After fifteen years of national efforts at school reform, there is general consensus among educators, politicians, and the public at large that we have little if any progress to show (with the exception of a few examples). The reason for this, despite great efforts on the part of many educators and large expenditures of resources, can be seen in the fact that these efforts have consistently been based on false first premises. This article will explain why efforts to improve student achievement, discipline, self esteem, etc. have failed and what must be done to make them successful.