SCHOOLS CHANGE SLOWLY IN COMPARISON WITH THE RAPID CHANGES TAKING PLACE IN THE WORLD OF THINGS, MACHINES, AND TANGIBLE PRODUCTS. CULTURAL FORCES WHICH SHAPE THE FUTURE OF SOCIETY KEEP SCHOOL GOALS IN CONSTANT EVOLUTION. SOURCES OF CHANGE IN EDUCATION ARE VARIATIONS IN TEACHING PROCESSES AND METHODS, AND THE EDUCATION OF TEACHERS. FORCES WHICH BRING ABOUT EDUCATIONAL CHANGE INCLUDE CULTURAL CHANGE, ENACTMENTS OF STATE LEGISLATURES, STATE AND LOCAL REGULATIONS, COURT DECISIONS, REGIONAL AND NATIONAL ACCREDITING AGENCIES AND THE DISSATISFACTION OF CITIZENS WITHIN A DISTRICT OR STATE WITH THE QUALITY AND AVAILABILITY OF EDUCATION. SCHOOL SYSTEMS DIFFER GREATLY IN CAPACITY AND WILLINGNESS TO ADOPT NEW PRACTICES IN EDUCATION. MEASURABLE AND OBJECTIVE FACTORS WHICH SEEM TO ACCOUNT FOR THESE DIFFERENCES ARE WEALTH, SIZE, OCCUPATION, AND EDUCATIONAL ACHIEVEMENT LEVEL. THE HIGHER THE EXPENDITURE PER PUPIL, THE MORE LIKELY IS THE SCHOOL SYSTEM TO ADAPT TO NEW NEEDS. AVAILABLE INFORMATION ON THE CHARACTER OF CURRENT EDUCATIONAL CHANGE AND HOW SUDDENLY CHANGE TAKES PLACE INDICATES THAT MEDIA HAVE PLAYED NO IMPORTANT ROLE. IMPERATIVES OF HASTENING EDUCATIONAL IMPROVEMENT SUGGEST THE CREATION OF A MORE DYNAMIC ROLE FOR MEDIA. TASKS OF MEDIA SHOULD MAKE IT POSSIBLE FOR LAYMEN TO DEVELOP A BETTER UNDERSTANDING OF GOOD SCHOOLS AND THEIR VALUE, AND TO ACCELERATE THE RATE AT WHICH SCHOOL SYSTEMS ADOPT NEW PRACTICES.