School Change and Inquiry Program

The School Change and Inquiry Program (SCI Program) is concerned with the daily business of schools: teaching and learning. It seeks to develop multiple approaches to "knowing schools," approaches which enable teachers, administrators, parents and schools' encompassing communities "to tell their own story." In addition to its emphasis on teaching and learning, the SCI Program focuses sharply on student learning, progress and achievement, and gives critical attention to schools as learning communities. The program seeks: to assist schools to integrate the skills of inquiry into their daily work, so that they might become "knowledgeable communities;" to explore their experiences with change, and to add value to their work.

Established in 1995, and funded by the John D. and Catherine T. MacArthur Foundation, the SCI Program is committed to:

i. securing the capacity of teachers, administrators, parents, and each school's encompassing communities, to inquire into teaching and learning, student learning progress and achievement, and schools as learning communities.

ii. assisting in constructing accurate knowledge of the quality and performance of schools, school networks, and education systems, and of their experiences with change.

iii. using the knowledge achieved through inquiry to shape school planning, improvement and accountability.

iv. crafting accountability systems which add value to teaching and learning, contribute to favorable conditions for individual* responsibility and initiative, and expedite the continuous improvement of public education.

v. utilizing technologies to sharpen, strengthen, and advance our knowledge and understanding of public schools.

* teacher, administrator, school, school board, student, parent, and community

The School Change and Inquiry Program is administered by the Institute for Education & Social Policy, New York University, which is "dedicated to strengthening urban schools by developing bold solutions to the critical problems of public education."

i.	securing the capacity of teachers, administrators, parents, and each school's encompassing communities, to inquire into teaching and learning, student learning progress and achievement, and schools as learning communities.
ii.	assisting in constructing accurate knowledge of the quality and performance of schools, school networks, and education systems, and of their experiences with change.
iii.	using the knowledge achieved through inquiry to shape school planning, improvement and accountability.
iv.	crafting accountability systems which add value to teaching and learning, contribute to favorable conditions for individual* responsibility and initiative, and expedite the continuous improvement of public education.
v.	utilizing technologies to sharpen, strengthen, and advance our knowledge and understanding of public schools.