Practitioners and policymakers have made tremendous strides toward implementing Article 31 this year. The demands of the legislation are widely understood; systems to produce valid, reliable and useful information have been put in place; and that infor-mation will be returned to schools in the near term. The challenge now is to put that information to use in ways that will engage practi-tioners, policymakers and the public in efforts that will build supportive systems for students. School committees, parents and educators must lead their communities in conversations about how to strengthen their stewardship to improve student achievement. These conversations must begin now; there is not a moment to spare in improving the lives and education of our children. Educators, policymakers and communities are receiving help from other sectors in this endeavor:
"Creating a broader dialogue must be seen as the necessary first step toward creating an effective consensus behind constructive change." Liane Brouillette. (1996). A Geology of School Reform: The Successive Restructurings of a School District. Albany, NY: State University of New York Press. p. 240. Return to the Statewide Analysis Home Page || Return to the Information Works Home Page |
