Can States Take Over and Turn Around School Districts? Evidence from Lawrence, Massachusetts

Autor/inn/en	Schueler, Beth E.; Goodman, Joshua S.; Deming, David J.
Titel	Can States Take Over and Turn Around School Districts? Evidence from Lawrence, Massachusetts
Quelle	In: Educational Evaluation and Policy Analysis, 39 (2017) 2, S.311-332 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
Schlagwörter	State Action; State Programs; School Turnaround; School Districts; Educational Improvement; Accountability; Pretests Posttests; Time Factors (Learning); Student Records; Mathematics Achievement; Reading Achievement; Writing Achievement; Achievement Gains; Acceleration (Education); Federal Aid; Evidence Based Practice; Elementary Secondary Education; Massachusetts + Suchen Sie Ihr Suchwort? Staatliche Intervention; Regierungsprogramm; School district; Schulbezirk; Teaching improvement; Unterrichtsentwicklung; Verantwortung; Schülerakte; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Achievement gain; Leistungssteigerung; Acceleration; Beschleunigung; Master-Studiengang
Abstract	The Every Student Succeeds Act (ESSA) requires states to identify and turn around struggling schools, with federal school improvement money required to fund evidence-based policies. Most research on turnarounds has focused on individual schools, whereas studies of district-wide turnarounds have come from relatively exceptional settings and interventions. We study a district-wide turnaround of a type that may become more common under ESSA, an accountability-driven state takeover of Massachusetts's Lawrence Public Schools (LPS). A differences-in-differences framework comparing LPS to demographically similar districts not subject to state takeover shows that the turnaround's first 2 years produced sizable achievement gains in math and modest gains in reading. We also find no evidence that the turnaround resulted in slippage on nontest score outcomes and suggestive evidence of positive effects on grade progression among high school students. Intensive small-group instruction over vacation breaks may have led to particularly large achievement gains for participating students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01