Abstract
The public school is considered a special type of service organization with respect to selectivity in the client-organization relationship. What Carlson (1964) noted almost three decades ago remains true today. That is, public schools have little choice in the selection of the clients (students) and, conversely, students have little choice in their participation in the organization of the school. The mandatory nature of the pupils' participation suggests that schools are of necessity dealing with some students who have little or no desire to take advantage of the services delivered by the school. It seems reasonable that the control of pupils would be a major concern, as well as the students' perception of the method of control upon their relationship with the school as an institution.
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