State Capacity to Support School Turnaround. NCEE Evaluation Brief. NCEE 2015-4012

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Autor/inn/en	Tanenbaum, Courtney; Boyle, Andrea; Graczewski, Cheryl; James-Burdumy, Susanne; Dragoset, Lisa; Hallgren, Kristin
Institution	National Center for Education Evaluation and Regional Assistance (ED)
Titel	State Capacity to Support School Turnaround. NCEE Evaluation Brief. NCEE 2015-4012
Quelle	(2015), (26 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; School Turnaround; Educational Improvement; Educational Change; Grants; Federal Programs; Low Achievement; Achievement Gains; Intervention; Expertise; Interviews; Administrator Attitudes; Needs Assessment; Change Strategies; State Government; Educational Policy; Educational Practices; Professional Development; Technical Assistance; Data Analysis; Individualized Instruction; Teacher Recruitment; Teacher Persistence; Rewards; Teacher Evaluation; Evaluation Methods; Teacher Role; Federal Aid; College School Cooperation; Agency Cooperation; Capacity Building; Administrator Role; Models + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Bildungsreform; Grant; Finanzielle Beihilfe; Unterdurchschnittliche Leistung; Achievement gain; Leistungssteigerung; Expert appraisal; Interviewing; Interviewtechnik; Bedarfsermittlung; Lösungsstrategie; Bund-Länder-Beziehung; Politics of education; Bildungspolitik; Bildungspraxis; Technische Hilfe; Auswertung; Individualisierender Unterricht; Lehrerrekrutierung; Reward; Belohnung; Teacher appraisal; Lehrerbeurteilung; Lehrerrolle; Analogiemodell
Abstract	One objective of the U.S. Department of Education's (ED) School Improvement Grants (SIG) and Race to the Top (RTT) program is to help states enhance their capacity to support the turnaround of low-performing schools. This capacity may be important, given how difficult it is to produce substantial and sustained achievement gains in low-performing schools. There is limited existing research on the extent to which states have the capacity to support school turnaround and are pursuing strategies to enhance that capacity. This brief documents states' capacity to support school turnaround as of spring 2012 and spring 2013. It examines capacity issues for all states and for those that reported both prioritizing turnaround and having significant gaps in expertise to support it. Key findings, based on interviews with administrators from 49 states and the District of Columbia, include the following: (1) More than 80 percent of states made turning around low-performing schools a high priority, but at least 50 percent found it very difficult to turn around low-performing schools; (2) 38 states (76 percent) reported significant gaps in expertise for supporting school turnaround in 2012, and that number increased to 40 (80 percent) in 2013; (3) More than 85 percent of states reported using strategies to enhance their capacity to support school turnaround, with the use of intermediaries decreasing over time and the use of organizational or administrative structures increasing over time; and (4) States that reported both prioritizing school turnaround and having significant gaps in expertise to support it were no more likely to report using intermediaries than other states but all 21 of these states reported having at least one organizational or administrative structure compared with 86 percent (25 of 29) of all other states. Appended are: (1) Race to the Top and School Improvement Grant Intervention Models as Described by the U.S. Department of Education SIG Guidance (2012); (2) State Interview Questions Used for Analyses in this Brief; and (3) Analysis of State Capacity to Support School Turnaround by RTT Status. (As Provided).
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	2020/1/01