This paper discusses the social realities which characteristically confront the urban school, how the school presently adapts to the exigencies of an urban environment, and how the school program might be better fitted to this environment. The urban realities and the psychological pressures associated with these realities are classified as--(1) density and loss of identity, (2) bureaucratization and powerlessness, and (3) diversity and alienation. The relevance of socially aware school innovations to educational quality, and social reality as a means to traditional and "new" educational objectives are specifically considered. In the context of the social realities, a beginning model of an urban school is proposed. The model program is envisioned as being responsible to students in the following areas--(1) skills and knowledge, (2) personal talent and interest, (3) social action and exploration of self and others. School staffing and the school-community relationship are also discussed. (LB)