The purpose of this dissertation was to supply more precise information on the educational values of Afro-Americans in New York City so that policy might better incorporate these values and as a consequence reduce problems causing tensions related to the school system. A chronological chapter organization was used to better understand the changes in educational values expressed in Afro-American newspaper editorials. The research problem asked how Afro-American thought on the New York City public school system had developed between 1905 and 1954. Editorials were analyzed as to the degree they supported some of the existing interpretations touching on the topic. Particular attention was devoted to analyzing the editorials as they responded to six major issues often reflecting conflicts in values: integrated vs. segregated schools, the role of politics in education, criteria for allocating resources, the curriculum best suited for Afro-American children, the role of parents in education, and personnel practices. The thesis underlying this study was supported by the editorials examined. This thesis proposed that although Afro-American thought on the N.Y. City public school system was generally favorable from 1905 through the mid-1920's, Afro-American opinion thereafter increasingly reflected dissatisfaction with the segregated and unequal treatment accorded Afro-Americans. Concluded in this study was the necessity for educational policy within a pluralistic society to include Afro-American values. (Author/AM)