In the hundreds of studies that have been done, a persistent relationship has been found between various aspects of self-perception and a wide variety of school-related variables. (Author)

Summarizes some ways Massachusetts schools have trimmed their budgets in response to Proposition 2 1/2 and offers suggestions concerning how other schools or districts could go about doing the same. (JM)

Although California schools are experiencing cutbacks, the cause may be declining enrollment rather than Proposition 13. A less debatable result of Proposition 13 is greater state control of education's purse strings. (Author/JM)

Explains the steps the Portland (Oregon) public schools used to cut expenditures. Crucial ingredients of the program were citizen input, precise impact statements, and clear distinction among funds for instruction, support, and management. (Author/JM)

Lists some reasons why supervisors are often among the first personnel to be cut in a budget crunch, then lists six abilities essential for the survival of supervisors in education's changing climate. (JM)

Discusses how to make sure a school is teaching the things the community, staff, and students believe are important. Explains how (and how not) to conduct a survey about what the schools should be teaching. (JM)

The principal of a school that used a school and community survey (described in the previous article by Regina Paul) explains how the survey was used to improve instruction. (Author/JM)

The past superintendent of the Toledo (Ohio) public schools explains how a community survey was used to set school priorities and develop curriculum in a way that significantly increased school support. (JM)

Six educators comment on a previous article in this issue. Several writers emphasize the importance of good leadership in school goal-setting rather than mere surveying of public opinion. Others condone the use of community surveys for goal-setting, if properly used. (JM)

A study shows that schools in Minnesota either have no established goals or have broad goals that are unrelated to teaching programs or tests. (Author/JM)

According to the strategic management approach, the curriculum of a school system is a strategic statement of the system that determines how it selects activities, organizes its resources, and determines how well the system has performed its function within the overall policies it was constructed to implement. (Author/JM)

Using survey data, this article outlines the steps administrators can take to create effective community involvement. A table details the task assignment and evaluation of community members in such roles as consultant or member of a task force or committee. (JM)

Defining "theorizing" as the activity preliminary to theory completion, this author explains three kinds of curriculum theorizing--structural, generic, and substantive--and sketches the implications of each for practice. (JM)

Nowadays, teacher and administrator evaluations are being linked to retention and dismissal suggestions. School districts should involve teachers and administrators in developing a fair system of evaluation, carry it out as planned, and make sure it is visible and accepted. (Author/JM)

Evaluation procedures should focus on improving instruction, should be realistic and practical, and should enhance the supervisor-teacher relationship. (Author)