It seems clear, in philosophical terms, that citizens have a basic right to participate in and to govern public institutions such as the schools. During those times when schools are perceived by the community as fulfilling their charge, professionals and elected representatives such as school boards are allowed to regulate the schools. When educational institutions appear to fall behind community aspirations, citizen involvement increases and teachers and administrators are called into account. Direct community participation can take several forms that may have different effects on student achievement and other measures of educational impact. Participation can be directed at either instruction or school governance, or both. The involved citizen may be found in the role of client of the school, may serve the school as a resource, may use the school as a consumer, or may become a decision-maker at some level. At present, citizen participation in governance seems to show less impact on achievement than does citizen involvement in instruction, though further research is necessary to allow conclusive determinations as to the importance of the various participatory roles. (Author/PGD)