southington**,** Conn.

Ex-teacher, ex-student now can be together. (2000, July 31). KOMO-TV.
Seattle, Wash.

Ex-teacher wins lawsuit over sex abuse claims. (2003, Jan. 16). WAVE-TV
(Louisville, Ky.).

Flagler teacher faces sex charges. (2001, Nov. 16). WESH News.

Man fired from tennis club because of 20-year-old accusations. (2003,
Oct. 24). www.wfsb.com/Global/story.asp?S=1495054 (WFSB Eyewitness News,
Connecticut)

Northern governments face lawsuits over sex crimes against students.
(2003, Oct. 17). CBC (Canadian Broadcasting Corporation)

Olympic coach jailed for sex assaults. (2002, Sept. 17). BBC News.

Parents say school didn't do enough to protect kids from alleged
molester. (2003, April 4). KTUL (Tulsa, Oklahoma).

"Public School Sex Abuse: A Report Card." (1984, Nov. 10). Transcripts
from Cable News Network (CNN) Special Assignment Unit. Reporter: Larry
Woods, Producer: Sandee Myers.

School faces second suit over alleged sexual relationship between coach
and student (2003, Feb. 20). NBC4, Los Angeles.

Schools settle molestation case for \$1.78 million (2003, Feb. 27).
WSOC-TV (Hendersonville, N.C.).

Soccer coach gets two years for molesting players. (2003, June 13).
KGTV-Channel 10 News, San Diego

Students accuse Amelia High School coach of harassment. (2003, May 2).
WCPO/ Channel 9 News. Cincinnati, Ohio.

Teacher appears in court. (2003, July 15). Capital News 9 (Albany,
N.Y.). Time Warner cable station.

Teacher arraigned on sex charges. (2001, Dec. 13).
News12.com/Westchester.

Teacher charged with sexual assault faces new allegations. (2003, March
14). NBC-10 Philadelphia.

Teachers told of drama tutor's abuse. (2002, Sept. 26). BBC News.

Teens testify against former lacrosse coach. (2003, Jan. 31). KYW
Philadelphia.

Tucker, D. (2003, May 5). Sexual abuse and Texas' Teachers. Fox14 TV,
Amarillo, Texas.

Youngsters targeted by digital bullies. (2002, April 15). BBC News. .

**Appendix II**

**Surveys and Studies on Child Sexual Abuse**

+------------------------------+-----------------------------+---------+
| **Study**                    | **Description**             | **Rel   |
|                              |                             | evant** |
+==============================+=============================+=========+
| Adapted Oregon Youth Risk    | Self report survey of       | No      |
| Behavior Survey              | 2,332students in 25 schools | r       |
|                              | in grades 9-12. Reports     | elevant |
| \(1993\)                     | physical and sexual abuse.  | data.   |
+------------------------------+-----------------------------+---------+
| Alberta Adult Victimization  | Random sample of 10,000     | No      |
| Survey, (Gomez, et al., 2000 | adults in Alberta Canada    | r       |
| )                            | were surveyed about whether | elevant |
|                              | they had been victimized.   | data.   |
| Alberta Law Foundation       | Telephone surveys of 56     |         |
|                              | adults who reported they    |         |
|                              | had been victimized         |         |
|                              | examined seriousness of     |         |
|                              | incident, experience with   |         |
|                              | police, filing a victim     |         |
|                              | impact statement, and       |         |
|                              | access to services provided |         |
|                              | to victims.                 |         |
+------------------------------+-----------------------------+---------+
| Alberta Youth Victimization, | A representative sample of  | No      |
| Crime, and Delinquency       | 490 Edmonton 7th to 12th    | r       |
| Survey                       | grade students was asked    | elevant |
|                              | about victimization         | data.   |
| (Gomez, et al., 1999 )       | including being \"touched   |         |
| Canadian Research Institute  | against one\'s will.\"      |         |
| for Law and the Family,      |                             |         |
| Calgary                      |                             |         |
+------------------------------+-----------------------------+---------+
| Child and Adolescent         | Interview instrument for    | No      |
| Psychiatric Assessment       | children and parents to     | r       |
| (CAPA)---Traumatic Life      | assess child's psychiatric  | elevant |
| Events Section               | symptoms, functional        | data    |
|                              | impairment, demographics,   |         |
| (Amaya-Jackson, et al.,      | and family structure and    |         |
| 2000; Angold et al., 1995;   | functioning.                |         |
| Costello et al., 1996)       |                             |         |
+------------------------------+-----------------------------+---------+
| Childhood Experiences of     | No Information              | No      |
| Violence Questionnaire       |                             | r       |
|                              |                             | elevant |
| (Walsh and MacMillan, 1999)  |                             | data    |
+------------------------------+-----------------------------+---------+
| Child Maltreatment---2001.   | Based on all known cases    | No      |
| Administration for Children  | referred to state Child     | r       |
| and Families, DHHS           | Protective Services and     | elevant |
|                              | forwarded to NCANDS, this   | data.   |
|                              | reports sexual abuse.       |         |
|                              |                             |         |
|                              | Nonfamily perpetrator       |         |
|                              | characteristics are         |         |
|                              | reported only as            |         |
|                              | "non-parent."               |         |
+------------------------------+-----------------------------+---------+
| Children's Report of         | Study of development of a   | No      |
| Exposure to Violence         | self-report instrument      | r       |
|                              | assessing exposure to       | elevant |
| (Cooley, Turner, and Beidel, | community violence.         | data    |
| 1995)                        | Development included        |         |
|                              | administration of the       |         |
|                              | survey to 228 public school |         |
|                              | students ages 9-15.         |         |
+------------------------------+-----------------------------+---------+
| Conflict Tactics             | Instrument which measures   | No      |
| Scales---Parent Child        | aggression and physical     | r       |
| Version (Straus et al.,      | assault scale, nonviolent   | elevant |
| 1998)                        | discipline scale, scale for | data    |
|                              | neglect, and questions on   |         |
|                              | discipline methods and      |         |
|                              | sexual abuse. Development   |         |
|                              | included administration to  |         |
|                              | 1,000 participants who were |         |
|                              | parents of children from    |         |
|                              | infancy to 17 years old.    |         |
+------------------------------+-----------------------------+---------+
| Determining Our Viewpoints   | Self report scale for       | No      |
| of Violent Events            | children that documents     | r       |
|                              | attitudes toward violence.  | elevant |
|                              |                             | data    |
+------------------------------+-----------------------------+---------+
| Exposure to Violence in      | The study administered the  | No      |
| Minority School-Based        | 14-item exposure to         | r       |
| Adolescents                  | violence screening          | elevant |
|                              | instrument to 94 sixth- to  | data    |
|                              | eighth-graders in a NYC     |         |
|                              | parochial school.           |         |
+------------------------------+-----------------------------+---------+
| Exposure to Violence         | Survey of 352 10-19 year    | No      |
| Screening Measure            | old inner-city teenagers    | r       |
|                              |                             | elevant |
|                              |                             | data    |
+------------------------------+-----------------------------+---------+
| Exposure to Violence         | Survey of 245               | No      |
| Subscale of Chicago Stress   | African-American and        | r       |
| and Coping Interview         | Latinos aged 11-15 and      | elevant |
|                              | caregivers.                 | data    |
+------------------------------+-----------------------------+---------+
| Fast Response Survey System  | The FRSS is a survey system | No      |
| (FRSS)                       | designed to collect small   | r       |
|                              | amounts of information on   | elevant |
| Principal/School             | issues in a short time. The | data.   |
| Disciplinarian Survey        | 1997 survey focused on      |         |
|                              | incidents of crimes and     |         |
| National Center for          | offenses that happen in     |         |
| Education Statistics         | schools. The sample for     |         |
|                              | FRSS includes 1,234 public  |         |
| (Violence and Discipline     | school principals selected  |         |
| Problems in U.S. Public      | from the 1993-1994 NCES     |         |
| Schools: 1996-1997; Violence | Common Core of Data Public  |         |
| and Crime at School, FRSS    | School Universe File. Study |         |
| Principal/School             | reports the number of       |         |
| Disciplinarian Survey 1996)  | incidents of rape or other  |         |
|                              | sexual battery report to    |         |
|                              | school and/or law           |         |
|                              | enforcement officials.      |         |
+------------------------------+-----------------------------+---------+
| Finland Prevalence Study     | National representative     | No      |
|                              | self report survey of 7,349 | r       |
| 1990                         | children ages 15 and 16 on  | elevant |
|                              | violence. Include sexual    | data    |
|                              | violence.                   |         |
+------------------------------+-----------------------------+---------+
| Great Smokey Mountains Study | Face to race and telephone  | No      |
|                              | study of 1,422 children in  | r       |
| (1993-1995)                  | grades 9 through college.   | elevant |
|                              | Includes questions on       | data    |
|                              | sexual abuse.               |         |
+------------------------------+-----------------------------+---------+
| Indicators of School Crime   | Reports made every year     | No      |
| and Safety, National Center  | from 1997 to 2000.          | r       |
| for Education Statistics and | Synthesis of data from four | elevant |
| Bureau of Justice            | data sets: Fast Response    | data    |
| Statistics,                  | Survey System:              |         |
|                              | Principal/School            |         |
| October 2000 (NCJ 196753).   | Disciplinarian Survey on    |         |
|                              | School Violence (1997);     |         |
|                              | National Household          |         |
|                              | Education Survey (1993,     |         |
|                              | school and safety           |         |
|                              | supplement), National Crime |         |
|                              | Victimization Survey        |         |
|                              | (1992-99); School Crime     |         |
|                              | Supplement to the NCVS      |         |
|                              | (1989, 1995, 1999); School  |         |
|                              | Associated Violent Death    |         |
|                              | Study (1992-1994;           |         |
|                              | 1994-1999); Youth Risk      |         |
|                              | Behavior Survey (1993,      |         |
|                              | 1995, 1997, 1999); and      |         |
|                              | School and Staffing Survey  |         |
|                              | (1993-94, Teacher           |         |
|                              | victimization supplement.). |         |
|                              | Data on rape and sexual     |         |
|                              | battery.                    |         |
+------------------------------+-----------------------------+---------+
| Juvenile Victimization       | Reports data on 35 offenses | No      |
| Questionnaire                | against children and youth  | r       |
|                              | (8 -- 17) six general areas | elevant |
| (Hamby and Finkelhor, 1999)  | (e.g., "sexual assault").   | data    |
+------------------------------+-----------------------------+---------+
| Longitudinal Studies on      | Reports on 1,70 maltreated  | No      |
| Child Abuse and Neglect      | children.                   | r       |
| (LONGSCAN) Questionnaire     |                             | elevant |
|                              |                             | data    |
| Children's Bureau, U.S.      |                             |         |
| Dept. of Health and Human    |                             |         |
| Services                     |                             |         |
+------------------------------+-----------------------------+---------+
| Maltreatment and the         | Data (1987-88) on abuse of  | No      |
| Academic and Social          | 8,600 children, including   | r       |
| Adjustment of School         | sexual abuse and on K-12    | elevant |
| Children                     | school and adjustment       | data    |
|                              | consequences. Effects of    |         |
| National Data Archive on     | child sexual abuse.         |         |
| Child Abuse and Neglect,     |                             |         |
| 1987-88, 2000                |                             |         |
+------------------------------+-----------------------------+---------+
| Management of Sex Offenders  | Examined various ways       | No      |
| by Probation and Parole      | states approach and         | r       |
| Agencies in the United       | sanction sex crimes (i.e.,  | elevant |
| States, 1994                 | child sexual abuse, incest, | data    |
|                              | and sexual assault) and sex |         |
| National Institute of        | offenders.                  |         |
| Justice / Inter-University   |                             |         |
| Consortium for Political and |                             |         |
| Social Research (ICPSR)      |                             |         |
|                              |                             |         |
| (Kim, 1994)                  |                             |         |
+------------------------------+-----------------------------+---------+
| Metropolitan Life Survey of  | Survey of students,         | No      |
| the American Teacher, 1999:  | teachers and law            | r       |
| Violence in America's Public | enforcement officials on    | elevant |
| Schools---Five Years Later   | violence in public schools. | data    |
|                              | Excluded data collection    |         |
| Teacher Survey, Student      | about sexual abuse or       |         |
| Survey, Law Enforcement      | harassment                  |         |
| Officer Survey               |                             |         |
|                              |                             |         |
| (Binns and Markow, 1999)     |                             |         |
|                              |                             |         |
| Louis Harris and Associates, |                             |         |
| Inc.                         |                             |         |
+------------------------------+-----------------------------+---------+
| Minnesota Adolescent Health  | Survey of 36,254 students   | No      |
| Survey                       | in grades 7 to 12. Issues   | r       |
|                              | of sexual contact.          | elevant |
| University of Minnesota,     |                             | data    |
| 1987                         |                             |         |
+------------------------------+-----------------------------+---------+
| Monitoring the Future 2001,  | Annual national survey of   | No      |
| 2002 , 2003                  | attitudes, behaviors and    | r       |
|                              | values of 12,000-15,000     | elevant |
| Victimization Questions      | secondary students about    | data    |
|                              | drug use and other risk     |         |
| National Institute of Drug   | behaviors.                  |         |
| Abuse                        |                             |         |
|                              |                             |         |
| 1978 through 2002            |                             |         |
|                              |                             |         |
| (Bachman, O'Malley, and      |                             |         |
| Johnston, 1978; Wells and    |                             |         |
| Rank, 1995)                  |                             |         |
+------------------------------+-----------------------------+---------+
| My Exposure to Violence (My  | Structured interview        | No      |
| ETV) (Selner-O-Hagan et al., | protocol that includes 6    | r       |
| 1998)                        | scales covering both        | elevant |
|                              | lifetime and past year      | data    |
|                              | victimization, witnessing   |         |
|                              | of violence, and total      |         |
|                              | exposure. Development study |         |
|                              | interviewed 80              |         |
|                              | participants, ages 9 to 24. |         |
+------------------------------+-----------------------------+---------+
| National American Indian     | Survey of 13,454 students   | No      |
| Adolescent Health Survey     | grades 7-12 from 55 tribes  | r       |
| 1991                         | in 8 of the 12 Indian       | elevant |
|                              | Health Service areas.       | data    |
|                              | Questions include incidents |         |
|                              | of risk behavior and        |         |
|                              | victimization.              |         |
+------------------------------+-----------------------------+---------+
| National Crime Victimization | This is the primary source  | No      |
| Survey                       | of information on crime     | r       |
|                              | victimization and victims   | elevant |
| Bureau of Justice Statistics | of crime in the U.S. for    | data    |
|                              | people ages 12 and older.   |         |
| School Crime Supplement      | The annual survey, begun in |         |
|                              | 1972, collects data on many |         |
| Bureau of Justice Statistics | crimes including rape and   |         |
| and NCES                     | sexual assault and includes |         |
|                              | crimes reported as well as  |         |
|                              | those not reported to       |         |
|                              | police                      |         |
|                              |                             |         |
|                              | The School Crime Supplement |         |
|                              | was included in 1989, 1995, |         |
|                              | and 1999 to document crimes |         |
|                              | in schools as well as       |         |
|                              | traveling to and from       |         |
|                              | school (NCES). Sample size  |         |
|                              | differs by year but ranges  |         |
|                              | from 8,398 to 10,449. Rape  |         |
|                              | is reported separately but  |         |
|                              | not other sexual abuse or   |         |
|                              | harassment. No information  |         |
|                              | on perpetrators.            |         |
+------------------------------+-----------------------------+---------+
| National Household Education | A data collection system    | No      |
| Survey, 1991, 1993, 1995,    | that provides descriptive   | r       |
| 1996, 1999, 2001, 2003       | data on the condition of    | elevant |
|                              | education in the U.S. It is | data    |
| National Center for          | a bi-annual series that     |         |
| Education Statistics         | describes homes and parents |         |
|                              | but does not deal with      |         |
|                              | sexual abuse. (The 1993     |         |
|                              | Household Education Survey  |         |
|                              | focused on general school   |         |
|                              | safety, not sexual abuse.)  |         |
+------------------------------+-----------------------------+---------+
| National Incidence Studies   | Three studies (NIS-1,       | No      |
|                              | NIS-2, NIS3) that report    | r       |
| National Center on Child     | data from child protection  | elevant |
| Abuse and Neglect. NIS-3,    | agencies and others on      | data    |
| 1993.                        | child abuse, sexual abuse   |         |
|                              | and maltreatment.           |         |
| Third National Incidence     | Information about           |         |
| Study of Child Abuse and     | perpetrators includes only  |         |
| Neglect, National Center on  | "care-taker" and            |         |
| Child Abuse and Neglect,     | "non-relative."             |         |
| DHHS                         |                             |         |
|                              |                             |         |
| (Sedlak, Hantman, Schulta,   |                             |         |
| 1997)                        |                             |         |
+------------------------------+-----------------------------+---------+
| National Institutes of       | Study of 77 students, ages  | No      |
| Mental Health Community      | 6 to 10 and 51 students     | r       |
| Violence Project             | ages 10 to 18. Questions in | elevant |
|                              | small group format.         | data    |
| 1990                         |                             |         |
+------------------------------+-----------------------------+---------+
| National Longitudinal Study  | Analyzes social context for | No      |
| of Adolescent Health         | wellness and health         | r       |
| (NICHHD) 1998                | including sexual activity.  | elevant |
|                              | Data are from 90,000        | data    |
|                              | students in school and      |         |
|                              | 20,000 students at home. No |         |
|                              | information on perpetrators |         |
|                              | of abuse.                   |         |
+------------------------------+-----------------------------+---------+
| National Survey of           | National household sample   | No      |
| Adolescents in the United    | of 4,023 adolescents ages   | r       |
| States,                      | 12 to 17. Includes          | elevant |
|                              | questions regarding history | data    |
| (1993-1995)                  | of sexual assault, physical |         |
|                              | assault, and harsh physical |         |
| Victimization questions      | discipline including a      |         |
| (Kilpatrick et al., 2000)    | description of the event    |         |
|                              | and perpetrator, extent of  |         |
|                              | injuries, age at abuse. Did |         |
|                              | not identify perpetrators   |         |
|                              | by job title.               |         |
+------------------------------+-----------------------------+---------+
| National Survey of Family    | These surveys were based on | No      |
| Growth                       | personal interviews         | r       |
|                              | conducted in the homes of a | elevant |
| National Center for Health   | national sample of women    | data    |
| Statistics 1973, 1976, 1988, | and men 15-44 years of age. |         |
| and 1995.                    | Focus on experience in the  |         |
|                              | family and victimization.   |         |
| (Abma, Driscoll, and Moore,  |                             |         |
| 1998)                        |                             |         |
+------------------------------+-----------------------------+---------+
| National Violence Against    | Surveys of 8,000 women and  | No      |
| Women Survey                 | 8,005 men 18 and older on   | r       |
|                              | incidents of violence.      | elevant |
| 1995-1996                    | Survey includes sexual      | data    |
|                              | abuse questions.            |         |
| National Institutes of       |                             |         |
| Justice and Center for       |                             |         |
| Policy Research              |                             |         |
|                              |                             |         |
| (Tjaden and Thoennes, 1998)  |                             |         |
+------------------------------+-----------------------------+---------+
| National Youth Survey        | Face to face interviews of  | No      |
|                              | a U.S. sample of 1,725      | r       |
| (1977-1981)                  | students (depends upon      | elevant |
|                              | year). Some questions on    | data    |
|                              | sexual assault.             |         |
+------------------------------+-----------------------------+---------+
| National Youth Victimization | Telephone interviews with   | No      |
| Prevention Programs: A       | 2,000 youth (10-16) to      | r       |
| National Survey of           | measure their exposure to   | elevant |
| Children's Exposure and      | victimization prevention    | data    |
| Reactions. Family Research   | programs. Information on    |         |
| Laboratory, New Hampshire    | sexual abuse, but not on    |         |
| University, Durham           | educator predators.         |         |
|                              |                             |         |
| (1992-1993)                  |                             |         |
+------------------------------+-----------------------------+---------+
| Ontario Health Supplement    | Self report survey of 1,891 | No      |
| Survey                       | young people that reports   | r       |
|                              | physical and sexual abuse.  | elevant |
| 1990-1991                    |                             | data    |
+------------------------------+-----------------------------+---------+
| Parenting Among Women        | Study of women sexually     | No      |
| Sexually Abused in Childhood | abused and their parenting  | r       |
| NDACAN,                      | behaviors                   | elevant |
|                              |                             | data    |
+------------------------------+-----------------------------+---------+
| Perceptions of Peer Support  | Self-report survey of 1,891 | No      |
| Scale                        | children ages 15 -- 24 that | r       |
|                              | includes incidents of       | elevant |
| (Kochenderfer and Ladd,      | physical and sexual abuse.  | data    |
| 1996)                        |                             |         |
+------------------------------+-----------------------------+---------+
| Recent Exposure to Physical  | A 22-item scale that asks   | No      |
| Violence                     | children questions about    | r       |
|                              | experiences with violence,  | elevant |
|                              | either as victims or        | data    |
|                              | witnesses.                  |         |
+------------------------------+-----------------------------+---------+
| School Associated Violent    | Two studies (1992-1994;     | No      |
| Death Study                  | 1994-1999) that examine     | r       |
|                              | school associated violent   | elevant |
| Centers for Disease Control  | deaths. Data from school    | data    |
| and Prevention               | and police officials. No    |         |
|                              | information about sexual    |         |
| U.S. Department of Education | perpetrators.               |         |
|                              |                             |         |
| U.S. Department of Justice   |                             |         |
|                              |                             |         |
| 1992-1994; 1994-1999;        |                             |         |
+------------------------------+-----------------------------+---------+
| Schools and Staffing Survey  | Three surveys (1987-88;     | No      |
| (SASS)                       | 1990-91; 1993-94) that      | r       |
|                              | provide national and state  | elevant |
| NCES 1993-1994               | level data on public and    | data    |
|                              | private schools, principal, |         |
|                              | school districts and        |         |
|                              | teachers. The 1993-94       |         |
|                              | survey provided information |         |
|                              | on teacher victimization. . |         |
+------------------------------+-----------------------------+---------+
| Screen for Adolescent        | Survey developed using      | No      |
| Violence Exposure            | 1,250 inner city            | r       |
|                              | adolescents that examines   | elevant |
| (Hastings and Kelley, 1997)  | traumatic violence,         | data    |
|                              | indirect violence, and      |         |
|                              | physical/verbal violence.   |         |
+------------------------------+-----------------------------+---------+
| Sexual Abuse of Deaf         | Estimates prevalence of     | No      |
| Children in the Residential  | problem but no information  | r       |
| Setting,                     | on perpetrators.            | elevant |
|                              |                             | data    |
| Mark Lineberger,             |                             |         |
| <mtlinebe@uncg.edu>          |                             |         |
+------------------------------+-----------------------------+---------+
| Sexual Assault of Young      | Data (through 1996) from    | No      |
| Children as Reported to Law  | law enforcement agencies in | r       |
| Enforcement: Victim,         | 12 states about 60,000      | elevant |
| Incident, and Offender       | incidents of four           | data    |
| Characteristics              | categories of sexual        |         |
|                              | assault. Specificity of     |         |
| National Center for Juvenile | perpetrator data stops at   |         |
| Justice                      | "non-residential" and       |         |
|                              | "acquaintance."             |         |
| July 2000 (NCJ 182990)       |                             |         |
| Howard N. Snyder             |                             |         |
+------------------------------+-----------------------------+---------+
| Sexual Experiences Survey    | Instrument for assessing    | No      |
|                              | degrees of sexual           | r       |
|                              | aggression among male       | elevant |
|                              | offenders and female        | data    |
|                              | victims.                    |         |
+------------------------------+-----------------------------+---------+
| Social Experience            | The questionnaire has been  | No      |
| Questionnaire -- Self Report | used to measure the reports | r       |
|                              | of 474 third- to            | elevant |
|                              | sixth-graders of the        | data    |
|                              | frequency of their          |         |
|                              | victimization by peers,     |         |
|                              | only. No adult perpetrator  |         |
|                              | information.                |         |
+------------------------------+-----------------------------+---------+
| Survey of Children's         | As part of an NIMH project  | No      |
| Exposure to Violence         | on community violence, this | r       |
|                              | 15-item structured          | elevant |
| (Richters and Martinez,      | interview was developed for | data    |
| 1993)                        | 436 African-American 6- to  |         |
|                              | 14-year-old students. No    |         |
| Violence Institute of New    | data collection on specific |         |
| Jersey                       | perpetrators.               |         |
+------------------------------+-----------------------------+---------+
| # Sur                        | Data from probation and     | No      |
| vey of Probation and Parole  | parole officers who manage  | r       |
|                              | sex offenders. No data on   | elevant |
| # N                          | school-related offenses or  | data    |
| ational Institute of Justice | offenders.                  |         |
|                              |                             |         |
| 1994                         |                             |         |
+------------------------------+-----------------------------+---------+
| Violence Against Women       | Retrospective data          | No      |
| Survey, 1996                 | collected from 8,000 female | r       |
|                              | and 8,000 male victims of   | elevant |
|                              | violence, rape and sexual   | data    |
|                              | assault including           |         |
|                              | characterization of         |         |
|                              | perpetrator as              |         |
|                              | "acquaintance" or not.      |         |
+------------------------------+-----------------------------+---------+
| Violence Exposure Scale for  | Scale to determine how much | No      |
| Children                     | violence children           | r       |
|                              | experience                  | elevant |
| (Fox and Leavitt, 1995)      |                             | data    |
+------------------------------+-----------------------------+---------+
| Violence in America's Public | Survey of students,         | No      |
| Schools Five Years Later:    | teachers and law            | r       |
| Metropolitan Life Survey of  | enforcement officials but   | elevant |
| the American Teacher, 1999:  | excluded data collection    | data    |
| (Binns and Markow, 1999)     | about sexual abuse or       |         |
| Louis Harris and Associates, | harassment.                 |         |
| Inc.                         |                             |         |
+------------------------------+-----------------------------+---------+
| Violence Screening Survey    | Study of 1,011 students in  | No      |
|                              | 6 inner city schools, ages  | r       |
| 1990                         | 10 to 19. Self report       | elevant |
|                              | survey in incidents of      | data    |
|                              | violence.                   |         |
+------------------------------+-----------------------------+---------+
| Voice of Connecticut Youth   | Self report survey of       | No      |
|                              | 12,402 young people in      | r       |
| 1996                         | 7th-, 9th-, and 11th- grade | elevant |
|                              | students. Includes sexual   | data    |
|                              | behavior questions          |         |
+------------------------------+-----------------------------+---------+
| Washington State Adolescent  | Self report survey of 4,790 | No      |
| Abuse Study                  | students in 44 schools in   | r       |
|                              | grades 1, 10, and 12.       | elevant |
| \(1999\)                     | Includes questions on       | data    |
|                              | physical and sexual         |         |
|                              | molestation.                |         |
+------------------------------+-----------------------------+---------+
| Youth Risk Behavior          | Developed by the Centers    | No      |
| Surveillance System, Centers | for Disease Control and     | r       |
| for Disease Control,         | prevention to monitor the   | elevant |
|                              | prevalence of youth         | data    |
| 1993, 1995, 1997, 1999, 2001 | behaviors that most         |         |
|                              | influence health, this      |         |
|                              | system includes data from a |         |
|                              | national sample of students |         |
|                              | in grades 9 to 12. Surveys  |         |
|                              | ask about sexual attacks    |         |
|                              | and harassment.             |         |
+------------------------------+-----------------------------+---------+

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[^1]: Practice guidelines can be found in Bithell, 1991; Hendrie, 1998
    and 2003; Jennings and Tharp, 2003; Olson and Lawler, 2003; Robins,
    1998; Ross and Marlowe, 1985; Seryak, 1997; Shakeshaft and Cohan,
    1994 and 1995; Shakeshaft, 1994, 2002, 2003; Shoop, 2004; Willmsen
    and O'Hagan, 2003; Zemel and Twedt, 1999.

[^2]: The bibliography includes all sources that were screened for an
    empirical or systematic analytic foundation.

[^3]: AAUW 1993, 2001; Cameron et al., 1985; Corbett, Gentry, and
    Pearson, 1993; Hendrie, 1998, 2003; Jennings and Tharp, 2003;
    SESAME, 1997; Shakeshaft and Cohan, 1994, 1995; Shakeshaft, 2003;
    Stein, Marshall, and Tropp, 1993; Willmsen and O'Hagan, 2003;
    Wishnietsky, 1991; Zemel and Twedt, 1999.

[^4]: Abuse and Disability Project, 1992; Robins, S., 1998. UK studies:
    Cawson, Wattam, Brooker, and Kelly, 2000; Freel, 2003; Gallagher,
    2000.

[^5]: Calculated from tables in Gallagher (2000).

[^6]: Tables provided sample n's that were used to disaggregate
    findings.

[^7]: However, although these are reports by students who have reported
    educator sexual misconduct, nearly 75 percent have also been
    sexually harassed by a student. These findings should be used with
    caution because of the inability to disaggregate these data. The
    question about reporting the misconduct and harassment focuses on
    all types of abuse and cannot be disaggregated by whether the report
    was about educator sexual misconduct or peer harassment.

[^8]: While sexual misconduct is most often thought of as physical,
    verbal sexual abuse such as harassing or sexually explicit language
    and visual sexual abuse such as pornography or sexual gestures are
    more common in the school setting, but rarely reported (Shakeshaft,
    2003).

[^9]: Title IX states that \"No person in the United States shall, on
    the basis of sex, be excluded from participation in, be denied the
    benefits of, or be subjected to discrimination under any education
    program or activity receiving Federal financial assistance\" (Title
    IX, Section 1681).

[^10]:

[^11]: Arizona, Colorado, Delaware, Florida, Louisiana, Maryland,
    Michigan, Minnesota, New Mexico, North Carolina, North Dakota, Ohio,
    Rhode Island, South Carolina, Utah, Virginia, Wisconsin (*Education
    Week*, April 30, 2003, p. 17).