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Community School District #2, in New York City, has been engaged in a long-term process of system-wide instructional improvement, now in its eleventh year. This process involves, among other things, heavy investments in professional development for teachers and principals that are focused on introducing and supporting specific instructional practices in literacy and mathematics, coupled with system-level and school-level accountability processes designed to assure high quality instruction in all schools and classrooms.

The context for this paper is a general concern among educational reformers and students of educational reform about the role of local school districts in the improvement of teaching and learning in schools.

Journal of the Western Society for French History: vol. 14, (dlps) 0642292.0014.027, http://hdl.handle.net/2027/spo.0642292.0014.027, This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License. Please contact mpub-help@umich.edu to use this work in a way not covered by the license.