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Revision with unchanged content. With the increased demands and pressure on schools to reform, and the priorities established by No Child Left Behind, schools must focus their attention on identifying methods that will increase the academic achievement levels of all students. In an effort to reform, schools will inevitably turn to educational reform models and effective schools research. Research on reforming low performing schools with diverse populations including students with disabilities is critical. This study helps answer the following questions and provides insight into educational reform design. Does school leadership, school culture, and school climate impact low performing schools and the performance of students with disabilities? Does one size fit all or do reform efforts have to be tailored to address the needs of all students? Are there any differences in the school environment of low performing schools that are correlated to differences in student achievement? Will reform efforts based on effective schools research impact student achievement in low performing schools? This book is directed toward educators, supervisors of special education, educational researchers, and educational policy makers.

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Stacey Spies-Daley, Ph.D. is currently a Supervisor of Curriculum, Assessment and Instruction for St. John the Baptist public school system in Reserve, Louisiana. She holds a Doctorate degree in Special Education from the University of New Orleans and has 17 years of experience in education including Federal program knowledge.

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