Based on 1975 interviews with British education officials, parents and teachers of disadvantaged children, it can be asserted that these groups have very different concepts and expectations of the educational system. Minority parents have a high opinion of the schools their children attend and of the teachers who work there. However, many minority parents expect their children to gain educational qualifications or a practical skill from their education, which is not true of white parents living in disadvantaged urban areas. Teachers are generally satisfied with the schools' attempts to provide a multicultural, multiracial environment but worry about minority student underachievement and feel a need for more support from local education authorities. In addition, teachers suggest the need for more inservice training, the hiring of more minority teachers, greater priority for preschool education, and adult education in multiracial neighborhoods. Policy makers recognize the language needs of minority children and consider the special needs of minority parents in terms of home-school liaison, but have given little attention to the issues which cause teachers concern. The Community Relations Commission offers suggestions to policy makers, schools and teachers, teacher training agencies, and ethnic minority groups for the improvement of educational services for minority children. (Author/MC)