James G. Cibulka is Professor and Chair of the Department of Education, Policy, Planning, and Administration at the University of Maryland. He is co-author of The Politics of Urban Education in the United States, and is editor of Educational Administration Quarterly. William J. Kritek is Associate Professor and Chair of the Department of Administrative Leadership at the University of Wisconsin-Milwaukee and is Senior Associate Editor of Educational Administration Quarterly.

"This book helps us think about what might properly constitute a democratic school mission. It illustrates the potential for school constituents to play a larger role in shaping policy and practice. It presents coordinated services as a way to alter the institutional politics of schooling."Given the growing numbers of people working in the service sector, the resources directed at this area, and the calls for greater efficiency throughout social services, all in the midst of increasing social problems, I think professionals in diverse occupations will find this work illuminating." — Kathleen Densmore, San Jose State University

• IntroductionWilliam J. Kritek, University of Wisconsin-Milwaukee Section I: Models of Coordination: Implications from Field Research 1: The Kentucky Family Resource Centers: The Challenges of Remaking Family-School InteractionsClaire Smrekar, Vanderbilt University 2: Visible Differences and Unseen Commonalities: Viewing Students as the Connections Between School and CommunitiesH. Dickson Corbett, Bruce WIlson, and Jaci Webb, Research for Better Schools 3: Conflict and Consensus: The Bitter and Sweet in a Community-School CoalitionPaul E. Heckman, W. Reed Scull, University of Arizona; and Sharon Conley, University of California, Santa Barbara 4: The Best of Both Worlds: Connecting Schools and Community Youth Organizations for All-Day, All-Year LearningShirley Brice Heath and Milbrey W. McLaughlin, Stanford University 5: Educating Homeless Children: One Experiment in CollaborationRebecca L. Newman and Lynn G. Beck, University of California, Los Angeles Section II: Organizational and Management Issues Surrounding Coordination 6: Structure and Strategies: Toward an Understanding of Alternative Models for Coordinated Children's ServicesRobert L. Crowson, Vanderbilt University and William Lowe Boyd, Pennsylvania State University 7: The Principal and Community-School Connections in Chicago's Radical ReformMark A. Smylie, Robert L. Crowson, Vanderbilt University, Victoria Chou and Rebekah A. Levin, University of Illinois at Chicago 8: Schools as Intergovernmental Partners: Administrator Perceptions of Expanded Programming for ChildrenCarolyn Herrington, Florida State University 9: Institutional Effects of Strategic Efforts at Community EnrichmentHanne B. Mawhinney, University of Ottawa 10: School-Business-University Collaboratives: The Economics of Organizational ChoicePatrick F. Galvin, University of Utah 11: Reforming American Educational Policy for the Twenty-first CenturyDeborah A. Verstegen, University of Virginia Section III: Evaluation and Critiques of Coordination as a Reform 12: We're Not Housed in an Institution, We're Housed in the Community: Possibilities and Consequences of Neighborhood-based Interagency CollaborationColleen A. Capper, University of Wisconsin-Madison 13: Schools and Community Connections: Applying a Sociological FrameworkGail Chase Furman, Washington State University and Carol Merz, University of Puget Sound 14: Connecting Schools and Communities Through Interagency Collaboration For School-Linked ServicesDebra Shaver, Shari Golan, and Mary Wagner, SRI International 15: Beyond Consensus: Mapping Divergent Views of Systems and Power in CollaborativesMaureen W. McClure, Bruce A. Jones, and Eugenie Potter, University of Pittsburgh Conclusion: Toward an Interpretation of School, Family, and Community Connections: Policy ChallengesJames G. Cibulka, University of Wisconsin-Madison About the Editors and Authors Index

James G. Cibulka is Professor and Chair of the Department of Education, Policy, Planning, and Administration at the University of Maryland. He is co-author of The Politics of Urban Education in the United States, and is editor of Educational Administration Quarterly. William J. Kritek is Associate Professor and Chair of the Department of Administrative Leadership at the University of Wisconsin-Milwaukee and is Senior Associate Editor of Educational Administration Quarterly.

"This book helps us think about what might properly constitute a democratic school mission. It illustrates the potential for school constituents to play a larger role in shaping policy and practice. It presents coordinated services as a way to alter the institutional politics of schooling."Given the growing numbers of people working in the service sector, the resources directed at this area, and the calls for greater efficiency throughout social services, all in the midst of increasing social problems, I think professionals in diverse occupations will find this work illuminating." — Kathleen Densmore, San Jose State University

• IntroductionWilliam J. Kritek, University of Wisconsin-Milwaukee Section I: Models of Coordination: Implications from Field Research 1: The Kentucky Family Resource Centers: The Challenges of Remaking Family-School InteractionsClaire Smrekar, Vanderbilt University 2: Visible Differences and Unseen Commonalities: Viewing Students as the Connections Between School and CommunitiesH. Dickson Corbett, Bruce WIlson, and Jaci Webb, Research for Better Schools 3: Conflict and Consensus: The Bitter and Sweet in a Community-School CoalitionPaul E. Heckman, W. Reed Scull, University of Arizona; and Sharon Conley, University of California, Santa Barbara 4: The Best of Both Worlds: Connecting Schools and Community Youth Organizations for All-Day, All-Year LearningShirley Brice Heath and Milbrey W. McLaughlin, Stanford University 5: Educating Homeless Children: One Experiment in CollaborationRebecca L. Newman and Lynn G. Beck, University of California, Los Angeles Section II: Organizational and Management Issues Surrounding Coordination 6: Structure and Strategies: Toward an Understanding of Alternative Models for Coordinated Children's ServicesRobert L. Crowson, Vanderbilt University and William Lowe Boyd, Pennsylvania State University 7: The Principal and Community-School Connections in Chicago's Radical ReformMark A. Smylie, Robert L. Crowson, Vanderbilt University, Victoria Chou and Rebekah A. Levin, University of Illinois at Chicago 8: Schools as Intergovernmental Partners: Administrator Perceptions of Expanded Programming for ChildrenCarolyn Herrington, Florida State University 9: Institutional Effects of Strategic Efforts at Community EnrichmentHanne B. Mawhinney, University of Ottawa 10: School-Business-University Collaboratives: The Economics of Organizational ChoicePatrick F. Galvin, University of Utah 11: Reforming American Educational Policy for the Twenty-first CenturyDeborah A. Verstegen, University of Virginia Section III: Evaluation and Critiques of Coordination as a Reform 12: We're Not Housed in an Institution, We're Housed in the Community: Possibilities and Consequences of Neighborhood-based Interagency CollaborationColleen A. Capper, University of Wisconsin-Madison 13: Schools and Community Connections: Applying a Sociological FrameworkGail Chase Furman, Washington State University and Carol Merz, University of Puget Sound 14: Connecting Schools and Communities Through Interagency Collaboration For School-Linked ServicesDebra Shaver, Shari Golan, and Mary Wagner, SRI International 15: Beyond Consensus: Mapping Divergent Views of Systems and Power in CollaborativesMaureen W. McClure, Bruce A. Jones, and Eugenie Potter, University of Pittsburgh Conclusion: Toward an Interpretation of School, Family, and Community Connections: Policy ChallengesJames G. Cibulka, University of Wisconsin-Madison About the Editors and Authors Index

James G. Cibulka is Professor and Chair of the Department of Education, Policy, Planning, and Administration at the University of Maryland. He is co-author of The Politics of Urban Education in the United States, and is editor of Educational Administration Quarterly. William J. Kritek is Associate Professor and Chair of the Department of Administrative Leadership at the University of Wisconsin-Milwaukee and is Senior Associate Editor of Educational Administration Quarterly.

"This book helps us think about what might properly constitute a democratic school mission. It illustrates the potential for school constituents to play a larger role in shaping policy and practice. It presents coordinated services as a way to alter the institutional politics of schooling."Given the growing numbers of people working in the service sector, the resources directed at this area, and the calls for greater efficiency throughout social services, all in the midst of increasing social problems, I think professionals in diverse occupations will find this work illuminating." — Kathleen Densmore, San Jose State University

• IntroductionWilliam J. Kritek, University of Wisconsin-Milwaukee Section I: Models of Coordination: Implications from Field Research 1: The Kentucky Family Resource Centers: The Challenges of Remaking Family-School InteractionsClaire Smrekar, Vanderbilt University 2: Visible Differences and Unseen Commonalities: Viewing Students as the Connections Between School and CommunitiesH. Dickson Corbett, Bruce WIlson, and Jaci Webb, Research for Better Schools 3: Conflict and Consensus: The Bitter and Sweet in a Community-School CoalitionPaul E. Heckman, W. Reed Scull, University of Arizona; and Sharon Conley, University of California, Santa Barbara 4: The Best of Both Worlds: Connecting Schools and Community Youth Organizations for All-Day, All-Year LearningShirley Brice Heath and Milbrey W. McLaughlin, Stanford University 5: Educating Homeless Children: One Experiment in CollaborationRebecca L. Newman and Lynn G. Beck, University of California, Los Angeles Section II: Organizational and Management Issues Surrounding Coordination 6: Structure and Strategies: Toward an Understanding of Alternative Models for Coordinated Children's ServicesRobert L. Crowson, Vanderbilt University and William Lowe Boyd, Pennsylvania State University 7: The Principal and Community-School Connections in Chicago's Radical ReformMark A. Smylie, Robert L. Crowson, Vanderbilt University, Victoria Chou and Rebekah A. Levin, University of Illinois at Chicago 8: Schools as Intergovernmental Partners: Administrator Perceptions of Expanded Programming for ChildrenCarolyn Herrington, Florida State University 9: Institutional Effects of Strategic Efforts at Community EnrichmentHanne B. Mawhinney, University of Ottawa 10: School-Business-University Collaboratives: The Economics of Organizational ChoicePatrick F. Galvin, University of Utah 11: Reforming American Educational Policy for the Twenty-first CenturyDeborah A. Verstegen, University of Virginia Section III: Evaluation and Critiques of Coordination as a Reform 12: We're Not Housed in an Institution, We're Housed in the Community: Possibilities and Consequences of Neighborhood-based Interagency CollaborationColleen A. Capper, University of Wisconsin-Madison 13: Schools and Community Connections: Applying a Sociological FrameworkGail Chase Furman, Washington State University and Carol Merz, University of Puget Sound 14: Connecting Schools and Communities Through Interagency Collaboration For School-Linked ServicesDebra Shaver, Shari Golan, and Mary Wagner, SRI International 15: Beyond Consensus: Mapping Divergent Views of Systems and Power in CollaborativesMaureen W. McClure, Bruce A. Jones, and Eugenie Potter, University of Pittsburgh Conclusion: Toward an Interpretation of School, Family, and Community Connections: Policy ChallengesJames G. Cibulka, University of Wisconsin-Madison About the Editors and Authors Index