CONTROVERSY OVER NEW YORK CITY'S INTERMEDIATE SCHOOL 201 RAISED SOME EDUCATIONAL ISSUES RELEVANT TO ALL SCHOOL CHILDREN AS WELL AS TO THE SOCIALLY DISADVANTAGED. CONVINCED THAT THE SCHOOL WOULD PROVIDE NEITHER INTEGRATION NOR QUALITY EDUCATION, SOME GHETTO PARENTS SOUGHT "QUALITY SEGREGATED EDUCATION," BASIC TO WHICH WAS COMMUNITY CONTROL OVER EDUCATIONAL POLICY. JOINT RESPONSIBILITY WITH REPRESENTATIVES OF THE BOARD OF EDUCATION FOR ALL ASPECTS OF SCHOOL POLICY WOULD, THEY MAINTAINED, GIVE GHETTO PARENTS POWER COMPARABLE TO THAT OF WHITE MIDDLE CLASS PARENTS. SUCH POWER, PROBABLY NOT EXERCISED BY ANY URBAN PARENTS, WOULD NOT JEOPARDIZE PROFESSIONAL STANDARDS BECAUSE THE BOARD WOULD RETAIN JOINT AUTHORITY, AND THE PRESSURES OF FUNDING AND ACCREDITATION AGENCIES WOULD PERSIST. OPPOSED BY NEARLY ALL CITY-WIDE EDUCATIONAL POWER GROUPS, THE DISSIDENTS BECAME A NEIGHBORHOOD PRESSURE GROUP AND PRESSED THEIR DEMAND--UNCONTROVERSIAL PER SE--FOR A BLACK PRINCIPAL AFTER A COMPETENT WHITE PRINCIPAL HAD BEEN APPOINTED. DEFEATED IN AN INITIAL BOYCOTT, THE GROUP SEEMS TO BE GENERALIZING ITS PROTEST TO OTHER NEIGHBORHOODS TO COMPETE WITH THE CITY-WIDE GROUPS WHICH DEFEATED THEM. FRAUGHT WITH DANGERS (CHIEFLY THOSE WHICH WEAKEN THE PRESSURE FOR INTEGRATION), THE STRATEGY OF QUALITY SEGREGATED EDUCATION THROUGH COMMUNITY CONTROL REPRESENTS "ONE SOUND ALTERNATIVE" TO SOME BASIC PROBLEMS IN URBAN EDUCATION. THIS ARTICLE WAS PUBLISHED IN "IRCD BULLETIN," VOLUME 2, NUMBER 5 AND VOLUME 3, NUMBER 1, WINTER 1966-1967. (AUTHOR)