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ERIC Number: ED423601
Record Type: RIE
Publication Date: 1998
Pages: 13
Abstractor: N/A
Can State Intervention Spur Academic Turnaround? State Intervention, Spring 1998.
McRobbie, Joan
Many states are adopting results-oriented school accountability systems. Some of the difficult issues that states are working through as they set up and implement strategies for academic intervention are discussed in this report. The report examines the "machinery" that needs to be in place to enable and support a program of state intervention with low-performing schools. The text focuses on the policy framework, such as the measures to be used and the rewards and sanctions that will be imposed, and the triggers for sanctions. The report also looks at some cross-cutting issues such as fairness, focus, coherence, understandability, capacity building, and legal defensibility. The report outlines what the nature of sanctions should be if schools fail to perform and describes what can be done when a state intervenes, such as examining and reexamining intervention strategies, using a common set of strategies across all schools, keeping the management system simple, focusing on measuring what is important, and expecting costs to be high. Some of the key elements of a school turnaround appear to be instilling legitimacy, reciprocity, and trust; capacity and support; and school-level leadership. Ways in which to close the professional learning gap and improve instructional quality are likewise offered. (Contains 13 endnotes.) (RJM)
WestEd, 730 Harrison Street, San Francisco, CA 94107-1242; Web Site:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: WestEd, San Francisco, CA.
Grant or Contract Numbers: N/A
Note: Paper developed from a Fall 1997 meeting cosponsored by the State Education Improvement Partnership at the Council of Chief State School Officers, the Nevada Department of Education, and WestEd.