Operational Authority, Support, and Monitoring of School Turnaround. NCEE Evaluation Brief. NCEE 2014-4008

Autor/inn/en	Herman, Rebecca; Graczewski, Cheryl; James-Burdumy, Susanne; Murray, Matthew; Perez-Johnson, Irma; Tanenbaum, Courtney
Institution	National Center for Education Evaluation and Regional Assistance (ED)
Titel	Operational Authority, Support, and Monitoring of School Turnaround. NCEE Evaluation Brief. NCEE 2014-4008
Quelle	(2013), (29 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Turnaround; Grants; Federal Aid; Educational Finance; Program Implementation; Educational Improvement; Improvement Programs; School Based Management; School Districts; State Departments of Education; Technical Assistance; Training; State School District Relationship; Administrative Organization; Data; Professional Development; Accountability; Institutional Evaluation; Administrators; Interviews; Surveys; Institutional Characteristics; Comparative Analysis; Federal Legislation + Suchen Sie Ihr Suchwort? Grant; Finanzielle Beihilfe; Bildungsfonds; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; School district; Schulbezirk; Kultusministerium; Technische Hilfe; Ausbildung; Staatliches Schulamt; Daten; Verantwortung; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Bundesrecht
Abstract	The federal School Improvement Grants (SIG) program, to which $3 billion were allocated under the American Recovery and Reinvestment Act of 2009 (ARRA), supports schools attempting to turn around a history of low performance. School turnaround also is a focus of Race to the Top (RTT), another ARRA-supported initiative, which involved a roughly $4 billion comprehensive education reform grant competition for states. Given the size of these federal investments, the Institute of Education Sciences (IES) is conducting a large-scale evaluation of RTT and SIG to better understand the implementation and impacts of these programs. The SIG component, in particular, focuses on a purposive sample of SIG-eligible schools, including: (1) a group of schools that received SIG to implement one of four intervention models specified by the U.S. Department of Education; and (2) a comparison group of schools from the same districts that are not implementing one of these four intervention models with SIG support. Though the results from this evaluation of SIG are not necessarily generalizable to SIG schools nationwide, they are nonetheless important because they add to the limited knowledge base about the implementation and impacts of SIG-funded school turnaround efforts. This brief focuses on the implementation of SIG by examining three interrelated levers for school improvement: (1) school operational authority; (2) state and district support for turnaround; and (3) state monitoring of turnaround efforts. Two appendices present: (1) Race to the Top and School Improvement Grant: Intervention Models as Described by the U.S. Department of Education SIG Guidance (2012); and (2) Table B.1. Characteristics of the State Sample as of 2009-2010 and Table B.2. Characteristics of the District Sample as of 2009-2010. (Contains 33 endnotes, 9 figures, and 4 tables.) (ERIC).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10