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Pressure is essential to change established systems, but enduring
change in education occurs when communities take ownership of school
performance.
The people in a community want and demand high-performing schools and
student achievement.
The community
is engaged in setting the expectations for quality education.
An emphasis on action, results and support are essential to achieve
change.
Both programs
of support and advocacy are required for sustainable change in student
achievement.
Credible
action research is needed to support policy change.
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