Three basic questions form the focus for this inquiry into the educational decision making process. First, can community groups which are or have been involved in educational issues be identified within local school districts and can they be classified for further inquiry? Secondly, do these groups have influence in educational decisions which are made? And, finally, what is the source of their power? Descriptive data collected through more than 200 interviews in 26 unified school districts in Los Angeles County are summarized in this study. The focused interview technique employed in this study revealed more than 160 groups operating in the 26 districts in the sample. Three classifications of groups were developed from the data which established the following categories: School related, Social/Community action, and Political/Resource affecting. School related groups have the most defined role in terms of both type and quality of issues in which they become involved. Social/Community action groups are involved in issues which have a direct bearing on the individual, parent or child, the local school building/staff, or the local neighborhood. Political/Resource affecting groups present the broadest orientation when becoming involved in issues, but typically represent a very well defined segment of the community. (Author/JM)