AMERICA'S GREAT CITY SCHOOL SYSTEMS ARE HAVING SERIOUS DIFFICULTIES. THEY HAVEN'T ENOUGH MONEY FOR TEACHERS AND CLASSROOMS. THEIR INNER-CITY SCHOOLS ARE CROWDED WITH STUDENTS WHO REQUIRE SERVICES WHICH THE SCHOOLS HAVE NEVER HAD TO PROVIDE ON A LARGE, ORGANIZED SCALE. THEY HAVE TOO FEW TEACHERS, MANY OF WHOM ARE INADEQUATELY PREPARED TO TEACH THE DISADVANTAGED CHILD. THEY ARE LOSING HIGH SCHOOL STUDENTS AT PHENOMENAL RATES. AS MANY AS 60 PERCENT WHO ENROLL IN THE 10TH GRADE MAY DROP OUT BEFORE GRADUATION. DISCUSSION OF THESE AND RELATED PROBLEMS IS DIVIDED INTO FOUR MAJOR CATEGORIES. THE FIRST CONCERNS THE ISSUE OF FINANCIAL SUPPORT FOR PUBLIC EDUCATION. THE PROBLEM LIES, NOT IN THE LACK OF ABILITY TO TAX THE CITIZENS, BUT IN THE RESTRICTION OF FISCAL SUPPORT TO PARTICULAR TAX SOURCES SO THAT THE COLLECTION OF ADEQUATE AMOUNTS OF REVENUE PLACES AN UNDUE BURDEN ON THESE SOURCES. THE SECOND PROBLEM AREA INVOLVES THE ADJUSTMENTS OF CURRICULUM AND SERVICES THAT ARE REQUIRED TO PREPARE YOUTH TO GO FROM THE WORLD OF SCHOOL INTO THE WORLD OF WORK. TEACHER TRAINING, THE THIRD PROBLEM AREA, MUST PREPARE TEACHERS TO COPE WITH THE DISTURBING REALITY OF THE URBAN CLASSROOM. THE FINAL PROBLEM AREA CONCERNS THE METHODS THAT SCHOOLS MUST USE TO REACH, TEACH, AND HOLD IN SCHOOL THE INNER-CITY CHILD OF LIMITED BACKGROUND.