In their study School Restructuring as a Policy Agenda, Mussoline and Shouse (2001) highlights this relationship - between school restructuring and their consequent effect - by asking, "[t]o what extent should one expect the technical reforms linked to restructuring to produce consistent achievement effects across all types of schools" (p. 45). Taking a similar position, this essay will argue that school restructuring will not be successful, especially in less affluent schools with low socioeconomic status, if restructuring practices are reduced to a list of prescriptive policy agendas imposed upon schools due to the effect contextual factors have on the success and eventual outcome of restructuring.
Looking into the literature of school reform, there has been numerous practice identified by different schools of thought outlining ways for restructuring schools. From such literature, it is apparent that each restructuring practice have its own set of requirements for successful implementation. On the other hand, each school also has its own set of organizational and instructional characteristics that determine its ability to implement changes within the overall school structure which affect the effectiveness of school restructuring (p. 47). ...Show more