This paper examines the role of politics in the restructuring of Chicago public schools. The Chicago educational system was deliberately altered to change the way decisions were made at the school level. Based on recent research on citizen participation and renewal of democratic institutions, the paper advances a theme that is germane to Chicago school reform--enhanced democratic activity at the local level can be an effective antidote to unresponsive societal institutions like urban public schools. Case studies of 22 Chicago elementary schools were conducted from 1990-1994. Five types of school-based political practice were identified: (1) consolidated principal power through autocratic control; (2) consolidated principal power through maternal control; (3) maintenance politics; (4) adversarial politics; and (5) strong democracy. A main route to strong democracy is principal initiative. Parents and teachers can also exert leadership in strong democracy schools. Contains 43 references. (LMI)