The state of educational effectiveness and student success are of paramount concern in the United States. Concerted efforts have been made to close the achievement gap among White and Black groups. These efforts have occurred both nationally and locally as exemplified by attention to school turnaround and teacher quality. Reform, particularly for urban schools, seems to be the order of the day. Yet, the efficacy of reform is directly measured by change within the core technology of education—teaching and learning. This study reveals that district policy and school leadership are two variables that inform capacity for teaching and learning innovations.
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