This article proposes patterns of behavior likely to characterize institutional responses to lifelong learning grants; traces the effects of the California finance law on public school districts; and analyzes the experience of one high school district as it expanded its adult education program over a four-year period. (BR)

Article examined the remedies available to states in the wake of Serrano and its progeny. As well, it analyzed the strengths and weaknesses of "district power equalizing" and "full state assumption" as alternative methods of financing schools. (Editor/RK)