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At the beginning of the twenty-first century, school
districts face a myriad of challenges including a
steady stream of calls for reform, major shifts in
demographics and increasing accountability standards.
Despite the calls for reform and the threat of
sanctions, school districts have found it difficult
to affect significant changes in the gaps between the
academic success rates for those who are identified
as Economically Disadvantaged or minority and their
more affluent, white students. The literature on
change, on motivation, and on successful
organizations quite often suggests having a shared
vision as a prerequisite for success. The research
specifically examining vision as a critical variable
in school district-level success is limited. This
study sought to examine vision as a shared or
aligned component of success as perceived from the
perspectives of the superintendent and principals in
a successful urban school district.
districts face a myriad of challenges including a
steady stream of calls for reform, major shifts in
demographics and increasing accountability standards.
Despite the calls for reform and the threat of
sanctions, school districts have found it difficult
to affect significant changes in the gaps between the
academic success rates for those who are identified
as Economically Disadvantaged or minority and their
more affluent, white students. The literature on
change, on motivation, and on successful
organizations quite often suggests having a shared
vision as a prerequisite for success. The research
specifically examining vision as a critical variable
in school district-level success is limited. This
study sought to examine vision as a shared or
aligned component of success as perceived from the
perspectives of the superintendent and principals in
a successful urban school district.