Despite the best intentions: Inconsistencies among components in Kentucky's systemic reform

Comprehensive education refonns are crafted by legislators andpolicy makers to addressmultiple aspects of thepublic education system. Although individual components of such initiatives may appear promising, little thought vpically is given to inconsistencies that may result from implementing multiple refonn components simultaneously. This article describes some of the unintended consequences that have come about as a result of inconsistencies between and within components in Kentucky k systemic education reform. It is argued that policy makers must give serious attention to these inconsistencies and their consequences for modem refonn efforts to succeed in bringing about the improvements for which they are intended. THE KENTUCKY Education Reform Act, or E R A, represents one of the most comprehensive pieces of educational reform legislation ever enacted in the United States. The various components of E R A are designed to improve the quality of education provided to students in all Kentucky schools. Thes