First published in 1992, Purposeful Restructuring (now with a new preface by the author) explores the continuous pursuit of improvement in American public education. The eight elementary schools featured in this book had been deeply engaged in school improvement efforts for years, with many beginning their systematic work in the mid-1970s as part of the California Department of Education’s Early Childhood Education program. Their stories reveal how they turned to effective schools research to shape and strengthen their improvement plans, striving to achieve both equity and quality in student outcomes. Yet, the challenge of raising achievement for all students proved formidable, with varying levels of success across the schools. This raises the central question: why?

One of the key insights from the study of these schools is the complex and enduring nature of the change process. Meaningful improvement requires addressing every aspect of a school’s organizational life. At its heart, school improvement happens within the school itself—through the interactions between teachers and students, teachers and administrators, and the school staff and the broader community. To better understand these dynamics, the book examines four major dimensions of the transformative process: organizational structures and procedures, school technology, school culture, and leadership. While changes occurred across all these dimensions in each school, the degree of integration and coordination of these changes proved to be critical.

In many cases, the changes did not involve dramatic overhauls of the schools’ structures. However, in the most effective schools, there was a profound restructuring of beliefs and practices. These schools offer valuable lessons that can guide others, even as they consider more ambitious or radical approaches to restructuring.

First published in 1992, Purposeful Restructuring (now with a new preface by the author) explores the continuous pursuit of improvement in American public education. The eight elementary schools featured in this book had been deeply engaged in school improvement efforts for years, with many beginning their systematic work in the mid-1970s as part of the California Department of Education’s Early Childhood Education program. Their stories reveal how they turned to effective schools research to shape and strengthen their improvement plans, striving to achieve both equity and quality in student outcomes. Yet, the challenge of raising achievement for all students proved formidable, with varying levels of success across the schools. This raises the central question: why?

One of the key insights from the study of these schools is the complex and enduring nature of the change process. Meaningful improvement requires addressing every aspect of a school’s organizational life. At its heart, school improvement happens within the school itself—through the interactions between teachers and students, teachers and administrators, and the school staff and the broader community. To better understand these dynamics, the book examines four major dimensions of the transformative process: organizational structures and procedures, school technology, school culture, and leadership. While changes occurred across all these dimensions in each school, the degree of integration and coordination of these changes proved to be critical.

In many cases, the changes did not involve dramatic overhauls of the schools’ structures. However, in the most effective schools, there was a profound restructuring of beliefs and practices. These schools offer valuable lessons that can guide others, even as they consider more ambitious or radical approaches to restructuring.