“We came to recognize that our initial thinking about the keys to educational reform was wrong. The key variables weren’t pedagogical. They weren’t financial. They weren’t curricular. They weren’t research. They weren’t any of the usual things we’ve always talked about as the engines of change. The variables were deeply emotional and cultural.”

“We came to recognize that our initial thinking about the keys to educational reform was wrong. The key variables weren’t pedagogical. They weren’t financial. They weren’t curricular. They weren’t research. They weren’t any of the usual things we’ve always talked about as the engines of change. The variables were deeply emotional and cultural.”

“We came to recognize that our initial thinking about the keys to educational reform was wrong. The key variables weren’t pedagogical. They weren’t financial. They weren’t curricular. They weren’t research. They weren’t any of the usual things we’ve always talked about as the engines of change. The variables were deeply emotional and cultural.”