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NIUSIpart of the Education Reform NetworksEducational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuityThis article is about long-term systemic sustainable change and applies to all educational leaders and policy makers. Based on a comparative research students conducted in Canada and the United States (US), the authors presented a conceptual framework, methodological design, and key research findings from a Spencer Foundation-funded project of long-term educational change over time. Based on more than 200 interviews, supplementary observations, and extensive archival data, the authors examined perceptions and experiences of educational change in eight high schools in the US and Canada among teachers and administrators who worked in the schools in the 1970s, 1980s, and 1990s. The authors found that most mainstream educational change theory and practice in the field of educational administration neglects the political, historical, and longitudinal aspects of change to their detriment. Educational change is shaped by the convergence of large-scale economic and demographic shifts that produce five change forces (i.e., waves of reform, changing student demographics, teacher generations, leadership succession, and school interrelations) that have defined three distinct periods of educational change during the past 30 years. These forces and their convergence had ultimately reaffirmed the traditional identities and practices of conventional high schools and pulled innovative ones back toward the traditional norm in an age of standardization.
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