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Turning Around Chronically Low-Performing Schools: A Practice Guide

This guide provides evidence-based strategies for turning around chronically low-performing schools, including the need for strong leadership, focusing on improving instruction, making visible improvements, and building a committed staff. It offers practical solutions for practitioners and technical information for researchers.

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Turning Around Chronically Low-Performing Schools: A Practice Guide

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  1. Turning Around Chronically Low-Performing Schools: A Practice Guide—————————————IES Research ConferenceJune 12, 2008Becki Herman, AIR

  2. Panel Members and Staff Panel • Rebecca Herman (Chair), American Institutes for Research • Priscilla Dawson, Philadelphia & Trenton Public Schools (ret) • Thomas Dee, Swarthmore College • Jay Greene, University of Arkansas • Rebecca Maynard, University of Pennsylvania • Sam Redding, National Center on Innovation and Improvement Staff • Marlene Darwin, American Institutes for Research

  3. Levels of Evidence

  4. Evidence Base • 10 case studies, 35 schools • 21 elementary schools • 8 middle schools • 6 high schools • Turnarounds with New Leaders and Staff • Business turnaround literature

  5. 1.Signal the need for dramatic change with strong leadership Schools should make a clear commitment to dramatic changes from the status quo, and the leader should signal the magnitude and urgency of that change. A low-performing school that fails to make adequate yearly progress must improve student achievement within a short timeframe—it does not have the luxury of years to implement incremental reforms. • New leader—introduce new practices • Continuing leader—radically alter leadership practices • Publicly announce changes and expected actions Level of Evidence: Low

  6. 2.Maintain a consistent focus on improving instruction Chronically low-performing schools need to maintain a sharp focus on improving instruction at every step of the reform process. To improve instruction, schools should use data to set goals for instructional improvement, make changes to immediately and directly affect instruction, and continually reassess student learning and instructional practices to refocus the goals. • Examine school level achievement data • Have teachers use formative data for students to analyze instruction • Establish instructional focus for reform • Arrange targeted professional development • Have staff review and align curriculum • Monitor progress and make adjustments regularly Level of Evidence: Low

  7. 3.Make visible improvements early in the school turnaround process Quick wins can rally staff around the effort and overcome resistance and inertia. • Set a goal that is important, can be achieved quickly, and will make visible improvement • Develop a strategy that can be implemented quickly • Consider common goals for quick wins Level of Evidence: Low

  8. 4. Build a committed staff The school leader must build a staff that is committed to the school’s improvement goals and qualified to carry out school improvement. This goal may require changes in staff, such as releasing, replacing, or redeploying staff who are not fully committed to turning around student performance and bringing in new staff who are committed. • Assess strengths and weaknesses • Redeploy staff • Replace staff • Recruit staff Level of Evidence: Low

  9. Bonuses for All Audiences • Practitioners: Roadblocks and solutions • Researchers: Technical information on the studies

  10. More? The Practice Guide is available from IES at http://ies.ed.gov/ncee/wwc/practiceguides _________________ Becki Herman, AIR rherman@air.org 202-403-5449

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