Introduces the special issue by providing information on what community learning centers and after-school programs provide, what impact they have on youth and their communities, the outlook for continued funding, and the relationship between after-school programs and community education. (Contains 20 references.) (JOW)

Describes the development and operation of the Hazel Park community education program, the effects of the program on school support, and shows how community education became "internalized" into the "establishment." (DN)

Suggests that the following five functions are common to all community advisory councils: fact finding, planning, coordination and communications, activation of new resources, and evaluation. (Author/DN)

Discusses the cooperative effort being made by school districts and city recreation departments in providing community education programs and facilities. The city and school responsibilities are discussed and an outline of enabling State legislation that encourages cooperative efforts is presented. (DN)

Community educators must stress that "community" involves a sense of collective responsibility, with collective defined in a sense that transcends the boundaries of the immediate residential neighborhood. (Author)

Presents design plans for the new South Arsenal Elementary School in Hartford, Connecticut, which includes plans for a high degree of community participation in its operation. Major features include multi-instructional areas, a gymnasium, and a life center building. (Author/DN)

Discusses the need for active citizen involvement and support for community education programs and offers recommendations on how program administrators can improve their communication and public relations skills. (JG)

Describes the potential role of the Federal Government in community education if legislation now pending is passed by Congress. (DN)

Describes a combined effort by two elementary school districts in combating juvenile delinquency through use of the community school. The progress and future hopes of community education development are discussed. (Author/DN)

Presents a community visioning model that represents an attempt to provide a proactive, future-oriented planning model. The process includes developing shared purposes, detailing a broad-based vision, organizing it into themes, and developing a broader vision for each theme. (JOW)

Four main resources for creating a sense of community are city government, media, schools, and civic infrastructure. A school that is itself a healthy community can make an important contribution to community building. (SK)

Presents six short case histories of community education projects in Texas that were implemented using the process model advocated by the Center for Regional Community Education and Texas A & M University. (Author/JG)

The levels of participation range from citizen support of decisions already made to citizen control of schools. According to the writers, educators fear this top level. (Author/MLF)