ERIC Number: ED535511
Record Type: Non-Journal
Publication Date: 2012
Reference Count: 12
Implementation of Turnaround Strategies in Chronically Low-Performing Schools
Turnbull, Brenda J.; Arcaira, Erikson R.
Society for Research on Educational Effectiveness
There is some evidence to indicate that chronically low-performing schools, whether improving student performance or not, often report pursuing substantially similar policies, programs, and practices. However, while chronically low-performing schools may pursue similar school improvement strategies, there is some evidence that the level and quality of implementation, as well as the coherence, alignment, and persistence of implementation, may lead to different prospects for school turnaround. This study investigated how school improvement efforts were implemented in turnaround (TA) and non-improving (NI) schools, with a focus on the external and internal conditions that were perceived to support these efforts. Findings showed that differences between the TA and NI case study schools were apparent, although the study's necessary reliance on individuals' memories and on a small convenience sample dictate caution in interpreting these findings. With respect to central improvement efforts, respondents in TA schools compared with those in NI schools more frequently cited data use (chiefly for pinpointing individual students' progress and needs), targeted student supports (during or beyond the school day), and the use of common planning time for collaboration. Conversely, more NI case study schools identified adopting new curricula or instructional approaches as central to their work during the study period.
Descriptors: Teaching Methods, Educational Improvement, Educational Change, School Effectiveness, Low Achievement, Academic Achievement, School Turnaround, Case Studies, Leadership, Elementary Schools, Middle Schools, Interviews, Professional Development, Accountability
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: email@example.com; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Elementary Education; Middle Schools
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Florida; North Carolina; Texas
IES Cited: ED544585