This case study deals with the process of educational policy formulation at the State level for public elementary and secondary schools in New York. The social, economic, and political context is described since it provides a backdrop from which to view the structure of State government and education. The enduring pattern of State educational politics, as reflected by other studies of New York, are summarized; and action or attempted action in each of four major State educational policy issue areas are described. For the most part, the issue areas--school finance, desegregation of schools, teacher certification, and educational program improvement--provide a means of looking at educational policymaking at the State level. Analysis of both the policy issue areas and the policy process serves to explain, in greater detail, the process of educational governance. Some important and larger themes are discussed as illustrated by the analysis, and interpretive comments about emerging roles and relationships in the governance of education in New York State are presented. (Author)