This paper examines the recent trend of mayoral influence over and control of education. In a number of major cities, governance has shifted to mayors in the hope that such changes would lead to improved school quality and student achievement, and less scandal in the school systems. Throughout the twentieth century, various reforms led to the model of the elected five- or seven-member school board exercising tight control over the superintendent. That form of governance began to change in the 1990s as mayors argued that cities needed to provide more services, including services to children (i.e., better schools), to attract business. Relying on research literature from studies conducted in a number of cities, this paper draws the following major conclusions: (1) Governance changes must be understood within the broader context of each particular city and the challenges that led to a willingness to alter the top levels of educational control; (2) the way in which mayors are involved varies from low involvement (e.g., trying to influence school-board elections) to high involvement (e.g., gaining formal control over schools); and (3) there is no positive link between these governance shifts and improved instructional practices or outcomes. (Contains 22 references.) (WFA)