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The rhetoric of standards and vouchers has occupied center stage, polarizing public opinion and affording little room for reflection on the intangible conditions that make for good schools. Trust in Schools engages this debate with a compelling examination of the importance of social relationships in the successful implementation of school reform. Over the course of three years, Bryk and Schneider, together with a diverse team of other researchers and school practitioners, studied reform in twelve Chicago elementary schools. Each school was undergoing extensive reorganization in response to the Chicago School Reform Act of 1988, which called for greater involvement of parents and local community leaders in their neighborhood schools. Drawing on years longitudinal survey and achievement data, as well as in-depth interviews with principals, teachers, parents, and local community leaders, the authors develop a thorough account of how effective social relationships--which they term relational trust--can serve as a prime resource for school improvement. Using case studies of the network of relationships that make up the school community, Bryk and Schneider examine how the myriad social exchanges that make up daily life in a school community generate, or fail to generate, a successful educational environment. The personal dynamics among teachers, students, and their parents, for example, influence whether students regularly attend school and sustain their efforts in the difficult task of learning. In schools characterized by high relational trust, educators were more likely to experiment with new practices and work together with parents to advance improvements. 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The schools do this by de-emphasizing tracking (all students take an academic curriculum, although brighter and more motivated students are pushed harder); by creating a caring community within the school that values students for themselves, not just for how much knowledge they can absorb; and by the visible presence of faculty who assume multiple roles with students, such as teacher, athletic coach, and counsellor. The Catholic school of today, the authors show, is a very different institution from the Catholic school of 30 years ago. It is now informed by a vision, similar to that of John Dewey, of the school as a community committed to democratic education and the common good of all students. Conversely, public education is largely driven by the rhetoric of the marketplace, a radical individualism, and the pursuit of economic reward. 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