This study of five metropolitan areas indicates increasing social and economic inequalities among suburban schools. In addition, the metropolitan areas seemed to be developing contiguous sectors of "advantaged" school districts and "disadvantaged" school districts. Financial differences are at the base of the inequalities, with high income/low tax burden areas providing more quality in education. State grants-in-aid to education have had little impact to date on lessening inequalities. To eliminate educational deprivation, the study recommends that an income measurement be introduced in the general aid formulas of the States and that middle-sized school districts be established in concentrations of disadvantaged areas to provide aid-in-kind. Further studies are necessary to find ways of helping districts that are doubly disadvantaged in both property valuation and income distribution and to help impacted districts find outside taxation bases. A further aid would be the establishment of monitoring agencies to detect shifts in human resources among school districts. This would provide data on social and economic character as well as traditional financial measures on which to base future policy intended to achieve equal educational opportunity. (LN)