7: Decentralization and Community Participation in Public Education

Abstract

Although one of the traditional goals of education in the United States has been to prepare citizens for participation in a democratic society, American public education in large cities has been characterized by centralization, standardization, and professionalization which allow for little democratic participation. In general, the moves toward centralization in urban and rural areas have been progressive: centralization has provided uniform and equal educational opportunity, raised professional standards and created efficient and economical systems. In some instances, however, increased centralization resulted from political momentum rather than educational planning and from an unquestionable faith in the efficiency of power accumulated at a single point. Three questions are inherent in any evaluation of a centralized or decentralized political system: 1) to what extent are the primary needs and expressed wishes of clients of the system represented in the process? 2) are the identification and involvement of the clients with the process advanced or retarded? and 3) is the system maximally efficient in accomplishing its purpose? In education, goals are largely defined in terms of preparing individuals for functioning in a democratic society; thus the three questions are interrelated.