A community school in a total community education process is not and cannot be the same school with a few additional evening enrichment programs. What community educators seek is a new form of education. (Author)

Posits that, by pursuing certain unattainable goals, educators have lost public credibility; and argues that, since schools are for learning useful knowledge, they ought to make their major efforts in the cognitive domain. (Author)

Article is based partially on work done by the Northwest Regional Educational Laboratory in Portland, Oregon, in the development of instructional systems which provide increased problem-solving capabilities for teachers and administrators. (Editor)

The public school serves as an example of institutional racism which allows a cycle to come into effect: the institution says you are inferior, the individual is judged to be inferior, and the individual finally becomes inferior. (Author/MB)

It seems clear, even to the most antagonistic opponent of behaviorally defined objectives, that there is quite a bit of empirical work of ultimate value to be done in educational research. (Author)

Article deals with the views of individuals and what they want for their children in the classroom. (ML)

Three general types of deterrents to accountability are examined: philosophical-ideological, political-legal, and technological-economic. (Author)

Well designed context evaluation programs provide the opportunity to obtain the necessary information for judging decision alternatives affecting good reading programs. (Author/RY)

Describes the case of the School City of Gary, Indiana, which in September of 1970 contracted with the Behavioral Research Laboratories to operate the Banneker Elementary School on a money-back guaranteed performance basis. (JM)

Uses the concept of industrial and organizational bureaucracy and applies it systematically to the development of curriculum theory and practice. (Author)

Analyzes why, as the process of decision-making has been centralized by school bureaucracies, and as professional educators have gained power, public education has become a closed social institution neither accountable nor responsible to the citizens it serves. (JM)

If one airplane in every four crashed, we would be in a lynching mood. If one automobile in every four went out of control and produced a fatal accident, Detroit would be closed down tomorrow. Yet our schools--which are much more important than cars or airplanes--are failing one youngster in four. (Author)