This report addresses the complexity of problems associated with traditional comprehensive high schools. It examines why, despite repeated calls for reform, and various efforts aimed at reform, evidence suggests that what transpires for students inside the high school classroom remains relatively impervious to change. A picture of the terrain of leadership activity important for transforming high schools is proposed followed by questions of how the work of leadership might be accomplished.
A Research Report in collaboration with The Wallace Foundation by Michael A. Copland and Elizabeth Boatright, December 2006.
Publication Date:
January 2006