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Reviews of How to Change 5000 Schools

From Journal of Educational Change:

“Ben Levin’s excellent and finely crafted book offers a balance of vision, optimism, and realism. It is honest and open in style and looks at why things fail as well as why they succeed. It offers a model with the benefits that brings. It presents a range of ideas and strategies providing valuable insights on the ways we can enable system-wide reform to be taken to scale without resorting to top–down, punitive approaches. It wholly accepts the fact that change is needed and that remaining with the status quo, in many ways, betrays our collective moral purpose. Yet, it offers an approach that works with educational professionals while addressing accountability that seems more likely to win hearts and minds and, therefore, be really sustainable too.”
—excerpt from book review in Journal of Educational Change, March 2010

From Education Review:

“This well-written book will prove helpful for educational leaders concerned about improving student outcomes. The examples are relevant; the literature is current. Many points/recommendations are provided for the practitioner.”
—excerpt from book review in Education Review, July 2009

From District Administration:

“As deputy minister of education for the province of Ontario, Ben Levin oversaw major education reforms in 2003, which overhauled a failing system and improved student outcomes, reduced labor disputes, and raised teacher morale in the process. In his new book, Levin draws on his experience overseeing this and other systemic reform efforts in Canada and the United Kingdom to present a positive, pragmatic and optimistic approach to school improvement applicable to school systems in the United States.”
—excerpt from book review in District Administration, June 2009

From Book News:

“At the turn of the last century Ontario schools were failing students, teachers and staff were angry, and the system suffered a poor academic reputation. During Levin’s tenure as deputy minister of education for Ontario, instruction and test score improved significantly and staff dissatisfaction virtually disappeared. He found that the community, students and educators were naturally more likely to support schools that valued personal dedication, coherent policies, increased expectations, concrete goals, commitment to teacher improvement, development of responsive and efficient operations, and a focus on reasonable and necessary reforms.”
—excerpt from book review in Book News Inc., May 2009

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