Educational equity must be reconceptualized and merged with children's conditions and a broader concept of children's services than schooling. National goals, particularly learning readiness, demand a broader definition of children's finance and equity. School-linked services can be funded by converging existing public and private funding streams…

In trying to insulate school boards from city politics and political parties, early reformers severed board connections with other service providers. Today, worsening conditions for children and their families require "undoing" these reforms and transforming the board's role. Playing a smaller role in some executive, judicial, and…

The slump experienced by many high school seniors stems in part from the failure of the K-12 school system and colleges and universities to provide incentives for high school seniors to work hard. Senior slump appears to be the rational response of students to some disjunctions between the K-12 and postsecondary systems, including a lack of…

Stresses key areas of political conflict in the certification of a national curricular content and explores trade-offs a national-standards approval group must make. The article analyzes left-wing support for explicit opportunity-to-learn standards and right-wing objections to educational outcomes and focuses on initial approval stages, not…

The history of intergovernmental relations in educational policy has been dominated by regulations, categorical programs, and technical assistance by higher levels of government to stimulate or require lower levels to make changes in policy and practice. This paper summarizes recent research collected by the Consortium of Policy Research in…

To implement a school-linked services approach, schools must use existing financing sources for programs in health, social services, juvenile justice, and other areas rather than adding social workers and nurses to the school payroll. Fiscal strategies then can reinforce the integrated services approach are highlighted. (SLD)

Discusses ways schools must restructure to provide school-linked services. Education personnel must learn to work with other agencies and to expand the boundaries of their efforts. Practical implications of school-linked services are illustrated via reference to the New Beginnings program of the San Diego (California) city schools. (SLD)