This study concentrates on the significant changes in policies and decisions as the New York City school system shifted from its previous efforts to desegregate the schools to the current attempts at decentralization. The major controversy in the city is now focused on who shall govern the schools. Findings are based on a three-part systems analysis, and the data are drawn from the experience of I.S. 201, Two Bridges, and Ocean Hill-Brownsville experimental school districts. Discussed are the administrative issues, the demographic aspects of these schools and communities, and the parents' characteristics and attitudes. Also included are chapters on a systems analysis of the transformation of urban education, and on the nature of the communication between the authorities and their clients. [Not available in hard copy due to marginal legibility of original document.] (NH)