In spite of the efforts of the Ford Foundation's Great Cities School Improvement Program in ten large city school systems to provide quality education to children and youth from the ghettos of America's cities, this problem remains unsolved. Cities have never been able to do an adequate job of educating the poor, the immigrants, and the minorities. The public objects to the schools' disciplinary problems and failure to provide basic skills education. Schools and teachers are reluctant to admit their own culpability and inadequacies, preferring to place the blame on sociological factors. Teachers must insist on high standards for their students, but parents, citizens and students must also be held accountable for the quality of education. Parents, by supporting tax levies, encouraging community support, and supporting staff members, can help to increase the quality of education. Educators must reeducate the public about the value of education to society. Schools must direct themselves not only towards teaching basic skills, but also towards preparing students to support themselves in the society and towards instilling a sense of compassion for other human beings. In the final analysis, however, until the schools, community and home can develop a consensus on educational goals, partnership for progress in education will have no meaning. (WI)