This study sought to provide an empirical base for a theoretical and public policy analysis of the decentralization movement in urban education. This research includes an analysis of a large number of cities for which comparative demographic and political data could be found or developed as well as a manageable number of case studies. Questionnaires were sent out to each of the 29 cities with populations over 500,000 to discover the places in which decentralization was an issue. During the summer of 1969, field research was conducted in nine cities to narrow the field to a more manageable five. Finally, factors of diversity of decentralization patterns, geographical balance, and ease of access to key actors led the authors to choose St. Louis, Washington, Los Angeles, Detroit, and New York. In researching the case studies, although most interviews were unstructured, a common set of questions for every city was used to facilitate generalization. The key questions follow: Who are the new decentralization activists? How has the decentralization movement affected the more traditional participants in public school politics? How are decentralized boundaries being drawn? What is the impact of decentralization on school personnel practices? How much does decentralization cost? Who should pay? What is the effect of decentralization on providing services and educational achievement? (Author/JM)