The bureaucratic model for administering urban educational systems is dysfunctional for a number of reasons. It adheres to a philosophical stance which addresses the needs of others than those it serves. It fails to address the human side of enterprise and is designed to maintain the status quo. Finally, it fails to deliver quality education so that each child can advance to the best of his/her ability. Needed is a commitment to changes in philosophy, in decisionmaking structures, in planning strategies, in approaches to training for work in urban settings, and in approaches to program implementation. (Author/EB)