Describes the development of community schools in Washington, D. C., which emerged from the success of the Urban Services Corps and the need of schools to hire coordinators to be responsible for this program and others meeting community needs. (Author/DN)

In Boston, grass roots citizen pressure led to the formation of community schools to replace elementary schools. The community schools are operated by the Boston School Committee during the regular school day and by the Department of Public Facilities in the extended day and evening. (Author/DN)

A short, functional dialogue about two Mexican-Americans and an adult community education program in Douglas, Arizona. In Spanish with an English translation. (Author/DN)

A speech presented at a Community Education Workshop in Birmingham, Alabama, that describes the development and operation of a community school program designed to give people what they need and to follow their interests. (Author/DN)

Describes community education in Birmingham, Alabama, as the epitome of citizen involvement yielding effective family-school-community partnerships. Focuses on coordination of available resources to serve the needs and interests of citizens from preschool through older adults. (JOW)

Presents design plans for the new South Arsenal Elementary School in Hartford, Connecticut, which includes plans for a high degree of community participation in its operation. Major features include multi-instructional areas, a gymnasium, and a life center building. (Author/DN)

Describes the potential role of the Federal Government in community education if legislation now pending is passed by Congress. (DN)

Community engagement should be at the heart of public school reform. In Texas, the Industrial Areas Foundation Alliance Schools demonstrate how parents and community leaders are serious partners in shaping school environments and educational programs. (SK)

Describes the characteristics of 61 applicants who applied for the position of director of community education in a New Jersey suburb. (DN)

Describes community education explains why it is important, and what revisions should be made in the proposed National Adult Education Act. (Author/DN)

Considers whether the coming of community education will be considered an opportunity or a threat by existing organizations and whether, when it arrives, it will resemble the product sold to the community. (Author/DN)

The levels of participation range from citizen support of decisions already made to citizen control of schools. According to the writers, educators fear this top level. (Author/MLF)

Asserts that from a sociological analysis of the concept of community,'' and from a survey of some model community schools,'' no precise definition exists for the term community education.'' Argues that those involved in the movement should return to basics and come up with a definition that touches on the lives of people. (WM)