This paper summarizes the major points raised at a conference on "School/Community Collaborations: Policy Implications for Urban Education" held in New York City (New York) on May 12-13, 1988. Schools or school districts have successfully collaborated with businesses, unions, schools of higher education, hospitals, youth agencies, community organizations, and local governments to solve mutual problems. Collaborative goals may be categorized as either school improvement goals, such as decreasing the dropout rate, or fundamental change goals, such as obtaining a greater voice for the minority poor served by the schools. Participation in collaboratives may be described as either open, small group, or ritualized. Aspects of successful collaborations include the following: (1) commitment; (2) clarity about roles; (3) training; (4) incentives for institutionalization; and (5) evaluation. Since collaboratives can provide powerful support for many types of intervention, it is ultimately up to educators to decide which interventions are most effective, and then to create appropriate collaboratives to implement them. However, independent public school improvement is needed to sustain the interest and support of the participating community groups. (FMW)