The major problem of this study is that of identifying how schools function as both a determiner and a reflector of a society or community. It addresses three fundamental questions. First, access questions are dealt with, e.g. who participates--what is the position or social standing of community participants in schools. Second, process questions are dealt with, e.g. what kinds of attitudes do community participants have towards schools. Third, product questions are dealt with, e.g. what are some of the major ways involvement has been organized. Data consists of written descriptions on community involvement at four schools, as well as information gathered from questionnaires and interviews of community participants and school officials. There are two major findings. First, it is suggested that the structure or style of school involvement is related to: (1) organizational alternatives which are basically defined by the objectives of school officials (other significant dimensions which help to shape organizational alternatives are the schools' history and the nature of school program activities, and, (2) the posture of community people. In particular, four types of involvement modes are identified: Authoritarian, Interactive/authoritarian, Interactive/Partisan, and Partisan. (Author/JM)