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In this article, Jennifer O'Day builds on her earlier work defining and examining the standards-based reform movement in the United States. Here, O'Day explores accountability mechanisms currently associated with standards-based reform efforts that "take the school as the unit of accountability and seek to improve student learning by improving the functioning of the school organization." She examines such accountability mechanisms using the theoretical framework of complexity theory and focuses on how information travels through complex systems, with the understanding that information, its existence and usage, is key to improving schools. Drawing on work conducted with researchers at the Consortium for Policy Research in Education(CPRE), she contrasts the Chicago Public Schools' outcomes-based bureaucratic accountability approach with the combination of administrative and professional accountability found in the Baltimore City Schools. She argues that the combination of administrative and professional accountability presents a much more promising approach for implementing lasting and meaningful school reform.

Discussions of capacity should be broadened to include factors such as the relationships between individual, or teacher, capacity and the abilities of schools, and districts to accomplish standards-based, or systemic, reform. This brief provides a framework for thinking about capacity and suggests ways that systemic reform strategies could help increase capacity. It also describes how two such strategies-professional development and state assessment-were used to enhance educational capacity in states examined by CPRE.

Here we provide comprehensive guidelines for the assessment and treatment of violence and aggression of various etiologies, including psychotic aggression and impulsive aggression due to schizophrenia, mood disorders, ADHD, or trauma, and predatory aggression due to psychopathy and other personality disorders. These guidelines have been developed from a collection of prescribing recommendations, clinical trial results, and years of clinical experience in treating patients who are persistently violent or aggressive in the California Department of State Hospital System. Many of the recommendations provided in these guidelines employ off-label prescribing practices; thus, sound clinical judgment based on individual patient needs and according to institution formularies must be considered when applying these guidelines in clinical practice.

Guidelines for treating various conditions can be helpful in setting practice standards, but the presence of several sets of guidelines from different countries, experts, and settings, written at different times, can also create confusion. Here we provide a "guideline of guidelines" for the treatment of schizophrenia, or "meta-guidelines, which not only reconcile the various existing standards but also update them to include the use of several newer agents, most of which were marketed following the publication of existing standards.