Discusses New York City's recent experiences with political decentralization of schools, and describes the goals of decentralization and community schools. (LR)

The Cable TV Study Committee of the Common Council of Detroit, Michigan studied in depth the possibilities, requirements, and implications of cable television for Detroit. Their detailed recommendations are presented, covering financing and construction, the need for engineering and financial projections, organization for operation, channel…

The author stresses the need for citizens who are well-informed about the problems and potentials of cable television in order to insure that satisfactory systems will be set up in communities. (AK)

A position paper that looks at educational accountability from the viewpoint of the historian, the anthropologist, the political scientist, and the sociologist. The author is not optimistic about the future of accountability as a functional output nor as a process to improve education. (JF)

Report of research dealing with the relationship between decentralization in New York City and curriculum development, change, and evaluation in the community school districts of the public school system. (EH)

Forest certification has gained growing attention as a market-based instrument to make globalizing markets a force for mitigating rather than fostering environmental degradation. Yet in practice, market mechanisms currently appear to encourage concentration of forest certification in Northern temperate and boreal forests, rather than in the…

Since 1967, a series of legal actions initiated by parents and ratepayers has led to a major revision of part of the Education Act of 1944 and to judicial reinterpretation of other sections of it. (Author/IRT)

This paper reports the results of a statistical study of two community school districts within one urban school system. The purposes of the study were to determine (1) whether parents in a decentralized district are more satisfied with their schools than are parents in a regular, centralized district, and (2) whether the type of school district is…

Contained in this paper are the 6 steps that the U.S. Office of Education (OE) has taken, or will be taking, to achieve the impact called for by OE's 1971 Indian Education Task Force. First, OE has amended its policy to include a special focus on American Indian education within the agency. Second, OE is developing certain management procedures to…

Two basic questions are examined: (1) why is parental involvement in schools valuable? and (2) if it is, how may it be achieved? (FF)