The authors conducted a study of teachers' perceptions of the potential costs and benefits of involvement in school decision making. The teachers interviewed rated the potential costs of decision making involvement as low and the potential benefits as high. Nevertheless, many were hesitant to become involved because they saw little possibility that their involvement would actually make a difference.

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This article reports the findings of a research project designed to contribute both qualitatively and quantitatively to understanding the magnitude and variety of litigation in education. The first section presents a typology of lawsuits against schools with categories designed to reflect the reality of educational practice. The second uses a computer data base search to determine which categories of litigation have been increasing over time and which have been decreasing in recent years. The next section uses a survey of school district litigation experience to determine which areas of educational practice entail the greatest exposure to potential litigation. The final section discusses implications of the findings for the practice of preventive law.

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