Stringfield (1993) emphasizes that programs and practices must be compatible with the school's strengths and philosophy:
"Seek solutions that are comparable with the current strengths of the schools. It does little good to undertake a potentially valuable program if, for example, its basic tenants are at odds with those of the school or district. The Comer program has many attractive features, but if the local principal is unwilling to share decision making with the faculty, the program will not work. Similarly, a faculty committed to whole language instruction may not become enthusiastic about Success for All. A district committed to bringing Chapter 1 services into regular classrooms should not consider Reading Recovery. It is not enough to find a good program; a school-to-program match is also critical." (p. 99)
