For this study, surveys were conducted of the community's development, population movements, educational trends, and political-social events. Through examination of school-community relationships, theoretical relationships were explored, and information was provided concerning the manner in which the schools have attempted to serve the educational needs of a changing community. Study results indicate that the pattern of events in school and community appears to reflect the pattern occurring throughout the nation. High schools and communities are in a state of transition, but the active, decisionmaking role of the schools in curriculum, instruction, and organization indicates the school's ability to provide more broadly based, individualized programs that include additional options for students. Funds for this research were provided by an ESEA Title III grant. (Author)