Cover Art ©2003

DEPARTMENTS

642 THE EDITOR'S PAGE, Talking
About Race
643 WASHINGTON
COMMENTARY,
Accountability on the Backs of Rural Children, by Anne C.
Lewis
645 STATELINE, State Policies for the Nitty-Gritty of School Life,
by Kathy Christie
647 COURTSIDE, Testing Behavior,
by Perry A. Zirkel
713 IN CANADA, 'Incent' This!,
by Heather-jane Robertson
715 TECHNOLOGY, Looking Ahead, by Royal Van Horn
717 RESEARCH, Not All Alike,
by Gerald W. Bracey
719 BACKTALK

MAY 2003 * Volume 84 * Number 9

ON THE COVER
Mr. Eisner examines a dozen questionable assumptions about schooling that are so much a part of our culture that we rarely think about them. Unless we do, he argues, we should not expect schools to change, despite our continuing efforts at reform.
648  Questionable Assumptions About Schooling, by Elliot W. Eisner

FEATURES

SCHOOL REFORM THAT WORKS
School reform is a long-term project and must focus on teaching and learning, Mr. Levin and Mr. Wiens assert. It will not meet short-term political needs.
Mr. Wagner trains his sights on the new accountability systems that are being built around high-stakes testing.
658  There Is Another Way: A Different Approach to Education Reform, by Ben Levin and John Wiens
665  Reinventing America's Schools, by Tony Wagner

ON RACE, BIOLOGY, AND SOCIETY
Anthropologists have a duty to disseminate their knowledge of human biological variation and the social construction of race, according to Ms. Mukhopadhyay and Ms. Henze. They take on that task for Kappan readers.
669  How Real Is Race? Using Anthropology to Make Sense of Human Diversity, by Carol Mukhopadhyay and Rosemary C. Henze

NCLB
Mr. Mathis examines the projections of the costs of NCLB in 10 states. It is a cruel illusion, he argues, to promise far more than we can deliver. Ms. Kaplan and Mr. Owings examine the existing research on teacher quality in light of the NCLB requirement for highly qualified teachers.
679  No Child Left Behind: Costs and Benefits, by William J. Mathis
687  The Politics of Teacher Quality, by Leslie S. Kaplan and William A. Owings

LEADERSHIP
Mr. Hargreaves and Mr. Fink look at the concept of "sustaining leadership," which they see as more than mere persistence over time. Meanwhile, Mr. Marshall argues that, while every principal knows that the real work of schools is done by teachers, it's up to principals to provide leadership -- the coordination and sense of purpose teachers need.
693  Sustaining Leadership, by Andy Hargreaves and Dean Fink
701  Recovering from HSPS (Hyperactive Superficial Principal Syndrome): A Progress Report, by Kim Marshall

STUDENTS ON THE WEB
710  Student Web Pages -- A Performance Assessment They'll Love!, by Judy Havens