This three-part study of the history of urban education considers the contemporary relationship between school and society, the politics of education, and urban educational reform in Atlanta, Georgia, and Chicago, Illinois. Part I suggests that the contemporary educational system contributes more to social mobility and social change than revisionist writings allow. Part II examines the politics of 19th and 20th century school finance in the United States; suggests that curricular reforms resulted from the response of middle class reformers to challenges from rival institutions; considers equity in the allocation of school resources and in teacher recruitment; and examines the extent to which race politics and race relations in urban education were resolved very differently for Asian and African immigrants than for European immigrants. Part III considers the many educational reforms in Atlanta; the Chicago Otis Law; the contrasting policies of three Chicago superintendents who were all considered reformers; the Chicago financial crisis of the 1930's; and the relationship between the early years of America's urban educational system and the great growth and reform after World War II. Relevant tables and illustrations accompany the document. (PB)