Brown and Beckett (both educational studies and leadership programs, U. of Cincinnati) provide an extended case study of an urban school district that ran counter to the literature by developing an alternative setting for disruptive elementary and middle school students and crossed ethic and socioeconomic lines to develop policies and programs for students at risk for educational failure. The alternative setting also served as a testing ground for African American educational leadership, community involvement (with white school boards and teachers interfacing with African American ministers and parent groups) and the development of race-neutral policies and procedures. Brown and Beckett point out the differences between support of parents and true partnership and also comment that giving a voice to a silenced community was a chief element in the success of the alternate school. Annotation ⓒ2007 Book News, Inc., Portland, OR (booknews.com)