School reorganization has been used extensively as a strategy to deal with the problems of small and rural schools. However, there is no comprehensive evidence to prove that consolidation has met the problems of finance, staff, facilities, and curriculum for which it has been advocated, nor are consolidation's disadvantages and ill-effects of the community usually considered. Partial school reorganization allows a middle-of-the-road response to decreasing enrollments, tight budgets, and increased federal/state demands to provide students in isolated areas equal access to education. Three types of partial reorganization include: (1) Central High School Districts (when two or more school districts combine high school programs but retain separate elementary programs); (2) Cluster Districts (providing services shared by separate neighboring school districts, allowing access by students of different schools); and (3) Exchange of Students for Tuition (sending students to neighboring school districts for instruction). Personnel, programs, and equipment may also be shared--formally or informally--to provide services to students. Sharing may also be implemented through a state organizational structure. Other helpful approaches include state intervention and state financial aide, multiple teacher certification, application of computer modelling results, community designed reorganizations, and distance education. Thus, full-scale reorganization is not the only solution. (JMM)