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ERIC Number: EJ965570
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1082-4669
Relegation and Reversion: Longitudinal Analysis of School Turnaround and Decline
Hochbein, Craig
Journal of Education for Students Placed at Risk, v17 n1-2 p92-107 2012
School turnaround has become a popular strategy for improvement of chronically low-performing schools. Research related to school turnaround has relied substantially upon case studies. These case studies often focus on successful turnarounds and report immediate outcomes, failing to provide information about the sustainability of the results. In addition, schools with equally dramatic declining academic performance garner little attention from educators, policy makers, and researchers. This study addresses this gap in school effectiveness and school improvement literature by examining the longitudinal performance of schools after experiencing a dramatic improvement or decline. Results of the study indicated that 3 years after a school experienced turnaround, on average, academic performance declined from peak performance, but did not revert to prior low levels of performance. Similarly, academic performance of downfall schools, on average, did not relegate schools to a status of chronic low performance, yet achievement levels did not rebound to prior levels. (Contains 2 figures and 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia