The reform movement is, more often than not, viewed as chaotic. What is meant by fundamental change in one school or district is seen as superficial somwewhere else. Even to would-be-advocates, what passes for reform is too frequently a fluidly changing river of differing goals, curricula, pedagogy and organization. With everyone pushing thier own vision of educational reform, no one has stopped to look at the "common ground. This book is designed for the leadership of reform at the high school, disrict, and state levels; for policymakers instrumental in these reforms; and to university faculty and graduate students in education. It will be a vaulable resource in courses on leadership, administratioin, policy, curriclum and instruction, and change facilitation.