Studies on both sides of the Atlantic reveal that the processes by which educational policy is made is highly political. In the 1960's education seemed particularly vulnerable to a realignment of forces because it has traditionally had some elements of localism and a degree of separateness as a governmental service based on the nature of its clientele, children, and the indirectness of its results. Two studies of the responses of political parties to realigning forces and the impact on intergovernmental relationships are summarized. The first is about the decentralization of New York City schools and the role of state government. The second is about the changing role of the English local authority and control of education. (Author/MLF)