Viewing neighborhoods as political units, this book proposes: (1) that a style of political action operates in every neighborhood school setting; (2) that the political style varies in relation to the unique qualities of each neighborhood; and, (3) that all neighborhoods share a number of political characteristics regardless of their variations in political style. After identifying, in an anonymous American city, four neighborhoods, the book differentiates their political styles involving education issues, school authorities, and neighborhood clients of an elementary school. The book considers intra-neighborhood politics of education, the political relationship between the neighborhood and central school authorities, and comparative politics among neighborhoods. A simple model of politics is assumed, having two components; petitioners (individuals and groups who seek to influence school policy) and allocators (recipients of neighborhood-based petition and the authorities charged with the distribution of scarce educational resources). The relationship between petitioner and allocator is moulded by their expectations, resources, and organization and played out under conditions of conflict or potential conflict over the pattern of allocation of scarce educational resources. The book describes and makes comparative analyses of characteristics of political actors, structures, and action within four different neighborhood education settings. (Author/JM)