The former superintendent of District 1 on the Lower East Side of Manhattan defends community control and his actions. (IRT)

Conflict over community control and de facto segregation of schools represents only a struggle for power between blacks and whites. (Author)

Veteran principals are among the victims of "community control," Chicago style. Presents a chapter from the "Krug Report" published by the Chicago Tribune, with observations, inpressions, and educated insights based on many interviews, visits, and long-time contacts with schools. Attempts to help the public better understand…

Cites the rush to administrative decentralization and community participation. Suggests that controversy arises when school critics want to move to community control, a concept that has not yet accomplished what advocates claim for it. (JF)

Answers some hard questions, such as: Does real community control diminish the professional? Whose fault is it when community involvement fails? (Author)

A community school in a total community education process is not and cannot be the same school with a few additional evening enrichment programs. What community educators seek is a new form of education. (Author)

An inside look at the strengths and weaknesses of the two-tier plan which serves as Toronto's metropolitan governance model. (Author)

Community education is an educational philosophy, which holds that the school is responsible for all aspects of education. The promise of that philosophy lies in its potential for involving people in the identification and solution of their problems. (Author/JH)

An examination of debilitating conflicts among researchers, reformers, and practitioners and the ethnics with which they deal in the school decentralization/community control arena. (Author)

The author disagrees with James Coleman's contentions (expressed in the preceding article) that we no longer have a rationale for preserving our commitment to public schools and that we should use public funds for a pluralistic conception of education. He offers reasons for renewing our commitment to public education. (Author/WD)

Contains a comment rebutting earlier articles (see EA 503 995 and EA 503 731) concerned with the controversy over the ways and means to achieve equal educational opportunity. A reply by the original author is included. (Author/DN)

Whether the goal of economic equality is retained or abandoned, a change in the pattern of control over education seems inevitable. The options range from extreme centralization to maximum individual control. However, in no case should the choice be clouded by unrealistic expectations about what formal education can accomplish. (Author)

Describes how one school is blending the traditional and the modern under the direction of an all-Indian board of education. (IRT)