ABSTRACT
This chapter examines the implementation at the school level of policies related to systemic reform including assessments, standards, and professional development. It explores how resources were mobilized among various constituencies such as schools, universities, business and industry, and community-based institutions and agencies. The chapter aims to determine community and district contextual characteristics that were particularly important in affecting student outcomes. It focuses on aspects of policy implementation, achievement gains, and school culture at the school level. The chapter analyzes data from interviews with several principals as well as data gathered at the school level from teachers and other staff members to understand characteristics of the school culture related to student achievement outcomes. The University of South Florida’s 3-year evaluation project completed in 2001 targeted four district sites receiving funding under the Urban Systemic Initiative: Miami, Memphis, El Paso and Chicago. The overarching rubric framing the several components of professional community is synonymous with school culture.
