Community Organizations and School Reform: A Case Study

Abstract

Since the decline of the civil rights movement, interest has grown in community control as a means of reforming education in inner-city schools.' Proponents of this approach often assume that, if representatives of a local community control the schools that serve it, serious and effective attempts will be made to improve the quality of education and to fit the kind of education provided to the needs of local children.2 One way to test this assumption is to find out whether the community organizations that are active in school politics now do exercise the influence they have to bring about changes and improvements related to the welfare of students. In a recent study of urban schools, Weeres found that community school politics were dominated by organizations not primarily concerned with the reform of current instructional practices.3 These smallbusinessmen's leagues and homeowners' associations were more concerned with such problems as racial stability of neighborhoods and the aesthetic appearance of school buildings than with dropout rates, pupil achievement, or the training and promotion of personnel. Based on his findings, Weeres develops an explanation of why it is extremely unlikely that community organizations will form around school affairs and contribute to the solution of educational problems. In order to suggest structural arrangements and ideological themes that reduce the consequences of the inhibiting factors Weeres found, this paper will draw on observations of a community organization that focuses on educational reform.