"The issues that they will handle are numerous and weighty. Essentially all organizational, pedagogical, and management decisions belong with the school team, beginning with, Where to locate the school? Which months, days, and hours will it operate? What will it specialize in, and how will it distinguish itself from others? How to organize the instructional process so that students learn what they're supposed to and more? Who will work in the school and on what terms? How to allocate resources between, say, the gym and the library, computer-aided instruction and instrumental music, fourth grade science and sixth grade history? How to tailor instructional strategies to the capabilities and preferences of the staff as well as the values of the parents? How to reward outstanding teachers and what to do about weak ones? How to engage parents and community? How to link the school's efforts with those of other agencies, from police to child-welfare authorities? What auxiliary services to provide on the school premises? Which textbooks to use, how heavily to use them, and what instructional materials to develop on site? Which controversial novels to allow on the shelves? What extra curricular activities to organize? How best to structure tutorial services for children needing extra help?"

"And that's only the beginning. Few operational or instructional decisions should be withheld from the school site, provided its staff is capable of making them and of producing satisfactory results. I believe that individual schools should even have the authority to contract with private vendors for everything from janitorial services and hot lunches to advanced instruction in German and specialized math assistance for dyslexic youngsters."(1)

Notes:
1. "We Must Take Charge", Chester E. Finn, Jr., 1991, Macmillan, NY, p. 266.