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The book explores the complexities of school improvement, highlighting the widespread belief in its necessity among educators and the public. It critiques the myriad conflicting proposals for reform, ranging from traditional methods to innovative strategies, emphasizing that improvement is subjective and often politically charged. The author questions the effectiveness of existing research on the topic, suggesting that what is deemed "improvement" may simply reflect the interests of those in power rather than genuine progress. This examination reveals the challenges in achieving meaningful change in education.