ERIC Number: EJ919561
Record Type: Journal
Publication Date: 2011-Apr
Reference Count: N/A
Study Finds Bad Schools Rarely Get Better--or Shut Down
Sparks, Sarah D.
Education Digest: Essential Readings Condensed for Quick Review, v76 n8 p19-22 Apr 2011
The author reports on a new study which reveals that the lowest-performing public K-8 schools often linger in that state for years, neither improving enough to get off accountability life support nor being shuttered completely. The study adds that persistently failing charter schools fare no better than regular public schools. Of 2,025 chronically low-performing elementary and middle schools identified in 10 states in 2003-04, only about 1% had improved enough to exceed their states' average academic performance five years later, and fewer than 10% had broken out of the lowest 25% of schools in their states. The findings are in a report by the Thomas B. Fordham Institute and Basis Policy Research. Despite such a dismal record, only 19% of the lowest-performing charters and 11% of their more-traditional public school peers had been closed after five years, according to lead author David A. Stuit. Chester E. Finn Jr., Fordham Institute's president, said the findings suggest that during a five-year period after the federal No Child Left Behind Act's accountability provisions established closure as an option for low-performing schools, improvement interventions "just didn't work out very often."
Descriptors: Public Schools, School Effectiveness, Disadvantaged Schools, Elementary Schools, Middle Schools, Charter Schools, Accountability, Educational Improvement, School Closing, Federal Legislation
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Middle Schools
Authoring Institution: N/A
Identifiers - Location: Arizona; California; Florida; Michigan; Minnesota; New York; North Carolina; Ohio; Pennsylvania; Texas; Wisconsin
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001