This document reviews the consequences of urban community involvement in school decision making. Areas concerning educational decisions, shared as goals by lay communities and school people, are considered to be: institutional responsiveness, affective and material community support to schools, educational achievement, and the democratic principle (said to express the norm in this society that people affected by public institutions should participate in their governance). Four paths through which involvement may affect educational achievement (believed to be the most important shared goal) are cited: existing evidence to support the paths of parent self-efficacy; institutional/child congruence; community support; and, student self-efficacy. Speculations about needed additional research are also made. (Author/AM)