bility that an emphasis on crime-protection might “normalize” the occurrence of crime.

In focusing on reconciling universal education with education for the well-behaved, the workshop attendees addressed the central issue of fairness. Some programs that appear to be necessary for better students to achieve their goals seem to have harmful effects on students who do not meet the stereotypes for success of some administrators or teachers. The workshop attendees recognized the complexity of understanding how attachment to and performance in school are related to delinquency.

In identifying the issue of intrinsic motivation, the workshop considered a possible way to overcome issues of fairness while also attending to an important goal for educators: maintaining a desire to learn.

In recognizing that some intervention programs have harmful effects, the workshop attendees noted the importance of examining preconceptions that have led to acceptance of intervention strategies without appropriate testing.

In sum, the workshop brought to the attention of participants some important issues that deserve attention in considering the relationship of education and delinquency.