This document examines the state of the law-related education (LRE) movement, which began about 25 years ago with the efforts of teachers and lawyers who wanted to give greater attention to the Constitution and the Bill of Rights. Descriptions are given of 10 successful high school LRE programs and 5 supportive national organizations. A 3-year study (conduted by the Social Science Education Consortium and the Center for Action Research) that measured law related education's (LRE) impact on students indicated that students who participate in quality LRE programs are less likely than their peers to be truant, smoke marijuana, cheat on tests, and commit felony acts. Their attitudes toward school and police are more favorable, and they tend to avoid contact with delinquent fellow-students. Instructional characteristics that contribute to "quality" LRE programs include: (1) adequate preparation and use of outside resource persons; (2) clearly stated learning objectives and sufficient time for instruction; (3) judicious use of illustrative material and management of controversy; (4) active participation by students; (5) involvement of building administrators; and (6) professional peer support for teachers. Other evidence indicating the importance of law related education on the curriculum include such facts as: (1) textbook publishers are developing LRE materials; (2) a recent study by Carole Hahn shows that the subject most frequently being added to the social studies program was LRE; and (3) many junior and senior high schools give enthusiastic testimony about the outcomes of the law related classes. The report concludes with a listing of state sources for materials and information for teaching LRE. (SM)