How State Education Agencies Are Administering School Turnaround Efforts: 15 Years after No Child Left Behind

Autor/inn/en	VanGronigen, Bryan A.; Meyers, Coby V.
Titel	How State Education Agencies Are Administering School Turnaround Efforts: 15 Years after No Child Left Behind
Quelle	In: Educational Policy, 33 (2019) 3, S.423-452 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904817691846
Schlagwörter	State Departments of Education; School Turnaround; Program Implementation; Educational Policy; Policy Formation; Educational Legislation; Federal Legislation; Elementary Secondary Education; Educational Indicators + Suchen Sie Ihr Suchwort? Kultusministerium; Politics of education; Bildungspolitik; Politische Betätigung; Bildungsrecht; Schulgesetz; Bundesrecht; Educational indicato; Bildungsindikator
Abstract	School turnaround--the rapid improvement of student achievement in low-performing schools--is increasingly a major topic of interest in K-12 public education. Federal legislation has left varying degrees of school improvement-related responsibilities up to states, and policy makers have divergent views about how to realize turnaround. We investigate and describe how each state education agency (SEA) is administering school turnaround efforts in federally designated priority schools. To accomplish this, we examined a variety of publicly available documents from SEA websites and summarized the data into three overarching categories. We discuss how this finding has significant implications for policy makers and SEAs, especially as the Every Student Succeeds Act (ESSA) is implemented. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01