Responses from inquiries to the superintendents of 32 urban school systems across the country provided the basis for classifying and evaluating modes of decentralization and extent of community control. Main features of the school systems' operations are reported under nine categories: (1) decentralized decision making with centralized…

Research on District Decentralized Title I ESEA programs reveals conflict among school officials, community representatives, and community agencies. School officials mistrust and poorly communicate with community representatives. Community agencies compete for the economic resources brought by decentralization, while overlooking the main objective…

Three major areas of confrontation within the educational system stem from power shifts taking place within the social system as a whole. The taxpayer's revolt against increased school expenditures as juxtaposed to teachers' collective demands for salary increases forms the nucleus of one major confrontation area. Secondly, urban schools face a…

The contents of this collection of articles by various authors are organized in two parts. Part I, "Innovations within the present educational system," includes the following articles: "Children and their Caretakers," N.K. Denzin; "Participation, decentralization, community control, and quality education," M.D. Fantini; "Educational Vouchers: a…

This evaluation of the decentralized Open Enrollment programs conducted in the New York City public schools during the 1969-70 school year, with funds provided by Title I of the Elementary and Secondary Education Act, covers programs developed and implemented at the school district level. It was contracted by the Bureau of Research of the central…