ABSTRACT
As we related in Chapter 8, technical constraints and conflict within the San Diego City Schools (SDCS) and between the district leaders and valued constituencies pressured district leaders. The reform's fast pace, centralized control, and commitment to raising student achievement won the district leadership early support of the powerful local business community, the national press, and granting agencies. It did not secure teacher buy-in or win significant union, community, or school board support. The resulting political and cultural conflicts pulled the SDCS reform in new directions. Other factors were important, as well. These include technical constraints (e.g., insufficient capacity to transform operational managers into instructional leaders, the Balanced Literacy framework's unproven track record in middle and high schools, and an undistinguished record of student achievement) and a devastating state budget crisis.
