ABSTRACT
The acceleration phase described in the previous chapter set in motion a large number of changes designed to improve pupil achievement. However, from our conversations with those working in these improved schools, the period of acceleration was not sustained, nor probably was it sustainable. It appeared to be a transitory phase through which many of the schools passed on the way to a culture of sustained and systematic improvement. There appeared to be a variety of explanations for the transient nature of the acceleration phase. First, many of the changes put into place became embedded into the fabric of the 'new' school. That is, those changes that had been put in place became part of the new culture. Second, the climate of change that had been created was perhaps unsustainable. The energy put into the system, the number of changes set in train, and the range of initiatives could not be continued at the same pace. Third, there is also an argument that the acceleration phase should not be sustained. It had served its purpose in enabling the institution to learn to change and to live with change.
