A number of research projects are under way and others are beginning to track the progress of high performing schools in areas that serve underrepresented students and poor students.
 Bruce Matsui's Ysleta Story ( Adobe PDF )
The prospect of reforming educational systems, especially in regions as diverse as California, Hawaii and Texas is indeed daunting. Solutions are few and far between, and public opinion is easily swayed by pundits wary of the motives behind the monies. Too often, good money is thrown after bad, lacking focus. Using the methodological framework of tipping points, reformers confronting the intricacies associated with change can better pinpoint how resources might be better used to meet the needs of all students.
Charles Kerchner's "School Reform" ( Adobe PDF )
The conventional wisdom about big public bureaucracies is that nothing changes very much very fast. Bloated bureaucracy, greedy unions, and feuding interest groups assure absolute gridlock or so the stereotype holds. However, reality is a little more complicated, and so is studying efforts to overhaul the nation's second largest school district, Los Angeles Unified.
CPRE Policy Brief ( Adobe PDF )
American public education faces increasing pressure to carry out its mission of preparing youths with the skills to compete in today's global economy and to participate constructively in a democratic society. As part of this pressure, policymakers have developed increasingly sophisticated accountability and support systems to steer schools towards improved performance.
Abstract for the dissertation: A Collective Inquiry Response to High-Stakes Accountability
This study examined the practices of schools that demonstrated remarkable growth in student achievement in response to high-stakes performance accountability, despite a legacy of low performance and challenges of high-poverty, high-minority, and high English learner populations.
Nazanin Zargarpour’s "A Collective Inquiry Response to High-Stakes Accountability" ( Adobe PDF )
This study examined the practices of schools that demonstrated remarkable growth in student achievement in response to high-stakes performance accountability, despite a legacy of low performance and challenges of high-poverty, high-minority, and high English learner populations.
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2013 Claremont Graduate University 
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