Successful School Change

Successful School Change

Successful School Change

I T HAS BECOME a cliché to say that education is in “crisis.” But it is true: A deep sense of crisis pervades discussions of education in the United States. Perhaps most distressingly, the crisis appears to be chronic. Reports in the mass media, articles and books for specialists and general readers, and publications in professional and scientific outlets fill our screens, more often than not pinpointing another educational problem spot. To be fair, we sometimes hear or read about success stories or things going well or individual schools defying the odds. Recently there have been well-publicized, even if highly disputed, reports of significant improvements in entire state systems. But more commonly, even the good news has an implicit bad spin: Why are the good schools or the good teachers the exceptions rather than the rule?

FOREWORD BY MICHAEL FULLAN

FOREWORD BY MICHAEL FULLAN