The Impact of Turnaround Reform on Student Outcomes: Evidence and Insights from the Los Angeles Unified School District

Autor/inn/en	Strunk, Katharine O.; Marsh, Julie A.; Hashim, Ayesha K.; Bush-Mecenas, Susan; Weinstein, Tracey
Titel	The Impact of Turnaround Reform on Student Outcomes: Evidence and Insights from the Los Angeles Unified School District
Quelle	In: Education Finance and Policy, 11 (2016) 3, S.251-282 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
DOI	10.1162/EDFP_a_00188
Schlagwörter	School Turnaround; Educational Change; Outcomes of Education; School Districts; Public Schools; Low Achievement; Student Improvement; Achievement Gains; Cohort Analysis; Language Arts; Educational Policy; Program Implementation; Qualitative Research; California (Los Angeles) + Suchen Sie Ihr Suchwort? Bildungsreform; Lernleistung; Schulerfolg; School district; Schulbezirk; Public school; Öffentliche Schule; Unterdurchschnittliche Leistung; Achievement gain; Leistungssteigerung; Kohortenanalyse; Sprachkultur; Politics of education; Bildungspolitik; Qualitative Forschung
Abstract	We examine the Los Angeles Unified School District's Public School Choice Initiative (PSCI), which sought to turnaround the district's lowest-performing schools. We ask whether school turnaround impacted student outcomes, and what explains variations in outcomes across reform cohorts. We use a Comparative Interrupted Time Series approach using administrative student-level data, following students in the first (1.0), second (2.0), and third (3.0) cohorts of PSCI schools. We find that students in 1.0 turnaround schools saw no significant improvements in outcomes, whereas students enrolled in 2.0 schools saw significant gains in English Language Arts in both years of the reform. Students in 3.0 schools experienced significant decreases in achievement. Qualitative and survey data suggest that increased support and assistance and the use of reconstitution and restart as the sole turnaround methods contributed to gains in 2.0, whereas policy changes in 3.0 caused difficulties and confusion in implementation, leading to poor student performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01