Despite the public acclaim which has been accorded the Adams-Morgan Project as a major testing ground for the community school approach, difficulties have beset the project from its inception. In addition to community control, the project design included experimentation with university participation in school operation, teamteaching and nongraded organization, an experimental open-ended curriculum, and a program of teacher and subprofessional training. Each of these innovations, together with the racial attitudes of teachers and an ill-defined allocation of responsibility and power among the participating groups, has contributed to the difficulties at the Morgan Elementary School. In logging the project's development and assessing its tentative results, the author identifies a number of important considerations for the operation of projects which involve experimentation in any of these areas.

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