WASHINGTON - Despite its threat of severe consequences, the Bush administration has little leverage to use on North Korea to keep it from testing a long-range missile and few ways to punish the nuclear-armed nation if it proceeds.

The United States has no diplomatic or economic ties with North Korea, the rudimentary U.S. missile-defense system is untested in real-world conditions and Pyongyang is regarded as having a right to test missiles, making any American attack to forestall a launch an act of war with potentially explosive consequences.

"The United States could try to shoot down the rocket, but good luck,'' said Wonhyuk Lim of the Brookings Institution, a policy-research organization in Washington.

The dearth of options illustrates the limits of the administration's pre-emption strategy and its need to rely on the cooperation of others -- especially given the strains on the U.S. military from Iraq and Afghanistan -- to contain threats.

Washington hopes that the world's only Stalinist regime will heed demands by the United States, South Korea, Japan, Russia and China to uphold a self-imposed 1999 moratorium on missile tests and rejoin talks on curbing its nuclear program in return for security guarantees and economic and political benefits.

At the same time, the administration is reviewing its options should the Kim Jong Il regime test-fire what U.S. officials describe as a multi-stage Taepodong-2 missile, thought to be capable of reaching Alaska.

"The launch of a missile would be a provocation,'' Assistant Secretary of Defense Peter Rodman said Thursday during a House Armed Services Committee hearing. "If such a launch took place, we would seek to impose some cost on North Korea.''

Rodman declined to say what Washington would do. Experts said that even the imposition of sanctions by the United States would be largely symbolic.

They think that North Korea would not have readied the missile for flight unless it had decided it could live with the consequences.

"It probably means they are not worried about the American reaction,'' said Daniel C. Sneider of Stanford University's Shorenstein Asia-Pacific Research Center. "There is nothing that the United States can do to them.''

The United States has no diplomatic relations or financial assistance it can threaten to cut, and it suspended contributions to international food aid for North Korea last year.

The administration has moved against Pyongyang by trying to halt its missile sales to other countries, its alleged international narcotics trafficking, and its alleged counterfeiting of U.S. currency, cigarettes and over-the-counter drugs.

Under American pressure, banking regulators in February froze North Korean accounts at the Banco Delta Asia, a Macao bank that the U.S. Treasury Department accused of laundering North Korea's ill-gotten gains.

Other banks, anxious to avoid American scrutiny, reportedly have curtailed business with North Korea.

David L. Asher, a former Treasury Department official who oversaw the crackdown on North Korea's alleged illicit dealings, said the United States could respond to a test with an intensified campaign against Pyongyang's alleged international criminal activities that would hurt the ruling elite.

"Do not underestimate the impact of the financial pressure we could put on them,'' said Asher, a scholar with the Institute for Defense Analyses, a policy-research organization.

Washington is counting on Japan, which also is threatened by Pyongyang's nuclear arms and missile programs, to react to a launch by closing ports to North Korean ships and shutting off remittances by ethnic Koreans to relatives in North Korea. But those measures are expected to have limited impact.

A North Korean missile test in 1998 prompted Japan to boost missile-defense cooperation with the United States, and experts said a new launch probably would prompt Washington and Tokyo to forge even closer military ties.

The only nations that could tighten the screws significantly are China and South Korea, North Korea's main foreign trading partners and aid donors.

But while Seoul and Beijing would be outraged, because a missile test would effectively kill hopes of restarting talks on containing North Korea's nuclear arms program, they are unlikely to take any step that could rock Pyongyang.

Both are anxious to avoid destabilizing their neighbor of 26 million people. China doesn't want to be overwhelmed by North Korean refugees, and South Korea would be unable to bear the economic and social costs of sudden reunification.

They also fear that Kim's government could lash out with its million-member army against the South, igniting a conflict that would drag in the United States and devastate the Asian-Pacific economy.

"China and South Korea fear instability more than they fear a nuclear North Korea,'' said Marcus Noland, an expert at the Economic Policy Institute.

Moreover, Beijing probably would be unwilling to jeopardize the budding commercial ties it has been pursuing with North Korea.

"China opposes sanctions on North Korea because it believes they would lead to instability, would not dislodge the regime but would damage the nascent process of market reforms and harm the most vulnerable,'' said a February report by the International Crisis Group, a conflict-prevention organization.

South Korea has been pursuing a policy of economic engagement and political exchanges with North Korea.

The United States has been consulting with members of the U.N. Security Council on a response to a North Korean test. But North Korea has the right under international law to test-fire missiles, making it tough for the United States to win more than words of chastisement of North Korea from the council.

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Americans have never been in greater need of understanding religious differences and cultivating respect for religious freedom. The events of 9/11 transformed America's relationship with Muslims at home and abroad, a surge in immigration from Asia and Africa has increased the nation's religious diversity, and cultural conflicts between secularists and religious conservatives occur like clockwork.

So you might think the last thing school districts would want is to bring religion into the classroom. Better to play it safe, and avoid lawsuits and angry parents by limiting any mention of faith to the private sphere. But school officials in Modesto, in Northern California, decided not to play it safe. In 2000, the religiously diverse community took a risk and, in an almost unheard-of undertaking for a public school district, offered a required course on world religions and religious liberty for ninth-graders.

As college professors and social scientists studying religious freedom in the USA, we wanted to know more. Could greater discussion of religious differences actually deepen cultural divides? From October 2003 to January '05, we surveyed more than 400 Modesto students and conducted in-depth interviews with students, teachers, administrators and community leaders. We granted anonymity to students so they could speak freely, but we recorded the interviews. No prior study on American teens' views on religious liberty has scientifically surveyed such a large number of students.

To our surprise, students' respect for rights and liberties increased measurably after taking the course. Perhaps more important, the community has embraced the course as a vehicle for fostering understanding, not indoctrination.

All-American city

Modesto, population 190,000, resembles many medium-size U.S. cities. Over the past 40 years, it has made room for an array of immigrants, including Buddhists, Sikhs and Muslims. Evangelical "megachurches" have sprung up alongside mainline Protestant and Roman Catholic denominations and a flourishing Jewish community. Overt incidents of religious prejudice have been rare, but the cultural divide bred mutual suspicion.

In 1997, some religious groups in Modesto battled the school over a policy of tolerance for gay and lesbian students. Out of the dispute came a meeting of the minds: A 115-member committee of community members and educators was formed to examine how to provide safe schools for all students. That meant putting an end to bullying, whether based on sexual orientation, race or ethnicity--even religion. The world religions course was one of several initiatives designed to further the "safe schools" mission.

The experiment succeeded. Our surveys indicate it increased students' respect for religious liberty as well as for basic First Amendment rights. One Russian Orthodox boy, for instance, found that the course brought him closer to his neighbors. "We have a Hindu family living across the street who pray(s) to a statue," he said. "I thought it was just plain dumb. But I notice now they had a pretty good reason."

Bringing religious beliefs out into the open increased students' respect for religious liberty for two reasons. First, students not only emerged from the course far more knowledgeable about world religions, they also were able to apply the knowledge practically. One student told us that the course gave him a greater appreciation for the religious diversity in his school. "I walk up to one of my friends I've known for years. I had no idea he was a Sikh. When I see the bracelet (worn for religious reasons), I say, 'Oh, you're a Sikh.' "

Second, students learned that major faiths shared common moral values. When we asked one student why she enjoyed studying other religions, she said: "All my life I've been a Christian, and that's really the only religion I know about. So when I take this class I see there are other religions out there, and they kind of believe in the same thing I do."

Even so, students did not become relativists or converts. They were no more likely to disbelieve the truth of their own religious traditions after taking the course.

A broad spectrum of Modesto's residents has embraced the course. Students can opt out, but only a handful have. The school board, which stands divided on other hot-button cultural issues, voted unanimously to adopt the course. Religious leaders of all faiths lent their support because they realized that something had to be done to bring peace to the schools--and that pushing religious identity undercover would create more problems than it solved.

Lessons beyond Modesto

Recent disputes over the teaching of evolution in Kansas and Dover, Pa., and over a Bible studies course in Odessa, Texas, have made national headlines. These stories leave the impression that all attempts to teach about religion in public schools--even courses far more balanced than these disputed courses--are bound to cause controversy. How did Modesto avoid this fate, and what lessons does Modesto provide for other communities?

• Extensive training gave teachers the knowledge and enthusiasm to handle a sensitive subject.
• An interfaith religious council reviewed the course before its implementation and paved the way for its acceptance. The council members applauded particularly the district's decision to have the course focus on objectively describing religions rather than evaluating their merits.
• The focus on description prevented the perception that the course was biased or an attempt to indoctrinate students into a particular faith.
• Most crucial was the school district's decision to introduce the course as part of an effort to counteract the hostility against students who were seen as different.

Limiting deeply held beliefs to the private sphere breeds suspicion and tension. True religious liberty prevails not only when people feel comfortable expressing their beliefs, but also when they learn to discuss religious differences with civility and respect.

 Emile Lester is an assistant professor at The College of William and Mary. Patrick S. Roberts is a postdoctoral fellow at the Center for International Security and Cooperation at Stanford University.