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This paper gives a critical overview of school reform measures in the German state of Bavaria in the aftermath of the OECD's PISA 2000 and 2003 studies. While the highly selective Bavarian school system has provided the best test results among the German federal states, its overall performance in an international context has been less impressive. In order to improve the Bavarian education system a range of initiatives has been introduced in recent years. While following pedagogically sound ideas in most cases, however, the projects have been hampered by fiscal restraints, ideological reservations against breaking up the traditional three-tier system of secondary education, prevailing bureaucratic restrictions, and a lack of improvements in incentives for teachers' involvement in reform. As a consequence, genuine, fundamental changes in the traditional system have not so far been initiated. [ABSTRACT FROM AUTHOR]