School Leadership Monroe, Lorraine. (1999). Research Paper

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Monroe planned every aspect of her public school's curriculum like a battle, including creating an atmosphere of order from day one, founded on 'non-negotiable' rules. Students who failed to meet expectations were immediately targeted and given extra tutoring. Clear benchmarks were set for the school in terms of meeting goals of passing standardized exams and getting students into college. For example, fifteen 7th graders passed the New York high school Regents Exam, thanks, Monroe says, to the stringent goals she made for the math department.

In response to criticisms that she cherry-picked her student body, Monroe is proud -- she says the sense of specialness her students feel about their achievements, is part of the reason her school has succeeded.

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Monroe speaks passionately about her own anger as a child when she felt that expectations for her own academic success were set too low, thus she refuses to show such prejudice to her own students. A leader must continue to dream, and never doubt, and her students, not knowing that they 'can't' learn French, appreciate the art at the Metropolitan Museum, or receive an acceptance an Ivy League school, fulfill Monroe's faith in their….....

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