The authors first present a case study of student involvement in decision-making at Chicago's Metro High School, emphasizing the influence of the staff, student subgroups,and the school program upon the development of the decision-making process. They then trace patterns of development common to alternative schools,criticizing the notion of "organic growth" with which many alternative schools begin. Finally, the authors propose a constructive, supportive role for research,evaluation, and feedback to strengthen alternative schools within a framework of shared analysis and decision-making.

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