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ERIC Number: ED105035
Record Type: RIE
Publication Date: 1975-Mar
Pages: 27
Abstractor: N/A
Reference Count: 0
Urban Community Control: What Can We Learn From the Suburban Experience?
O'Shea, David W.
Advocates of community control over local schools seek deference to parental preferences from the professional staff. Specific proposals include: (1) Staff accountability to parental representatives for student learning; (2) parental participation in the selection of school principals; (3) parental participation in school level decision-making, and (4) use of school facilities and resources for community development. To implement these means in New York City, it has been proposed that the new community districts be granted full autonomy. This proposal raises important policy-related questions. The first is whether the structure of suburban schools district governance actually does facilitate local community control over public elementary and secondary schooling? If it does, then the second question is what can we learn from the suburban experience that would help guide policies directed toward facilitating community control over schools serving inner-city areas? To explore the factors associated with the differential responsiveness of suburban as compared to inner-city schools, it is helpful to analyze several dimensions of educational governance, e.g., conditions that constrain suburban educators to be responsive to parental concerns, and contrasting conditions inhibiting school level responsiveness to inner-city parents. (Author/JM)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the American Educational Research Association Annual Meeting (Washington, D.C. March 30-April 3, 1975)