ERIC Number: ED041094
Record Type: RIE
Publication Date: 1969-May
Reference Count: 0
On Improving Urban School Facilities and Education.
Thomas, Thomas C.
This study explores broad alternative policies on urban school facilities and education rather than attempting to design the "best" policy. The study also provides a broad perspective within which to place school construction decisions by analyzing goals, stakeholders' positions, and implementation actions. The main portion of the study highlights how the possible choice between two "construction" alternatives (educational parks and mini-schools) is influenced by other crucial urban education policy issues, and the effects of the latter upon the alternatives. In the context of the current situation where major city school systems are in precarious relationship with their environment (parents, civil rights groups, black militants, teachers' unions, and students), questions of financing, construction, and location of new schools are considered to be interwoven with educational issues (transactional patterns, evidence on probable effects of specific programs, school integration as affecting transactional patterns, and community control), and are analyzed as such in the study. The study concludes that neither of the two facility innovations examined--educational parks and mini-schools--offer much promise to education, and that, despite the skepticism developed in the study relating to community control, the latter would be the choice among the potential driving forces for change to combine with new construction. (RJ)
Descriptors: Black Community, Community Control, Community Involvement, Construction Needs, Desegregation Effects, Educational Development, Educational Facilities, Educational Finance, Educational Innovation, Educational Objectives, Educational Parks, Educational Policy, Educational Quality, Neighborhood Schools, Political Influences, School Construction, School Location, Teacher Attitudes, Urban Education, Urban Schools
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Stanford Research Inst., Menlo Park, CA. Educational Policy Research Center.