This paper reports the results of a statistical study of two community school districts within one urban school system. The purposes of the study were to determine (1) whether parents in a decentralized district are more satisfied with their schools than are parents in a regular, centralized district, and (2) whether the type of school district is…

Traces London, Ontario's community schools from 1968-1984. Describes a system in transition from being centrally controlled by a school board to being increasingly in the control of community volunteers. Reflects on the redevelopment of the community school ideal as responsibility for school operations is placed back in community hands. (BRR)

The storefront school's value as change agent depends on its leaders attending to the key issues of ongoing funding, relationships with the public school system, cooperative arrangements with other alternative models, accountability, and power control. (JM)

Some problems have been encountered in large school districts where decentralization has taken the form of community control. The idea of community schools, whereby the schools serve as key institutions in providing services and resources for all its residents, is discussed. (CJ)

A description and assessment, by the first principal of a newly formed community school in New York City, of the struggle to implement structural, administrative, and programmatic innovations with a special focus on the parent school relationship. (EH)

The bibliography on community schools contains 169 entries arranged alphabetically by author or source according to type of publication: books and special reports (90 entries), journal articles and conference proceedings (52 entries), dissertations and theses (24 entries), and annotated bibliographies (3 entries). Scattered entries were published…

The plan proposed in this report gives elected community boards of education the responsibility and authority to meet particular educational needs of their communities, including in the special area of low academic achievement. The proposal is in the form of a guideline and covers such areas as selection of community boards; parent participation;…

Chinese "people-managed schools" began in the 1940s as popular voluntary village schools providing flexible relevant education to rural peasants, but are regarded today as low status and low quality. This change reflects the Chinese Communist Party's incremental move away from both decentralized decision making and populist education to…

Many parents and community members throughout the nation, dissatisfied with the education their children are receiving, are demanding a voice in the educational process. This demand is expressed in the movements for community involvement in the schools, community schools, and community control of schools. Twelve documents investigate the concept,…

Sources consulted in preparing this bibliography include the "Bibliographie du Quebec,""British Education Index" (The Library Association), the "Canadian Education Index," the "Cumulative Book Index" (Wilson's), the "Current Index to Journals in Education," the "Directory of Education Studies in Canada," the "Education Index" (Wilson's),…

The conference proceedings which comprise this book focus on three problem areas: (1) Objectives and social implications of community governance of city schools, covered as follows: Harold Pfautz discusses the long-run impact of community-governed schools on goals of racial equality and harmony, Mario Fantini suggests the curriculum and other…

This document discusses the educational cycles of urban education from 1898 through the current thrust toward decentralization. Briefly, political exploitation for personal profit was followed by the theory that "professionals" should control the schools without "outside interference." The present revolution is a direct reaction to the failure of…

The major stimulus of the community school movement is a general dissatisfaction with the existing public education system, the greatest thrust having come from the minority groups. The two major difficulties appear to be the creation of independent schools or districts under local community control, and the development of adequate funding…

This report on the Thomas P. Morgan Elementary School, the first community-run school in Washington, D.C., is the result of extensive research and approximately ten visits of two and three days each during the academic year 1969-1970. It contains background information of events leading up to the establishment of the School, its inception in 1967,…

Beginning in 1981, a 3-year study examined implementation of decentralization in rural Alaska education; legislated decentralization had begun in 1975 largely in response to the Native self-determination movement. All rural local school administrators were initially surveyed. Based on their responses and other statewide data, four types of…