Policy makers' attempts to improve low-achieving schools through reform measures are not new to the 21st century. Research asserts that this policy churn has done little, if anything, to change student achievement levels. Based on the research, I assert that policy reforms such as teacher evaluations and test-based assessment, and school improvement cannot occur without an integration of organizational components. Furthermore, through a theory of action analysis of the School Improvement Grant (SIG) program, I suggest that the link between what we know about school improvement and what is put forth in policy is tenuous at best. Continuing to pass reform simply for political reasons is not a viable option if our schools are to produce sustainable, positive change in student outcomes.