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The Forces Behind School Change
Defining and Understanding the Call for Improvement
Tim J. Carman
American public schools are facing a crisis of confidence as America penetrates more deeply into the era of The No Child Left Behind Act. The statute requires the standards to rise each year until the year of perfection, 2014—when 100% of the students are required to meet annual yearly progress (AYP). There is varied discussion among credible education groups that the year of perfection is unrealistic since not all children come to school equally ready to learn. Universal standards that do not account for differences in student readiness create an uneven measure. That is where this book comes in.
The Forces Behind School Change: Defining and Understanding the Call for Perfection
is intended to be a resource for schools of affluence and also for schools of poverty. This classic dichotomy is at the center of the tension.
Tim Carman argues that there is hope amid all the tension.
The Forces Behind School Change
will provide school communities with the knowledge and skills to close the achievement gap. In addition to dozens of best practice ideas that schools will need, this book also spotlights how to use the most up-to-date information on the brain to help students achieve educational excellence and provides hope, confidence, and the know-how to accomplish the seemingly impossible task of insuring that every child, no matter their background, will meet the high academic standards that are required.
Size: 6 3/8 x 9 1/2
978-1-57886-584-0 • Hardback • June 2008 •
978-1-57886-585-7 • Paperback • July 2008 •
Education / Aims & Objectives
Education / Administration / General
Education / Educational Policy & Reform / General
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Tim J. Carman
is president of the LEAD Academy (Leadership Excellence For Academic Achievement). He served for nearly 20 years as a teacher at every grade level—from elementary to collegiate. He moved full time to the university level as a professor teaching in a licensure program for school administrators then returned to public school administration for an additional 15 years. Dr. Carman has published three books aimed at helping schools to achieve high academic standards.
As a professor in higher education who supervises student in public school settings, I found the information in this book to bed useful in deepening my understanding of the dynamics underlying the forces of change in public education and the ripple effect of these forces as they are felt in he community. A meaningful read as are the previous books by Dr. Carman.
Dr. Barbara A May, professor Linfield College, Portland, Oregon
Dr. Carman's extensive educational experiences and his authentic, thoughtful understanding of the critical challenges that are facing our nation's schools provide the underpinnings for this exceptional resource for educators, parents, and communities. Educational change agents can utilize this book as a tool for implementing a focused path for insuring that every child will meet high academic standards, regardless of their background. The best-practice ideas that have been proven to work, the recent information on the brain, and the confidence-building knowledge that is interwoven throughout this book will provide the skills and know-how for urgently helping to close the achievement gap in America.
Dr. Donna Brewer
As an assistant superintendent in a mid-sized rural school district, I see Dr. Carman's work as incredible and I am confident that our leadership team will select it to guide our work because it is literally brimming with practical ideas to guide our way. Personally, I am inspired by the information on the brain because it both informs and affirms our belief that all children, regardless of background, can meet high academic standards. Further, I know that the chapter on character education will energize our staff to continue to develop character. We will also be incredibly affirmed by the book's myth busting because Dr. Carman's ideas will give us information and permission to boldly educate all children regardless of their perceived ability. Simply said, any school seriously interested in having 100% of their students meeting standards in 2014 have no choice but to use this book because it will generate know-how, and with it hope and courage.
Connie Kennedy, assistant superintendent, Hood River, Oregon
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