There are a number of factors that combine to discourage public involvement in urban education, which in turn tends to discourage public leadership. The situation of city school boards has changed because of extensive regulation and collective bargaining. Most people will do nothing unless those with an especially large stake in the health of public education provide leadership and create structures and symbols around which citizens can rally in the belief that there is a means by which their contributions can make a difference. Self-interest, particularly if it is conceived in a broad and enlightened way, taking account of long-run and not just short-run costs and benefits, may make groups and persons in leadership positions act to help resolve the problems of urban education. For the solution to some problems, it appears to be useful to have citizen structures that can perform the function of a third-party mediator, fact finder, and problem-solver. One example of a third-party, citizen problem group is the Detroit Education Task Force. (Author/MLF)