This paper focuses on a community's educational improvement project in Tennessee that resulted from executive appointment of a citizen task force in each community. The paper reports project development and results; discussion emphasizes implications for school administrators. A joint task force, appointed in 1985, was directed to develop measurable goals that the community will expect the school system to attain and to develop a way to inform the community about schools' attainment of those goals. Area university researchers conducted a telephone survey of community attitudes, drawing a stratified random sample of 2 percent of 18,000 households. Questions administered to 257 interviewees concerned educational quality, teachers' salaries, and budgets. Opinions generally were supportive of strong educational programs. Task force members visited schools and administered a questionnaire to teachers. A "report card" graded cities on educational categories. The task force recommended greater ongoing public involvement with schools in receiving information, in participation, and in decisionmaking. The paper explores implications of the recommendations for administrators. Conclusions are that use of community resources is critical and that polling can determine community concerns before plans are established, thereby resulting in a valid community school concept. Modern methods can enable administrators to restore communication with the community. (CJH)