The advantages of citizen participation in the school's decision-making process fall under the headings of representative school governance, community support and interest, and improved school performance; the disadvantages fall under politics, loss of authority, and public opposition. (IRT)

Describes how the Bisbee Public Schools scientifically identified and involved the power elite in the community in examining, designing, planning, and implementing community education. (Author/DN)

Participatory management, involving the delegation of power and authority, provides several strategies to involve the community in the decision-making process. (Author/MLF)

Focus groups conducted in Saint Louis, Missouri, determined consumer and provider perceptions relevant to the roles and functions of community education programs. Needs identified included community unity, services that support families, and more participation in community schools. (JOW)

The goal of a Community Involvement Network is to develop systematic supports for children, families, and school personnel. By creating a system that involves representatives from the entire community, the schools and the community will benefit from an infusion of talent, experience, and commitment. (Author)

Arkansas, 50th of the states in education according to most national standards, is moving community education from a program to a process to accommodate change. (Author/MLF)

A community involvement success story about an advisory committee that began its work almost one year before the purchase of the school site. (Author)

An Arizona study provided baseline data about community education throughout the state. (Author/MLF)

Describes the development of a community education program for the urban Indian population of Phoenix. (DN)

Describes a comprehensive plan whereby citizens can become involved actively in the affairs of their community through district advisory councils, citywide advisory committees for special areas of concern, and a citywide citizens assembly. (Author/DN)

Clarifies for community educators the direction and focus of community education and determines priorities for the urban situation. (Author)

Eleven focus groups with teachers and administrators in rural Iowa revealed that educators perceive many parents as uninterested, unable, or unwilling to be involved in schools and having unrealistic expectations of the school's role. They believe the door is open for parental involvement and perceive a relationship between parent participation…

Discusses the importance of process evaluation in planning and improving community education programs. Offers a model for process evaluation and provides an example of how that model might be applied to a hypothetical community education program. (JG)

Addresses the questions (1) how should community service be rendered by youth and (2) whom should it benefit. Warns that both the educational dimension and the needs of the served must be taken into account. (CH)