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Giving more authority and responsibility to individual schools and their staffs has been widely touted as a way to improve teaching and learning in U.S. schools. Science and mathematics education has been a particular focus because of the perceived importance of these subjects to economic progress and the inferior test scores of U.S. students compared to those in many other countries. Extensive on-site interviews with personnel in 12 school systems and 19 individual schools provide the basis for this study of the issues and problems encountered in implementing school-based management and for the authors' conclusions and recommendations.

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