Abstract
In this last quarter of the twentieth century, the nation's public schools are in a paradoxical situation. Some public figures call for schools to assume substantially more responsibility than ever before for service to the American people. On the other hand, harsh critics, in many instances, go so far as to call for dissolution of the bureaucratic public schools as we have known them. This paper presents selected aspects of both sides of the paradox, and it specifically addresses the issue of determining the most functional relationships of the school to families in the hope of helping public policy makers find their way in this latest difficult period for our society.
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