Abstract
The article provides an analysis of the pressures being placed on schools to become more active in intergovernmental programming and explores the challenges these new programs pose to educational administrators as determined by in-depth interviews with a small sample of school principals and district superintendents. Data from the interviews suggest that some programming areas are being accommodated smoothly within existing school structures; that technical problems emerging from jurisdictional disputes are not impeding implementation, and that public acceptance of expanded roles for schools is high. However, the data also suggest that as the programs become full-scale and expand into more controversial areas, and as the demand for additional facilities grows, jurisdictional conflict may increase, educator tolerance for nontraditional services may be tested, and community acceptance may stratify along class lines.
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