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Research on the relationship between schools and communities has reemerged as a principal focus of the sociology of education. Current research, however, rejects earlier conceptualizations of school communities as being organized locally and identifiable by reference to demographic and neighborhood characteristics. Neoinstitutional research on schools has focused examination instead on school communities defined as organizational fields. From this perspective, state regulation, professionaldoi:10.1146/annurev.soc.26.1.395 fatcat:v55dw7dsf5dpvebcmlu3lr3ysy