The urban education literature and the restructuring movement rarely consider urban school districts in their entirety and, for that reason, overlook aspects of organizational culture, particularly the schisms between students, staff, and the community at large, that explain why urban school reform is so difficult In this article I make the case that an appropriate agenda for urban school districts would require reform characterized by the design of client-centere4 authenti4 respectful organizations that build from the needs and interests of the students, not the convenience of the employees or the conventions of traditional schooling.
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