The establishment of state and local systems of accountability has been important for leveraging change in low-performing schools. In many cases, being publicly identified as low-performing has been a necessary impetus for change. But it is only the first step on the road to improvement. Turning around low-performing schools requires tough choices and a focus on strategies that will improve curriculum, teaching, and learning. In addition, real school transformation demands changes in the relationships among adults within schools and between educators and parents, school and community leaders, unions, district officials, and partners at all levels of government.
School reform requires a willingness to learn, to alter old practices, and to act in new ways.
4 Elam, 1997. 5 Chicago Public Schools, 1997.