This article makes the following claims: (1) the goal for universities should be to contribute "significantly" to developing and sustaining democratic schools, communities, and societies; (2) by working to realize that goal, democratic-minded academics can powerfully help American higher education in particular, and American schooling in general, return to their core mission--effectively educating students to be democratic, creative, caring, constructive citizens of a democratic society. To support those claims, the author provides an historical and contemporary case to illustrate that a democratic mission is the core mission of American higher education. He also identifies Platonization, commodification, and, "disciplinary ethnocentrism, tribalism, guildism", as major obstacles that have helped prevent higher education from realizing its democratic mission. Drawing on two decades of experience he and his colleagues at the University of Pennsylvania have had developing university-community-school partnerships, he proposes a strategy that involves colleges and universities working to solve universal problems (e.g. poverty, inadequate schooling, substandard health care) that are manifested in their local communities. Highlighting the global reach of the university civic responsibility movement, he concludes by calling on democratic-minded academics to work to create university-assisted community schools as a powerful way to help develop democratic students (K-16) and to contribute to the development of democratic schools, universities and societies. (Contains 8 notes.)