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Urban Education
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Inner City School Reform: Toward Useful Theory

Jean Anyon

Rutgers University

In traditional scholarly analyses of why educational reforms fail, attributes of district organization, schools, personnel, or of the reform projects themselves are assessed for characteristics that can be altered. This research has produced a substantial body of knowledge. I argue in this article that such assessments do not provide sufficient understanding of the failure of educational reform in inner city situations.

Urban Education, Vol. 30, No. 1, 56-70 (1995)
DOI: 10.1177/0042085995030001005
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