Linda Darling-Hammond is Charles E. Ducommun professor of education at Stanford University, faculty sponsor for the Stanford Teacher Education Program, and director of the Center for Teacher Education and School Reform. She is author of 9 other books, including The Right to Learn: A Blueprint for Creating Schools that Work, and more than 200 journal articles, book chapters, and monographs on issues of educational policy and practice.Amy M. Hightower is an assistant director at the American Federation of Teachers, working on labor/management collaborations and accountability. Jennifer L. Husbands is the director of Site Support for High Tech High Learning, where she leads professional development and teacher credentialing programs for a network of small, high-performing charter schools around the country. She is a Ph.D. candidate in administration and policy analysis at Stanford University's School of Education and a former research assistant at the Center for Research on the Context of Teaching and the Center for Teaching and Policy (both at Stanford) and CREATE (Center for Research on Educational Equity, Assessment, and Teaching Excellence) at the University of California, San Diego. Jeannette R. LaFors is a Ph.D. candidate in education policy at Stanford University and a research assistant at the Center for the Study of Teaching and Policy. Viki M. Young is a Ph.D. candidate in education policy at Stanford University and a research assistant at the Center for Research on the Contexts of Teaching. Carl Christopher is associate director for Finance and Outreach of the Center for Teacher Education and School Reform at Stanford University.

• Part 1 List of Figures and TablesPart 2 AcknowledgmentsChapter 3 1 Building Instructional Quality: A New Theory of Educational ImprovementChapter 4 2 Instructional Reform in San Diego City Schools: A Thoughtful Strategy for ChangeChapter 5 3 Changing the System at the Top: Rethinking the DistrictChapter 6 4 Charting the Results of the ReformChapter 7 5 Reform at the Elementary Level: Changing Practice, Changing CultureChapter 8 6 Reform at the Middle School Level: From the Inside OutChapter 9 7 The Teachers' View: Where Reform Hits the RoadChapter 10 8 Meeting the Needs of High Schools: Reforming the ReformChapter 11 9 ConclusionPart 12 Appendix: San Diego City School District-Wide Student Performance, SAT-9Part 13 ReferencesPart 14 IndexPart 15 About the Authors

[This book] is the story of how Alan Bersin, the superintendent, and Anthony Alvarado, the chancellor for instruction, initiated and carried out systemic reforms in San Diego starting in 1998. The authors discuss how difficult it was to stay the course in the midst of major budget cuts and share how they juggled resources to hold firm to the 'Blueprint for Student Success.'

Linda Darling-Hammond is Charles E. Ducommun professor of education at Stanford University, faculty sponsor for the Stanford Teacher Education Program, and director of the Center for Teacher Education and School Reform. She is author of 9 other books, including The Right to Learn: A Blueprint for Creating Schools that Work, and more than 200 journal articles, book chapters, and monographs on issues of educational policy and practice.Amy M. Hightower is an assistant director at the American Federation of Teachers, working on labor/management collaborations and accountability. Jennifer L. Husbands is the director of Site Support for High Tech High Learning, where she leads professional development and teacher credentialing programs for a network of small, high-performing charter schools around the country. She is a Ph.D. candidate in administration and policy analysis at Stanford University's School of Education and a former research assistant at the Center for Research on the Context of Teaching and the Center for Teaching and Policy (both at Stanford) and CREATE (Center for Research on Educational Equity, Assessment, and Teaching Excellence) at the University of California, San Diego. Jeannette R. LaFors is a Ph.D. candidate in education policy at Stanford University and a research assistant at the Center for the Study of Teaching and Policy. Viki M. Young is a Ph.D. candidate in education policy at Stanford University and a research assistant at the Center for Research on the Contexts of Teaching. Carl Christopher is associate director for Finance and Outreach of the Center for Teacher Education and School Reform at Stanford University.

• Part 1 List of Figures and TablesPart 2 AcknowledgmentsChapter 3 1 Building Instructional Quality: A New Theory of Educational ImprovementChapter 4 2 Instructional Reform in San Diego City Schools: A Thoughtful Strategy for ChangeChapter 5 3 Changing the System at the Top: Rethinking the DistrictChapter 6 4 Charting the Results of the ReformChapter 7 5 Reform at the Elementary Level: Changing Practice, Changing CultureChapter 8 6 Reform at the Middle School Level: From the Inside OutChapter 9 7 The Teachers' View: Where Reform Hits the RoadChapter 10 8 Meeting the Needs of High Schools: Reforming the ReformChapter 11 9 ConclusionPart 12 Appendix: San Diego City School District-Wide Student Performance, SAT-9Part 13 ReferencesPart 14 IndexPart 15 About the Authors

[This book] is the story of how Alan Bersin, the superintendent, and Anthony Alvarado, the chancellor for instruction, initiated and carried out systemic reforms in San Diego starting in 1998. The authors discuss how difficult it was to stay the course in the midst of major budget cuts and share how they juggled resources to hold firm to the 'Blueprint for Student Success.'

Linda Darling-Hammond is Charles E. Ducommun professor of education at Stanford University, faculty sponsor for the Stanford Teacher Education Program, and director of the Center for Teacher Education and School Reform. She is author of 9 other books, including The Right to Learn: A Blueprint for Creating Schools that Work, and more than 200 journal articles, book chapters, and monographs on issues of educational policy and practice.Amy M. Hightower is an assistant director at the American Federation of Teachers, working on labor/management collaborations and accountability. Jennifer L. Husbands is the director of Site Support for High Tech High Learning, where she leads professional development and teacher credentialing programs for a network of small, high-performing charter schools around the country. She is a Ph.D. candidate in administration and policy analysis at Stanford University's School of Education and a former research assistant at the Center for Research on the Context of Teaching and the Center for Teaching and Policy (both at Stanford) and CREATE (Center for Research on Educational Equity, Assessment, and Teaching Excellence) at the University of California, San Diego. Jeannette R. LaFors is a Ph.D. candidate in education policy at Stanford University and a research assistant at the Center for the Study of Teaching and Policy. Viki M. Young is a Ph.D. candidate in education policy at Stanford University and a research assistant at the Center for Research on the Contexts of Teaching. Carl Christopher is associate director for Finance and Outreach of the Center for Teacher Education and School Reform at Stanford University.

• Part 1 List of Figures and TablesPart 2 AcknowledgmentsChapter 3 1 Building Instructional Quality: A New Theory of Educational ImprovementChapter 4 2 Instructional Reform in San Diego City Schools: A Thoughtful Strategy for ChangeChapter 5 3 Changing the System at the Top: Rethinking the DistrictChapter 6 4 Charting the Results of the ReformChapter 7 5 Reform at the Elementary Level: Changing Practice, Changing CultureChapter 8 6 Reform at the Middle School Level: From the Inside OutChapter 9 7 The Teachers' View: Where Reform Hits the RoadChapter 10 8 Meeting the Needs of High Schools: Reforming the ReformChapter 11 9 ConclusionPart 12 Appendix: San Diego City School District-Wide Student Performance, SAT-9Part 13 ReferencesPart 14 IndexPart 15 About the Authors

[This book] is the story of how Alan Bersin, the superintendent, and Anthony Alvarado, the chancellor for instruction, initiated and carried out systemic reforms in San Diego starting in 1998. The authors discuss how difficult it was to stay the course in the midst of major budget cuts and share how they juggled resources to hold firm to the 'Blueprint for Student Success.'