For those of us who teach aspiring principals and superintendents, Lyman and Villani have collated compelling data both from the literature and their own study that we can use to counter the pervasive deficit thinking that students bring to our classrooms? and that policy makers use to shape less than effective mandates to address the plight of poor families. Providers of professional development for incumbent school and district leaders also need to read this work so that a change of attitude can takeplace...

Margaret Grogan, president, University Council for Educational Administration (UCEA)

Organizationally, we continuously search for tools to armor our principals in their incessant challenges, tools to enhance their determination to provide the best and most effective leadership. Kudos to Drs. Lyman and Villani for this resourceful and powerful instrument – yes, principals make the difference!

Everett L. Edwards II, assistant to the president, Chicago Principals and Administrators Association

...[focuses] on elementary schools, where examples of successful high-poverty schools have been most plentiful, and particularly on two actual leaders they describe as exemplars of best practices.

Reference and Research Book News

Lyman and Villani have written a passionate and persuasive book on the urgency of addressing the educational needs of children in poverty. Their book offers two vivid case studies of exemplary principals who create strong learning communities that welcome parents into the circle of excellence. The authors complement their field studies with an extensive review of pertinent literature on the theory and practice of developing outstanding schools in high-poverty communities. It is an impressive book that helps educators better understand the challenging work of building better schools in the twenty first century.

Paul Baker, University Distinguished Professor Emeritus, Illinois State University

For those of us who teach aspiring principals and superintendents, Lyman and Villani have collated compelling data both from the literature and their own study that we can use to counter the pervasive deficit thinking that students bring to our classrooms – and that policy makers use to shape less than effective mandates to address the plight of poor families. Providers of professional development for incumbent school and district leaders also need to read this work so that a change of
attitude can take place.

Margaret Grogan, president, University Council for Educational Administration (UCEA)