Includes bibliographical references and index.

Takes a detailed history of the Austin, Texas, school district, under Superintendent Pat Forgione, to ask the question that few politicians and school reformers want to touch. Given effective use of widely welcomed reforms, can school policies and practices put all children at the same academic level? Are class and ethnic differences in academic performance within the power of schools to change? Argues that the overall district has shown much improvement, but the improvements are unevenly distributed. The elementary schools improved, as did the high schools located in affluent, well-educated, largely white neighborhoods. The least improvement came where it was needed most : the predominantly poor, black, and Latino high schools. Before Forgione arrived, over 10 percent of district schools were failing, and after he left office, roughly the same percentage continued to fail. Austin's signal successes amid failure hold answers to tough questions facing urban district leaders across the nation. From publisher description.

SACFinal081324