Among the many models of school reform that have emerged in the late 20th and early 21st centuries, one has endured for more than 50 years: the School Development Program (SDP). Established in 1968 by renowned child psychiatrist James P. Comer and the Yale Child Study Center, the SDP is grounded in the belief that successful schooling-particularly for children from disadvantaged backgrounds-must focus on the whole child. With that in mind, the SDP encompasses both academics and social-emotional development, and it is founded on positive and productive relationships among students, teachers, school leaders, and parents. With the Whole Child in Mind describes the SDP's six developmental pathways (cognitive, social, psychological, physical, linguistic, and ethical) and explains how the program's nine key components (in the form of mechanisms, operations, and guiding principles) create a comprehensive approach to educating children for successful outcomes. Firsthand recollections by Comer, school leaders and teachers, and SDP staff members provide an inside look at the challenges and successes that eventually transformed severely underperforming schools into models of excellence. Linda Darling-Hammond, one of the country's foremost experts on K-12 education, and her colleagues argue persuasively for the continuing relevance of the SDP. Far too many schools still operate in a high-pressure environment that emphasizes testing and standardized curricula while ignoring the fundamental importance of personal connections that make a profound difference for students. Fifty years on, the SDP is still just as powerful as ever.

Disrupting Disruption shows how three racially and ethnically diverse school districts-Union NJ, Union City OK, and Roanoke City VA-have defied the demographic odds, boosting overall graduation rates while shrinking or eliminating the opportunity gap. These districts resemble many others in their student population. What makes them distinctive is their relentless focus on developing and supporting teachers and engaging students; constantly seeking ways to do a better job; using data to enhance learning; developing partnerships with parents and local organizations; and relying on stable, supportive leadership. Disrupting Disruption demonstrates that disruption-whether by inflicting a discipline-and-punish regime on our nation's schools, or replacing them with charters or vouchers-is not the best way forward.

Disrupting Disruption shows how three racially and ethnically diverse school districts-Union NJ, Union City OK, and Roanoke City VA-have defied the demographic odds, boosting overall graduation rates while shrinking or eliminating the opportunity gap. These districts resemble many others in their student population. What makes them distinctive is their relentless focus on developing and supporting teachers and engaging students; constantly seeking ways to do a better job; using data to enhance learning; developing partnerships with parents and local organizations; and relying on stable, supportive leadership. Disrupting Disruption demonstrates that disruption-whether by inflicting a discipline-and-punish regime on our nation's schools, or replacing them with charters or vouchers-is not the best way forward.