Case Studies of Promising Change Schools.

This paper contains findings of a study that investigated the extent to which three schools nationally recognized for their change efforts could provide evidence of systemic change. The conceptual framework was developed from the following sources: (1) the effective-schools movement; (2) structural reform; (3) the middle-school movement; (4) curriculum, instruction, and assessment reform efforts; and (5) the literature on special-needs populations. Data were obtained from interviews with the principals, school district personnel, teachers, students, and parents; classroom observation; and document analysis. Findings indicate that structural change efforts received the most focus in the three schools. Despite engagement with the authentic-assessment movement, there was little change in curriculum and assessment practices. Finally, the schools clearly communicated their visions. A conclusion is that changing a school's philosophy and/or mission is only one step toward systemic change. Until change moves from the school-level structural arena to the classroom-level arena of curriculum and instruction, reform will continue to be piecemeal rather than systemic. One figure and a copy of the interview protocol are included. (LMI)