Described in this report are factors which affect and/or limit urban educational research and dimensions of cities which should be considered in making social and organizational research in urban education more relevant. Some of these considerations are learning, institutional and management deficits, the lack of a total systems perspective on the part of most urban education researchers, and the insufficient allocation of resources to education, to schools, and to the students. The concept of urbanism is reviewed and dimensions which characterize a complex urban system are proposed. These include population changes, migration, segmented urban markets for housing, labor and social services, and social and economic segregation, among others. Also described are ten dimensions of urban schools which represent the internal makeup of an urban educational system. These include language problems, cultural factors, principals' roles, resources, parental support, institutional linkages, and employment opportunities. A basic approach for urban educational research is suggested and implications for future research are discussed. (EB)