ABSTRACT
As I see it, there are three essential reasons for the failure of ninth-grade teaching and curriculum reform efforts in the first year at Hull (and in most other schools where I have observed the change process). First, there was a lack of clarity and consensus around a few clearly stated educational goals or outcomes. Second, there were no core values that might create more of a sense of community, as well as address students’ emotional needs and inappropriate behaviors. Finally, most faculty were not committed to collaboration and change.
