The paper presents a detailed overview of educational policymaking and discusses the need for minority groups to be involved in policy formation. The first section describes the distinguishing characteristics of the main elements of the functions of administration and policymaking process. The second section examines the following three models of policymaking: the elite, group, and rational models. Twelve characteristics of public policymaking are discussed including complexity, dynamic process, decision making, action promotion, future orientation, and public interest. In the last section, the integral role that social science research has played in the development of educational policy is analyzed. It is emphasized that minority communities need to be cognizant of how policymakers use selected social science research as a basis for significant legal and policymaking decisions. Discussion focuses on the concerns minority communities have in relation to steps necessary to make educational policy more responsive to the minority community. To effect change in educational policy the minority community needs to: (1) become actively involved and knowledgeable of educational policy and its direct effect on the minority community; (2) initiate and facilitate action with and through the community and educational system; (3) maintain an open line of communication with local, state, and national representatives in government; (4) be concerned about social science research; and (5) conduct empirical research and synthesize other research. (DB)