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Volume 25, Issue 4 (1996)

Introduction to Mini-Series: Organizational Change and School Reform: School Psychology at a Professional Crossroad

pp. 406—408

While school psychology has been debating a number of issues including the importance of alternative service delivery versus traditional assessment, and doctoral versus non-doctoral entry criteria for the profession, the school reform movement has begun, developed, and matured. Starting with the A Nation at Risk (1983) report of the National Commission on Excellence in Education, and finishing with the adoption of the national educational goals through the Goals 2000 legislation, the demand for educational reform has been sounded at national, state, and local levels. And although the national education goals and the school reform movement will very likely impact every school in the country, the crucial question for our field is, “Where do school psychologists fit into school reform, and do they have the organizational knowledge and skills to contribute to the comprehensive, systemic process?”

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