Despite investments, community goodwill and some good ideas, a vexing question remains in the age of school reform: Why has so much hope and effort led to disappointment?
Beginning in the late 1980s, the Chicago Public Schools, like many urban schools systems, launched a series of initiatives to reorganize schools, improve teaching and encourage parental participation. The changes in Chicago not always have met the expectations of proponents, wrote Charles Payne in his new book, "So Much Reform, So Little Change: The Persistence of Failure in Urban Schools".
The results of national school reform efforts also have led to some disappointment. A lack of trust among teachers and principals and parents frequently creates dysfunction in schools, noted Payne.