ABSTRACT
Not just accelerating learning, but at the same time overcoming Matthew Effects and the SLE pose significant challenges to the enterprise of designing more effective schools. Being able to change a school to make the sorts of differences that matter is hard, but it also turns out that changing a school then sets up two further challenges. These are: how to sustain what has been changed and how to reproduce, or scale up that change, elsewhere. Both are harder to achieve than getting the right conditions in place for the change in the first instance. There almost seems to be a self-limiting principle operating. It is easy, relatively speaking, to get the model demonstration in place; but thereafter not so easy at all to make it last and take it to other sites.
