The Next Generation of State Reforms to Improve Their Lowest Performing Schools: An Evaluation of North Carolina's School Transformation Initiative. EdWorkingPaper No. 19-103

Autor/inn/en	Henry, Gary T.; Harbatkin, Erica
Institution	Annenberg Institute for School Reform at Brown University
Titel	The Next Generation of State Reforms to Improve Their Lowest Performing Schools: An Evaluation of North Carolina's School Transformation Initiative. EdWorkingPaper No. 19-103
Quelle	(2019), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Secondary Education; Federal Legislation; Educational Legislation; School Effectiveness; Low Achievement; School Turnaround; Faculty Mobility; Educational Change; Resource Allocation; Academic Achievement; Teacher Effectiveness; Needs Assessment; Educational Improvement; Strategic Planning; Achievement Tests; Institutional Characteristics; Elementary Schools; Middle Schools; High Schools; Educational Policy; North Carolina + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsrecht; Schulgesetz; Schuleffizienz; Unterdurchschnittliche Leistung; Bildungsreform; Ressourcenallokation; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bedarfsermittlung; Teaching improvement; Unterrichtsentwicklung; Strategy; Planning; Strategie; Planung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Politics of education; Bildungspolitik
Abstract	In contrast to prior federally mandated school reforms, the Every Student Succeeds Act (ESSA) allows states more discretion in reforming their lowest performing schools, removes requirements to disrupt the status quo, and does not allocate substantial additional funds. Using a regression discontinuity design, we evaluate a state turnaround initiative aligned with ESSA requirements. We find the effect on student test score growth was not significant in year one and -0.13 in year two. Also in year two, we find that teachers in turnaround schools were 22.5 percentage points more likely to turn over. Teacher turnover appears to have been voluntary rather than the result of strategic staffing decisions. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01