Urban school systems must reorganize to allow greater community involvement in the power structure of education. At the same time, local communities must realize that participation in the decision-making process makes them responsible for the results of their decisions. (CK)

In the midst of all the criticism of today's schools, a few innovations in the educational process stand out as effective procedures for improving school programs. One such innovation is the House Plan which has improved the way educators view secondary school programs and instructing secondary school students. (Author)

The middle school is gradually emerging, while the junior high school is expiring, to meet the needs of the pre-adolescent. It is necessary to profit by the experience gained in administering the junior schools in order for the middle schools to be a success. (MF)

The author asserts that, in both the junior high school movement and the more recent middle school movement, the ninth grade was considered expendable. He suggests that it is time to resolve the bothersome questions as to whether the ninth grade belongs in the junior or senior high school. (SJL)

Proposes a method for creating a student-centered middle school that involves research, reexamining of traditional organization plans, and retraining of staff. (FL)

Proposes that the organizational transition period of a school's restructuring requires special attention and that major responsibility for transition management should rest with teachers. Illustrates the dilemmas and frustrations of the transition period with a fictional case. Discusses special demands on the organization, teacher leadership for…

The author critiques those calls for the professionalization of teachers which fail to consider the political realities of school life. In the school bureaucracy, he argues, teachers are in competition with other groups for decision-making power. Therefore, increased teacher autonomy and authority hold potential for conflict. (SJL)

Shares insights gained when the author, a professor of teacher education, taught middle and high school for a half-year in the public schools. Discusses the school setting and the classroom experience, and offers observations on whether students have changed, the school curriculum, and school organization and procedures. (SR)

Describes three newly formed charter schools, noting how widely they differ in setting, purpose, and character. Notes six lessons that might be applicable to charter schools in other communities. (SR)

An educational architecture based on six years of elementary school, four years of high school, four years of college, and whatever years of university work that may be necessary for a Masters, Doctorate, or professional degree is described. (DB)