Improving educational systems around the world remains at the core of governments#xE2;#xAC;" agendas. However, despite vast investment of resources and sustained periods of interventions many systems have seen their rates of improvement plateau and in some systems the gap between different groups of learners continues to widen. This is nowhere more apparent than in our socio-economically deprived areas of major urban conurbations. Systems must continue to evolve in order to meet the needs of students and particularly those in the most challenging circumstances. In this book, Chris Chapman reflects on a range of Emerging Structural Arrangements (ESAs) that have begun to appear across a number of systems. The features of ESAs include: increased involvement of the private sector and other interested parties (including charities and faith groups) radical redesign of buildings the blurring and erosion of organisational boundaries redefinition of #xE2;#xAC;#xDC;teachers#xE2;#xAC;" and #xE2;#xAC;#xDC;teaching#xE2;#xAC;" the involvement of an extended range of services stakeholders within the schooling process. Drawing on contemporary evidence to consider the potential of ESAs to promote improved outcomes for the most disadvantaged students and reflecting on the implications for leadership, management and governance in such a diverse and dynamic environment, Rethinking Schools represents a unique addition to the literature presenting new research in this emerging area of international importance. It will be of interest to all those with an interest in leadership, policy, school improvement and educational change.