Murphy and his colleagues discuss how reform based on empirical evidence and a robust set of theories can create productive high schools for all students. Focus is on core technologies of learning and teaching, organizational systems, and institutional linkages between schools and their environments. Using current research and case studies from successful schools, they show how to construct models of learning-driven school communities that encourage excellence. Key concepts cover: defining the learning imperative; developing humanized and intellectual relationships for learning; laying the groundwork for dynamic, adaptive change; and building linkages with home and family.