The disparities in urban/nonurban education can be changed through community participation and a redistribution of educational revenues. The high positive correlation of race and economic class to school achievement is the most pressing concern of education today. Public pressure is necessary to resist the tendency toward bureaucratic isolation of school systems and to force school officials to be more accountable for their product in terms of pupil achievement. School finance in the form of general State allocations favors the rural and suburban areas due to their relatively greater legislative power. State school aid formulas neglect the heavier proportion of noneducational expenditures a central city tax base must support. The facts show that the distribution of Federal funds is equally biased against city school districts. This inequality of finance is of central importance for solving the problems of urban education. (LN)