The Effects of School Turnaround in Tennessee's Achievement School District and Innovation Zones

Autor/inn/en	Zimmer, Ron; Henry, Gary T.; Kho, Adam
Titel	The Effects of School Turnaround in Tennessee's Achievement School District and Innovation Zones
Quelle	In: Educational Evaluation and Policy Analysis, 39 (2017) 4, S.670-696 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373717705729
Schlagwörter	School Turnaround; School Districts; Public Schools; Charter Schools; Institutional Autonomy; Educational Change; Academic Achievement; Governance; School Administration; Federal Aid; Educational Legislation; Federal Legislation; Federal Programs; Longitudinal Studies; School Effectiveness; Comparative Analysis; Elementary Secondary Education; Tennessee + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Public school; Öffentliche Schule; Charter school; Charter-Schule; Institutionelle Autonomie; Bildungsreform; Schulleistung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsrecht; Schulgesetz; Bundesrecht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schuleffizienz
Abstract	In recent years, the federal government has invested billions of dollars to reform chronically low-performing schools. To fulfill their federal Race to the Top grant agreement, Tennessee implemented three turnaround strategies that adhered to the federal restart and transformation models: (a) placed schools under the auspices of the Achievement School District (ASD), which directly managed them; (b) placed schools under the ASD, which arranged for management by a charter management organization; and (c) placed schools under the management of a district Innovation Zone (iZone) with additional resources and autonomy. We examine the effects of each strategy and find that iZone schools, which were separately managed by three districts, substantially improved student achievement. In schools under the auspices of the ASD, student achievement did not improve or worsen. This suggests that it is possible to improve schools without removing them from the governance of a school district. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01