A recently constructed New York elementary school is an example of how cities are finding ways to provide quality education for children in facilities that assume the additional role of community centers during after-school hours. (MF)

Defines drug problem as a community problem and advocates total community interest and involvement, including youth, in mobilizing resources for solutions to the problem. (KJ)

Suggests that hearing and speech centers evaluate themselves by comparing their output with their potential and the needs of those who are not being served. Outlines Michigan's program utilizing mobile units to reach people too far from permanent centers to receive help. (RW)

This article stresses need for school community discussion groups as an alternative to violence, particularly in ghetto areas. This concept demands vulnerability of each participant in order to be in full communication with others in the group. (CJ)

Informal discussions at Canadian Education Association convention focused on personal responsibility for and concern about setting and carrying out goals. (Author/MF)

From paper delivered at 80th Annual Meeting of the Association of American Medical Colleges in Cincinnati, Ohio, October 31, 1969, on the legality of student dissent. (IR)

Recounts history of Windsor Hill School, Los Angeles, its change from a white to a black community institution, its maintenance of high academic standards through parental intervention and action, and the high achievement levels of its black students. (RJ)

Several problems in teaching science to the urban child are identified. A systems approach to develop a meaningful science education program for these students is suggested. The proposed systems model of the educational sciences is presented and discussed. The author was the director of the Urban Adult Education Institute in Detroit. (LC)

Examines the mutual development of the East Harlem community and the Benjamin Franklin High School as a case study of the community school's historical development. (JM)

A student's priorities should stress his formal education rather than emphasize student affairs and community involvement. (LN)

Discusses various approaches, successful and unsuccessful, used to stimulate adult education broadcasts from community radio stations in New Zealand. (Author/JJD)

Special education for handicapped adolescents is discussed within the framework of four developmental-educational goals: (1) learning competence, (2) social participation, (3) community preparation, and (4) career preparation. School programs and interventions directed toward these goals are described. (Author/PN)