This publication reviews works on educational reform that represent attempts to do more than merely respond in knee-jerk fashion to political pressure for reform. Bruce Joyce and Emily Calhoun, in "Learning Experiences in School Renewal: An Exploration of Five Successful Programs" (Eugene, Oregon: ERIC Clearinghouse on Educational Management, 1996) look at case studies of diverse districts across the nation that have made dramatic improvements in student learning through synergistic combinations of well-implemented programs. In "An Ethnographic Snapshot of a Successful Elementary School in Educating Low Income Minority Children" (Missouri City, Texas: Executive Steering Team Achievement Gap Task Force Group, Fort Bend Independent School, 1996), James M. Wolf reports on a study of an elementary school's success with low-income minority students. "The Vermont Restructuring Collaborative" (Brandon, Vermont: Holistic Education Press, 1994) examines the weaknesses of traditional public education and the testimony of educators who have seen reforms that work. Lew Allen and Barbara Lundsford, in "How To Form Networks for School Renewal" (Alexandria, Virginia: Association for Supervision and Curriculum Development, 1995), offer practical suggestions on how educators can form partnerships with other schools that lead to more effective teaching. Robert E. Slavin, in "Sand, Bricks, and Seeds: School Change Strategies and Readiness for Reform" (Baltimore, Maryland: Johns Hopkins University, 1997), analyzes several reform theories and their relation to schools' readiness for reform. (SLD)