As part of our new Cornerstone Series, we look back at two articles that have helped change the way educators, policymakers, and researchers view systemic education reform efforts in the U.S.

We welcome Teacher’s College professor Thomas Hatch, author of the 2002 article “When Improvement Programs Collide” and co-author of the seminal 2004 study, led by Meredith Honig, “Crafting Coherence: How Schools Strategically Manage Multiple, External Demands.”

Hatch joins Fordham University’s Elizabeth Leisy Stosich to discuss his and Honig’s work, its ongoing influence, and new knowledge he’s accumulated over the past two decades.

Featured research: Hatch, Thomas. “When Improvement Programs Collide.” Phi Delta Kappan 83, no. 8 (April 2002)

Honig, Meredith I., and Thomas C. Hatch. “Crafting Coherence: How Schools Strategically Manage Multiple, External Demands.” Educational Researcher 33, no. 8 (November 2004): 16–30.