Segregation still exists in several hundred major school districts. Thus the court cases will go on for some time. Some states may want to save time and develop desegregation plans before a case is brought against them. Plans must include educational improvement and some effort to involve metropolitan areas. (VM)

Schools participating in the League of Schools Reaching Out, a national reform project, offer multiple examples of practices to increase family and community involvement. These numerous efforts exist without benefit of a clear, comprehensive, and supportive policy. Developing such a system must be a national priority. (SLD)

Experiences of parent-teacher action research teams established by eight schools that are members of the League of Schools Reaching Out illustrate that, given patience, hard work, supportive leadership, and informed facilitation, the two streams of parent and teacher empowerment can come together for academic achievement. (SLD)

Describes the Parent-Teacher Action Research Project, a multisite collaborative action research project involving eight schools that are part of the national reform network, the League of Schools Reaching Out. In project schools, teams of parents, teachers, and, in some cases, principals and students collaborate on family-school-community…

Offers a friendly critique of the efforts of the Parent-Teacher Action Research Project conducted by eight member schools of the League of Parents Reaching Out. Concludes that parent-teacher action research can empower parents, and suggests ways to improve the action research parent involvement process. (SLD)

Explores the role of experience in educational change in a roundtable discussion with S. Nicolau, D. Davies, and D. Moore. A common thread is the vision of the school as a center of community life and a community of learners that includes students, parents, and teachers. (SLD)

Explores the idea of school-community councils as a way of establishing a social compact between schools and the community. Specific suggestions are given for establishing councils and keeping them functioning smoothly. Literature and community resources that can help are suggested and listed. (SLD)

After previous reform attempts failed, the radical restructuring of the Chicago (Illinois) Public Schools in 1988 has brought empowered principals, councils for shared power, and increased minority involvement in school governance. However, many participants cite various problems. Never the less, the reform effort has brought the Chicago community…

Presents observations and lessons drawn from two years of Kentucky school reform. Implementing the Kentucky School Reform Act of 1990 teaches that reforming schools also requires addressing the ways in which communities raise their children. Community work, with parent and student participation, improves family conditions and political decision…

Describes the School-Community Connection Conference held in Flint (Michigan) on October 11-13, 1992, and the action plans that seven participating schools devised to improve the relationship between schools and their communities. The conference paired representatives from the state departments of education with school-based action teams to…

Presents profiles of the Parent-Teacher Action Research projects of seven schools in the national reform network, the League of Schools Reaching Out, and one in Spain. Each school is carrying out a family and community involvement project, and each has an action research team to collect information on program effects. (SLD)

Describes a cross-national action research project involving 8 schools in the United States and 11 schools in 5 other countries studying family-community-school partnerships and the policies or political contexts that shape, and are shaped by, them. Early results suggest the usefulness of action research in emerging dialog. (SLD)

This description of the School Development Program of J. Comer at Valencia Park Center for Academics, Drama, and Dance in San Diego (California) is accompanied by an interview with E. Joyner. The approach focuses on nurturing students, parents, and teachers, rather than on weaknesses or deficits. (SLD)

Poor and minority children, who make up nearly a quarter of American youth, have not been benefited by the educational reform movement. Their needs can be better met through the following means: (1) the reassertion of the family's role in schooling; (2) closer school-community ties; and (3) community schools and community outreach programs. (AF)

Daniel Webster Accelerated School in San Francisco (California) is one of two schools adopting the process of school change developed by H. M. Levin. An interview with Levin explains his philosophy of accelerated schools characterized by (1) unity of purpose; (2) school site responsibility; and (3) building on strengths. (SLD)