National Institute for Urban School Improvement
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Systemic School Reform

  • A framework for understanding and assessing systemic change
    The education system, like most organizational structures, needs fundamental changes to keep pace with the social and economic conditions of an increasingly complex global society. Taking an aerial view, this paper describes the topography of systemic change to provide multiple stakeholders a better vantage point for communicating and making decisions about their own systems.
  • Breaking Ranks: Changing an American Institution. A "Bulletin" Special
    Summarizes a report published by the NASSP Study of the Restructuring of the American High School. Outlines nine educational goals and recommendations on renewal priorities for curriculum, instructional strategies, school environment, technology, organization and time, assessment and accountability, professional development, diversity, governance, resources, ties to higher education, and leadership.
  • Changing middle schools: how to make schools work for young adolescents
    This book tells the stories of four urban middle schools that have undergone deep transformation while participating in the Middle Grades Improvement Program (MGIP), an initiative that has nurtured fundamental change in school climate, structure and classroom practice in 16 urban districts and 65 schools in Indiana. .
  • Chartering Urban School Reform. Reflections on public high schools in the midst of change.
    This book presents essays written by school reformers that discuss the reform movement and examine the partnership that inspired the creation of small, intimate school communities known as charters. They also reflect on the comprehensive changes that inform each charter and the personal and collective struggles to institutionalize these new communities.
  • Getting to scale with good educational practices
    "School organization and incentive structures help thwart large-scale adoption of innovative educational practices. Evidence from the progressive movement and past curriculum reform efforts suggest that wide-scale reforms are ineffective under current conditions.
  • Improving Urban Schools in the Age of Restructuring
    "Restructuring schools in urban settings requires a commitment to establishing and evaluating equity and excellence. Beliefs and values about schooling and the interests of all students should be made explicit and examined by educators in an attitude of critical inquiry.
  • Lessons from Laboratories in School Restructuring and Site-Based Decision-Making: Oregon's '2020' Schools Take Control of Their Own Reform
    In 1987, the Oregon Legislature passed House Bill 2020, the School Improvement and Professional Development Program. Designed to encourage innovation and professional development in a select number of Oregon schools, this act was intended to upgrade educational quality and create models for other state schools.
  • Motivation and schooling in the middle grades
    This review examines recent developments in research on social-cognitive theories of motivation during adolescence and the ways in which such research can be applied to the reform of middle grade schools. Results suggest that effective reform must consider the multiple contexts in which students interact.
  • Restructuring Urban Schools: A Chicago Perspective
    The Chicago (Illinois) School Reform Act of 1988 set in motion a chain of reform efforts that have been the subject of considerable study. The plan emphasizes returning control of the schools to parents and the community through school-based management and local school councils.
  • Roots of reform: Challenging the assumptions that control change in education
    The education reform movement that began in the 1980s has produced disappointing and unsatisfactory results. This book asserts that the reform movement must be reformulated, and that this information is possible and even likely for a new and vigorous effort to save the children and the schools.
  • The color of school reform: Race, politics, and the challenge of urban education.
    Why is it so difficult to design and implement fundamental educational reform in large city schools in spite of broad popular support for change? How does the politics of race complicate the challenge of building and sustaining coalitions for improving urban schools? These questions have provoked a great deal of theorizing, but this is the first book to explore the issues on the basis of extensive, solid evidence.
  • The new meaning of educational change
    This book has been greatly revised and expanded to make it a definitive up-to-date reference for educational innovators involved in educational reform.