School Turnaround Policies And Practices In The Us

This volume provides an analysis of what we know about turning around "failing" schools in the United States. It starts with an in-depth examination of the barriers that hinder action on turnaround work. The book analyses the reasons why some schools that find themselves in serious academic trouble fail in their efforts to turn themselves around. Beginning with a discussion of what may best be described as "lethal" reasons or the most powerful explanation for failed reform initiatives, which include an absence of attention to student care and support; a near absence of attention to curriculum and instruction; the firing of the wrong people. Covered in this volume are "critical" explanations for failed turnaround efforts such as failure to attend to issues of sustainability, and "significant" explanations for failed turnaround efforts such as the misuse of test data. The volume concludes by examining what can be done to overcome problems that cause failure for turnaround schools and reviewing ideas in the core technology of schooling: curriculum, instruction, and assessment. As well as exploring problems associated with the leadership and management of schools to see where improvement is possible and an analysis of opportunities found in relationships between schools and their external partners such as parents and community members.

The concept of school turnaround—rapidly improving schools and increasing student achievement outcomes in a short period of time—has become politicized despite the relative newness of the idea. Unprecedented funding levels for school improvement combined with few examples of schools substantially increasing student achievement outcomes has resulted in doubt about whether or not turnaround is achievable. Skeptics have enumerated a number of reasons to abandon school turnaround at this early juncture. This book is the first in a new series on school turnaround and reform intended to spur ongoing dialogue among and between researchers, policymakers, and practitioners on improving the lowest-performing schools and the systems in which they operate. The “turnaround challenge” remains salient regardless of what we call it. We must improve the nation’s lowest-performing schools for many moral, social, and economic reasons. In this first book, education researchers and scholars have identified a number of myths that have inhibited our ability to successfully turn schools around. Our intention is not to suggest that if these myths are addressed school turnaround will always be achieved. Business and other literatures outside of education make it clear that turnaround is, at best, difficult work. However, for a number of reasons, we in education have developed policies and practices that are often antithetical to turnaround. Indeed, we are making already challenging work harder. The myths identified in this book suggest that we still struggle to define or understand what we mean by turnaround or how best, or even adequately, measure whether it has been achieved. Moreover, it is clear that there are a number of factors limiting how effectively we structure and support low-performing schools both systemically and locally. And we have done a rather poor job of effectively leveraging human resources to raise student achievement and improve organizational outcomes. We anticipate this book having wide appeal for researchers, policymakers, and practitioners in consideration of how to support these schools taking into account context, root causes of low-performance, and the complex work to ensure their opportunity to be successful. Too frequently we have expected these schools to turn themselves around while failing to assist them with the vision and supports to realize meaningful, lasting organizational change. The myths identified and debunked in this book potentially illustrate a way forward.

With chapters written by leading researchers and practitioners actively engaged in the work, this Edited Volume examines the role of the state education agency in school turnaround efforts. An emphasis is placed on practical application of research and best practice related to the State Education Agency’s (SEA’s) critical leadership role in driving and supporting successful school turnaround efforts. The Edited Volume is organized around the Center on School Turnaround’s four objectives, with sections devoted to each: 1. Create a Pro-Turnaround Statutory and Regulatory Environment 2. Administer and Manage Turnaround Efforts Effectively 3. Provide Targeted and Timely Technical Assistance to Local Educational Agencies and Schools 4. Advocate and Lead to Build Support for Local Turnaround Efforts

Most guides to the process of turning around low-performing schools are written for principals and policy makers. Teachers, however, are the individuals expected to conduct the “heavy lifting” of school improvement. Teachers’ Guide to School Improvement is the first book on the subject written expressly for teachers. In this expanded second edition, teachers are shown a step-by-step process for raising student achievement, beginning with the diagnosis of the causes of low achievement and extending through the crucial first year of turnaround and beyond. Examples of effective turnaround practices are drawn from a variety of elementary, middle, and high schools.

This book provides a holistic picture of how Chinese turnaround schools have been remarkably improved over the years and to arouse further discussion in this regard. It contributes to the understanding of school improvement from a Chinese cultural perspective, solidifies the knowledge basis of school change theories, and expands the understanding of educational administration and policies in China.

No greater challenge faces our society than improving the educational opportunities for millions of young people trapped in chronically low-performing schools. Overcoming this challenge requires talented and dedicated school leaders whose knowledge and skills extend far beyond what is covered in conventional principal preparation programs. This book draws on extensive research by the author and others on the actions needed to turn around low-performing schools. First, however, the book examines the personal qualities needed to undertake the turnaround process. Following chapters provide guidelines on diagnosing the school-based causes of low achievement and developing a school turnaround plan. The author focuses on the importance of continuous planning – a departure from standard practice. A major portion of the book is devoted to examples of first-order and second-order strategies for raising achievement. Specific recommendations for launching the turnaround process and sustaining gains beyond the first years of turnaround are provided. The concluding chapter addresses the role of school districts in supporting school-based turnaround efforts.

LEADING SCHOOL TURNAROUND Leading School Turnaround offers new perspectives and concrete, evidence-based guidelines for the educational leaders and administrators faced with the challenge of turning our low-performing schools around. Using the tools outlined in this groundbreaking book, school leaders can guide their schools to higher levels of achievement and sustained academic success. Based on research conducted in the United States, Canada, and England, Leading School Turnaround addresses in three parts the dynamic context of the turnaround environment, what turnaround leaders do, and the incredible challenges of moving from turnaround to "stay around." Filled with illustrative examples, the book outlines the best practices and behaviors successful turnaround leaders exercise. The authors include detailed information for applying the four main categories of turnaround leadership: direction setting, developing people, redesigning the school, and managing the instructional program. This important resource can help any school leader get their school back on the track to academic success.