No . 1 Schools of Authentic and Inclusive Learning

he era of reform has arrived at the doorstep and captured the full attention of schools across America. In many communities, fundamental assumptions about teaching and learning, particularly in high schools, are being carefully scrutinized and, in some cases, transformed dramatically. For the past fifteen years (i.e., since the publication of A Nation at Risk), the political, economic, and social efficacy of high schools has been challenged by business leaders, parents, and politicians. Specific reform movements (e.g., standardsbased reform, school restructuring, vouchers, school-to-work, charter and choice schools) emerged rapidly in response to these concerns and the poor performance of America’s youth on international comparisons of student achievement. This trend is requiring secondary-level educators to re-examine their teaching in terms of what new approaches (e.g., curriculum and instructional strategies, organizational models, and support services) are available, and what results (e.g., academic achievement gains, post-school outcomes) have they achieved.