Recovery, Achievement, and Opportunity: A Comparative Analysis of State Takeover Districts in Louisiana, Tennessee, and Georgia

Autor/in	Welsh, Richard O.
Titel	Recovery, Achievement, and Opportunity: A Comparative Analysis of State Takeover Districts in Louisiana, Tennessee, and Georgia
Quelle	In: Urban Education, 54 (2019) 3, S.311-338 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085918801884
Schlagwörter	Comparative Analysis; Academic Achievement; State School District Relationship; School Districts; School Turnaround; Educational Improvement; Urban Education; Urban Schools; Governance; Educational Change; Louisiana; Tennessee; Georgia + Suchen Sie Ihr Suchwort? Schulleistung; Staatliches Schulamt; School district; Schulbezirk; Teaching improvement; Unterrichtsentwicklung; Stadtteilbezogenes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsreform
Abstract	Although state-run turnaround districts have grown in prominence as a school improvement strategy with significant equity implications for urban education, little is known about the similarities and differences across states. This article provides a comparative analysis of state-run takeover districts in Louisiana, Tennessee, and Georgia. Although there are several similarities such as the centrality of test-based accountability and charter schools as an intervention strategy, no two state takeover districts are the same. The effectiveness of state takeovers is mixed and complicated by equity concerns as well as uncertainty about which aspect of state takeovers may be driving school improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01