This document discusses the educational cycles of urban education from 1898 through the current thrust toward decentralization. Briefly, political exploitation for personal profit was followed by the theory that "professionals" should control the schools without "outside interference." The present revolution is a direct reaction to the failure of the "professionals" to provide an adequate education for the disadvantaged. This revolution is going in five directions: decentralization in administration; involvement in decision making by lay people whose children are in the schools; use of professional or semi-professional staff such as aides and community coordinators and agents; the appearance of the "community school" with expanded social and educational services; and, the emergence of radical teacher organizations which are demanding bargaining and decision making power. New York City's decentralization progress is discussed along with the proposed institution of 60 separate school districts. New Haven's experimental community school is also discussed as an excellent example of fusing city planning and educational and social service needs. (KG)