This report describes a study about teaching ethics and moral reasoning in the K-12 public schools of Connecticut. Two hundred adults and students were questioned in a random survey representing a cross section of communities in the state. The responses validate Gilligan's levels of moral development that shows different emphases of socialization between males and females. Emphasis for boys is on justice and independence while girls are trained to be nurturing, caring, and to value their connectedness to others. Often a dichotomy exists between purely cognitive moral reasoning and moral behaviors. This issue needs to be addressed through moral education. The table of contents lists the following: (1) "Introduction"; (2) "Rationale"; (3) "Definitions"; (4) "Understanding Developmental Issues as They Relate to Ethics and Moral Reasoning in the Public Schools"; (5) "Developmentally Appropriate Moral Education"; (6) "The Need for Ethics Education"; (7) "Ethics and Moral Reasoning, Goals, and Suggested Activities K-8"; (8) "Ethics and Moral Reasoning, Conceptual Course Outline, 9-12;" (9) "The Role of the Family in Teaching Values"; (10) "Case Study"; (11) "Conclusions and Recommendations"; (12) "Bibliography"; and (13) "About the Authors." As an example of effective strategies for use in a public school district to help resolve differences in values, a case study describing a conflict between proponents and opponents of a particular health curriculum is presented. Contains 81 references. (EH)