In recent years there have been an extraordinary number of proposals for comprehensive and intensive changes in school structure, finance, and administration, one indication that this is a time of unprecedent change for schools. One of the forces driving this intense focus on school change is the growing national concern about youth issues and problems. This paper notes the myriad of add-on programs that compete for space in the school day and takes the position that, rather than being seen as merely additive, education and services should be viewed as interactive, and essential to the formation of new effective strategies for educational success. The paper contends that if the additive view remains the sole model of school-community collaboration, it will be detrimental to school reform. Rather, there must be collaboration to broaden the knowledge base and schools must seek partners to build a broader vision of what education should be and can accomplish. The paper examines what needs to change, arguing that what is needed is a shift to thinking that supporting youth development is the most effective strategy for the prevention of youth problems and the achievement of educational goals. It proposes a definition of youth development, considers expanding definitions of positive youth outcomes, and focuses on two components of youth development--competencies and needs--and their interrelationship. The document concludes that the broader goals and strategies of youth development must become central to the educational mission. (NB)