In a foreword to this document, David Mathews, president of the Charles F. Kettering Foundation, describes in what ways effective communities are different from ineffective ones. Following an introduction, a section on school use suggests that most schools offer nothing to adults without children, so it should be no surprise that many adults are often less willing to support schools and to pay the taxes needed to fund them. Other sections suggest that schools should be used as community centers, full-time, year-round, and that community involvement results in increased academic achievement, improved school climate, and more effective communities. Community needs and the goals of community education are discussed, and the principles and results of community education are listed. (The principles include self-determination, self-help, leadership development, localization, integrated delivery of services, maximum use of resources, inclusiveness, responsiveness, and lifelong learning.) Tips on how to get community education started and a sample school board resolution favoring community education appear in a section called Getting Started, and this is followed by a list of components of community education programs, tips on funding options, ongoing assessment, and successful public relations, and brief descriptions of some communities that have successful community education programs, including Bowling Green, Kentucky; Floyd County, Indiana; and San Antonio, Texas. The last sections outline the characteristics of effective learning communities and tell where to get more information. (CML)