The Efficacy and Implementation of Michigan's Partnership Model of School and District Turnaround: Mixed-Methods Evidence from the First 2 Years of Reform Implementation

Autor/inn/en	Burns, Jason; Harbatkin, Erica; Strunk, Katharine O.; Torres, Chris; Mcilwain, Aliyah; Frost Waldron, Sandy
Titel	The Efficacy and Implementation of Michigan's Partnership Model of School and District Turnaround: Mixed-Methods Evidence from the First 2 Years of Reform Implementation
Quelle	In: Educational Evaluation and Policy Analysis, 45 (2023) 4, S.622-654 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burns, Jason) ORCID (Harbatkin, Erica) ORCID (Torres, Chris) ORCID (Frost Waldron, Sandy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/01623737221141415
Schlagwörter	Models; Partnerships in Education; School Turnaround; School Districts; Educational Change; Educational Policy; Program Implementation; Educational Legislation; Elementary Secondary Education; Federal Legislation; Achievement Gains; Mathematics Achievement; Language Arts; Accountability; Effect Size; Michigan + Suchen Sie Ihr Suchwort? Analogiemodell; Hochschulpartnerschaft; School district; Schulbezirk; Bildungsreform; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Bundesrecht; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Verantwortung
Abstract	The recent Every Student Succeeds Act (ESSA) requires states to identify and turn around their lowest performing schools, but it breaks somewhat from prior policies by granting states significant autonomy over how they identify and turn around these schools. This mixed-methods study, which draws on administrative, qualitative, and survey data, examines the effectiveness of Michigan's approach to school turnaround under ESSA. We find that students in turnaround schools experienced significant achievement gains in math and to a lesser extent in English language arts (ELA), with effects concentrated among the lowest achieving students. Analyses of qualitative and survey data suggest that these outcomes were influenced by state-level supports, strategic planning, the threat of accountability for continued low performance, and improved leadership quality in turnaround schools. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01