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lakc time ;incl considerable commitment to make things look different in America's cl~lssl~c)~~ll1s. Afrcr easly policy implementation researchers focused on identifying problems and clcfining the p:r~.al~-reters, a second generation of researchers sought to zero in on the ~-elatio~lsliil> hetureen policy and practice. An overriding conclusion throughout that empirical ~.csc:trch is that policy implementation is difficult and complex. Reform is easier for politicians than f'or iniplementers. According to Cohen and Hill (200 1 ). "the state can ha\.e an cffkct. hut success depends on making connections among the disparate parts of the system and ~ hc 17;~-ts tlut deli\.er" (p. 10). But they note. all " reformers ha\.e to n.osk within the existins systern. [and] that system is often a pon.erful threat to that reform" (p. 1551. a factor thirt I-equil-cs C~I-C~UI stud!. of the intras!/steni I-elationships if there are to be reasonable ~>~-cdict:it>lt. ourconies. Gi\.c'n this as the curl-enr state c7f the educational policy s>.stern. therefore. ~~olic.! ~li.lhcr\ c.:ln't \lmpl 111anJii~c \4 hat mLttter\ r >lcLauglilin. 1987 I. Borh experience and III.IOI- I-L~\L~;II-L.~~ Il:r\ 1 4 10 I\\(+ aJdirional critic;~l hcror\: Ic~cal capacit! and \!.ill. P~>lic!. can ;ltltll-~-\\ \c5\ c~-:~l cay>;~c.ir! i\\uc.\ \uch its ~ilcvic'\.. rilllt'. 2nd tr:~inin_r. F{>r example. B;f!.. Re!->. &111tl Kc! \ I I cl()cj I l't)ii~itl ;I\\LII.II~~ IL*;IL*~ICS\ [lit 111i1e 11ecJeci for rcior~~~ 2 critical for111 ot .IL~I~IIII~\II..I~I\C' \~I~J~)oII. Hi11 c-\ch~i ~11~11. :~~~~t)rtli~i~ 10 J1cL;iiishlin ( lqS7 I. to~iii!.*> prosran1 ~ ~ O I ~ \ ~ ~ ~ ~ ~ oI.~L-I~ I L - I :II.L, ~ L c~r~~~lct1 ~ L ~ \ I>! IOI~~L\I.I.,~\ *\ rc:iliric\: *.\~;it.f IIIO\.C. nen. \tiide~~t~ CL~III? in. I.C*\,ILII.L,L~\ c-\ ;IIJL\I :IIL*. 011ic.1. ~ic~~i~;i~i~l> L.OIII~CIC'. 13, IT() 1. L ' I I L [IIC>C ~ ~ ~ ~L)II~~IICIII\. :I OIW-YIIL~[ L\S t,\ c.11 ;I \II~;IL- \C~,II. 01' \I,II.I' tit,\ cloy)~~~c~~l~ I\ ~iot I.~;~II,L~L-. :\\ 1111 IIL'LIII .I\ 1~11111111s I-L'\OLII.L~C\ lo \1111130rr e~,~l~;liil! -l~i~iI~lin; 111;1! I>
ing to the policy intervention. If will is already there, so much the better. Indeed, the best ~wedictor of ho\v a school will respond to state policy is its organizational culture when the policy becomes effective (Elmol-e. 2002). "Motivated professionals." those who possess the will to implemenl. Elmore continues, "senerally make every effort to do their job ell" (p. 174). In fact. nationwide research is clear that many of the new state standards enacted during this era of ret'or~n had already been met by local districts prior to state legislation (Fuhrn~an. Clune, Kr Elmore, 1988) simply because the locals had the u~ill to do so. This uras consistent \ri:ith the much later findings of Clune (2001) and Hannaway and K~mball (2001) u.ho stated that "past experience in reform \\!as a strong predictor of current success" (p. 269). Successful implementation efforts have generally required a combination of pressure and support from the policy itself (Elmore Br McLaughlin. 1982: Fullen. 1986: McLauzhlin & Pfeifer. in press: h4ontjoy 6: O'Toole. 1979: Zald & Jacobs. 1978). Pressure alone is limited to situations uthere no additional resources or changes are required to facilitate irtil>lcnicntatio~i. \l'lic~i iupport i\ isnored. attitudes. belief$. and cu~rent practices of those lef't 10 1111plc1n~nt c;111 0111!' he ;~slrunled. Support alone is also limited because of potentiall!. contlic.~ing priol-iti~s th;it e~i51 \\.ithi11 the in~plemenrin? organization. .\mbiguous or u.eak ~.iiicicli~ic\ 111;iy ;ill(\\\. for c'o~iipcting coalitions to shape policy to fit their ends r Kinibrou_rh k I li 11. IOS I I. I'I.C\~LII.C ti)c.i~sc\ ;itte~ltion on the reform efkxt. \vhile iuppon ser\.es to enable the :ic-tual iriiplcnic~ita~io~i psocc~5. lkt;~ilc~i \1i1~1ics 01. [lie i~iiple~iic~~t;~ti~~~i psoccss teach 115 tti;it .*ch;i~i~e i\ ~~lti~n;i[ely a l>~-olile~il 01. 11ic \111;iIlc\1 i1111t.. ~l~~l,-;~~~gl~li~i. 1087. 13, 174 ;ind the ~III~~I-I;~I~CC L)( the "street IL-\.L-I ~~III~~;I~IL*I~;I~." (\l'c;~~licrlc!~ ~k I-ipsk!.. 1077) \i.]icrc p(>lic>. siicces~ I\ cicpe~l~ie~it or1 ttic ~~;~\s~.oots illll>lclil~~ll;itio~l ~~o~icliic'tcd I?!. [lie i~lcfi\ icll~;il ;I[ 111~ r'lid ~t'tl~c' line. EI11101.c' I Ie)S()I
Page 1 and 2: COMPREHENSIVE SCHOOL IMPROVEMENT MA
Page 3 and 4: COMPREHENSIVE SCHOOL IMPROVEMENT MA
Page 5 and 6: 4. FINDINGS AND DISCUSSION District
Page 7 and 8: Figure 1. Interview Analysis Proced
Page 9 and 10: 2272 requirements, in terms of unif
Page 11 and 12: a susprise to state leaders. Gradua
Page 13 and 14: coals in academic and non-academic
Page 15 and 16: Chapter 2 REVIEW OF THE LITERATURE
Page 17 and 18: standards. will make schools accoun
Page 19 and 20: What is most in~portant to restruct
Page 21: developing curriculum were repeated
Page 25 and 26: institute fundamental change in the
Page 27 and 28: vieu, of rhc ulorld. and as scholar
Page 29 and 30: i~p~>rn;~ch~> to leadership Sound i
Page 31 and 32: n:~na~c'mc~ th;~t allou s III~III t
Page 33 and 34: Chapter 3 METHODOLOGY Introduction
Page 35 and 36: as l.c\'ic*' of ~1.eliminal.y draft
Page 37 and 38: pro\,idcd hy at leahr three of the
Page 39 and 40: To allow for practice with the inte
Page 41 and 42: sign, clemon~tr~ttinp their \x~illi
Page 43 and 44: Chapter 4 FINDINGS AND DICUSSION Th
Page 45 and 46: setting of ~iiininlum standi11.d~.
Page 47 and 48: I~~l~?(/~~l of22 72 Participants vo
Page 49 and 50: going to have ac;~clcmic successes
Page 51 and 52: change Ixocess :is 0;1rcI 11ienibt'
Page 53 and 54: cli:~nfcs \-esy rapidly. They'cl pr
Page 55 and 56: questioned hy patrons ahour [he num
Page 57 and 58: I~l;lccil in tllcir ;rclministr:ito
Page 59 and 60: ,I.lle ltllT pl.inl.il)i 01' this ;
Page 61 and 62: lllcnl I1lt)IICl I 1,. !!OII ~01111
Page 63 and 64: sLllxrintendents, Thc ~LI~JCI-~II~~
Page 65 and 66: to ncccssitatc the rcpo~-ring ol'st
Page 67 and 68: 1-(,~~ ,jll.OLlfh difj;'1.~[11 ~tl.
Page 69 and 70: Dis11-icr R. Hc srilrecl. "The inte
Page 71 and 72: ased s(>lcl!: on slanclar~dizcd ach
Page 73 and 74:
.l'lle si~l>c~.inrcndent ~>~.nl'css
Page 75 and 76:
lie \4.01-d "l.ocus" \c\.~~.i~l til
Page 77 and 78:
nlc 5uper.i1lrcndent spoke at solne
Page 79 and 80:
plovelllent team to include Illore
Page 81 and 82:
leaclel.ship aIiu Lullcglul ~lll~l~
Page 83 and 84:
le]ieved it very difficult for peop
Page 85 and 86:
\'el' what ulas really expected and
Page 87 and 88:
so~lle of those o[her areas ale not
Page 89 and 90:
lengthened the implementation deadl
Page 91 and 92:
:xtra-ciirric~ilar activity. The di
Page 93 and 94:
u~anl in jri ]-id of ~nla11 school^
Page 95 and 96:
heir port of entry to HF 2272. - l5
Page 97 and 98:
,usiness dramatically as a District
Page 99 and 100:
L" N ~ ~-.sli C ip This alstrlct bi
Page 101 and 102:
dido'( (ske control himself. He all
Page 103 and 104:
In sumlnarizing- a principal cited
Page 105 and 106:
7 ...- d kc11 de-e~1l~hasized it ha
Page 107 and 108:
a 101 of expectations On schools. Y
Page 109 and 110:
largela school districts. As more a
Page 111 and 112:
~n-one llelp We gi\'e. no nliltter
Page 113 and 114:
seaI.cI1 (711 uihal lo engender bet
Page 115 and 116:
7 mission (Bklss A\'olio- 1994). Th
Page 117 and 118:
Tr~~chc~..~. Teacher-leadel-s were
Page 119 and 120:
. 'vided. "I IJal-entS are sitting
Page 121 and 122:
7 school i*l~rol'elllcnt and cvel.y
Page 123 and 124:
Clloll,~c 1)j-ncesX. It b'as diffic
Page 125 and 126:
isdainf~1lly shrugged off what lhcy
Page 127 and 128:
IJiliilfe~~ded Co~tsc~q~~c~~c.rs Th
Page 129 and 130:
122 fin:~l concern drdt ~vith the t
Page 131 and 132:
policy IS clear and amhiyity is avo
Page 133 and 134:
sc:lllclilnlizcd ic\t scolrs. M'ill
Page 135 and 136:
some \viewed this as an 0ppXtunily
Page 137 and 138:
'hapter f c S U MMAKY, C-Ui\(-'LGS
Page 139 and 140:
so5pccted ~c~islnli\~e nloti\.es of
Page 141 and 142:
cllanfe to their leadcr\lliP teams.
Page 143 and 144:
practitioners saw as catering to th
Page 145 and 146:
the adultlpupil ratio in one large
Page 147 and 148:
-140 Tllc thollgllt of 1cfislnlol.s
Page 149 and 150:
REFERENCE Ba~.d;sh. E. ( 1977). The
Page 151 and 152:
Kapl~nn, a((,), 432-437. Dcnzln. N.
Page 153 and 154:
q~ii~litati\re research. Chicago, l
Page 155 and 156:
School Leadel-ship, 2 ( 1 1, 34-44.
Page 157 and 158:
York: Teachers College Pres! ~~h:lt
Page 159 and 160:
47, - 171-197 ~~lcott, H. F. ( 1YsO
Page 161 and 162:
HF 2272 Implemenl,,,,,, ,,u~Y Inter
Page 163 and 164:
HF 2272 Ia,..L,,,L,,~,t~~n study In
Page 165 and 166:
HF 22.1~ Imple~~enratlon Study Inte
Page 167 and 168:
HOUSE FLLE 2272 1 3 MJ ACT 4 p.~~v~
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