In the early 1990s, the logic and policies of systemic reform launched a press to coordinate the pursuit of excellence and equity in U.S. public education, with each other and with classroom instruction. There was little in that policy moment to predict that these reforms would sustain, and much to predict otherwise. Yet, nearly three decades hence, many public school districts are working earnestly to pursue the central aims of the reforms: all students engaging rich instructional experiences to master ambitious content and tasks at the same high standards. That begs a question: What happens when new educational ambitions collide with legacy educational institutions—not in a policy moment but across a historical moment? This chapter takes up that question by reviewing the rise of mass public schooling in pursuit of universal access, a historic pivot toward instructionally focused education systems in pursuit of excellence and equity, and changing patterns in instructional organization and management that follow. The lesson we draw is that, even amid incoherence and turbulence in education environments, sustained public, political, and policy support for new educational ambitions opens up new opportunities for those ambitions to manifest in the structures and the work of public school districts.

中文翻译：

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从大众学校教育到教育系统：教学组织和管理模式的变化

1990 年代初期，体制改革的逻辑和政策推动了美国公共教育对追求卓越和公平的追求，相互之间以及与课堂教学相协调。在那个政策时刻，几乎没有人预测这些改革会持续下去，也没有什么可以预测的。然而，近三年后，许多公立学区正在认真努力追求改革的中心目标：所有学生都拥有丰富的教学经验，以同样高的标准掌握雄心勃勃的内容和任务。这就引出了一个问题：当新的教育抱负与传统教育机构发生冲突时会发生什么——不是在政策时刻，而是在历史时刻？本章通过回顾大众公立学校在追求普及教育中的兴起来回答这个问题，历史性的转向以教学为重点的教育系统，以追求卓越和公平，以及随之而来的教学组织和管理模式的变化。我们得出的教训是，即使在教育环境不连贯和动荡的情况下，对新教育抱负的持续公共、政治和政策支持也为这些抱负在公立学区的结构和工作中体现出来开辟了新的机会。