{'fraction_non_alphanumeric': 0.014772727272727272, 'fraction_numerical': 0.0, 'mean_word_length': 5.574626865671642, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
A High School On an Indian Reservation: a Question of Survival, Developing Goals, and Giving Leadership

Most schools at some stage of their history will have experienced difficulties in forging meaningful relationships with the communities they serve. Boundaries between school and community, and between school and school for that matter, can become impermeable, and the respective groups are unable to comprehend why the other is unable to perceive, and respond to, the appropriateness of their view. A school clearly should be the focus of educational development to its community but the implications of specific community circumstances can raise very fundamental problems to the professionality of its staff and the calibre of its leadership, particularly if the school is willing to allow its community’s requirements to influence organisation and processes, its curriculum