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International Journal of Servant-Leadership

Abstract

In the United States, educational quality varies widely across school districts. For decades, many Americans have questioned education quality (Pulliam and Patten 2007; Urban and Wagoner 2009; Webb 2006). The twentieth century saw over thirty national reports and over 300 state and federal task forces look at how schools could improve (Giroux 2004). Despite these efforts, many remain dissatisfied with education in America (Strauss 2012).

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