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Abstract
Comprehensive school reform (CSR) projects are being funded throughout the United States in a determined effort to improve the performance of public education. The multidimensional nature of comprehensive school reform presents unique challenges for explaining widely discrepant outcomes among schools. These challenges are addressed in a study of 8 CSR schools in North Carolina. Using a model developed to assess organizational change variables, evidence is presented for its efficacy in analyzing levels of organizational change states in schools and their relationship to initial progress in comprehensive school reform projects. Suggestions for individualizing support for schools are provided for educational leaders.