ABSTRACT
The previous chapters of this book have described major needed reforms in American public K-12 education systems. The reforms are necessary if the school systems of America are to become modern, adapting, “learning” organizations successful in boosting student learning. Nonetheless, it is understandable that some readers, accustomed more to stability than change in public education, may feel that the proposed reforms are so far-reaching that it is unrealistic to expect their widespread adoption. Others may understand that serious change is indeed a real possibility but resist the changes because they do not accept the substantive merit of the reforms. Still others may be motivated by self-interest to resist them. After all, it is only fair to note that the training of most educational administrators focuses much more on how to manage school organizations than on how to lead them through revolutionary changes.
