Borman, G. D., Rachuba, L., Datnow, A., Alberg, M., MacIver, M., Stringfield, S., & Ross, S. (2000). Four Models of School Improvement: Successes and Challenges in Reforming Low-Performing, High-Poverty Title I Schools. Baltimore, MD: Center for Research on the Education of Students Placed at Risk, Johns Hopkins University.

has been cited by the following article:

• TITLE: The Five Essential Reasons for the Failure of School Reforms

  AUTHORS: Joseph Murphy

  KEYWORDS: Failing Schools, School Improvement, School Turnaround

  JOURNAL NAME: Journal of Human Resource and Sustainability Studies, Vol.8 No.1, January 22, 2020

  ABSTRACT: We unearth and examine the most critical reasons for the failure of school reforms in the United States over the last century. More especially, we look beyond and below traditional explanations provided by the ministries of school reform since the ESEA in 1965. We call into question the most ascendant and most universal beliefs about improvement that are in play at given periods of school reform (e.g., “scientific evidence” currently). We also observe that when knowledge transforms into understanding, it still lacks the power to explain the failure of school reform efforts.