This paper defines revolutionary education as a qualitative change in the structure of educational institutions and the ideology surrounding the functions and goals of those institutions. After conducting an extensive study of the literature on inner city schools, free schools, and student protest, the author concludes that revolutionary education resulting in major social changes has not yet occurred in the United States, and that it is unlikely to occur in any of these three movements as they are now constituted. The author hypothesizes concerning revolutionary education in the future and socioeconomic classes in a revolutionary setting. A substantial bibliography, representative of the author's researches, is included. (Author/MLF)