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    Test good ideas to check for unanticipated consequences

    By Robert J. Garmston
    April 2006
    We are on the Yangtze, one of the last ships to move through China’s Three Gorges Dam Project before its completion. This dam, 1.2 miles across and 600 feet high, will create a reservoir 360 miles long and raise the water level by 175 meters. It already has flooded 113 cities, 140 towns, 1,352 villages, 657 factories, and 1,300 archeological sites. The great dam, built on a seismic fault, is causing 1.3 million people to relocate. In addition, critics contend it will dump so much silt into the reservoir that in a few years, the dam will lose the capacity to control floods. Our nation’s No Child Left Behind Act is similarly producing unintended negative consequences. Linda Hammond-Darling (2004) writes that despite the noble intentions

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    Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.

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    References

    Elmore, R. (2003). Knowing the right thing to do: School improvement and performance- based accountability. Washington, DC: NGA Center for Best Practices.

    Garmston, R. & Wellman, B. (1999). The adaptive school: A sourcebook for collaborative groups. Norwood, MA: Christopher Gordon.

    Hammond-Darling, L. (2004). From “separate but equal” to “No Child Left Behind”: The collision of new standards and old inequalities. In D. Meier & G. Wood (Eds.), Many children left behind: How the No Child Left Behind Act is damaging our children and our schools. Boston: Beacon Press.

    Supovitz, J. & Christman, J.B. (2003, November). Developing communities of instructional practice: Lessons from Cincinnati and Philadelphia. (CPRE Policy Briefs, RB-39).


    Image for aesthetic effect only - Robert-garmston
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    Robert J. Garmston (fabobg@gmail.com) is an emeritus professor of education administration at California State University, Sacramento, and co-developer of Cognitive Coaching and Adaptive Schools.


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