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School Turnaround in North Carolina: A Regression Discontinuity Analysis. Working Paper 156

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Title: School Turnaround in North Carolina: A Regression Discontinuity Analysis. Working Paper 156
Language: English
Authors: Heissel, Jennifer A., Ladd, Helen F., National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Source: National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2016.
Availability: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.
Peer Reviewed: N
Page Count: 59
Publication Date: 2016
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305C120008
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Descriptors: School Turnaround, Regression (Statistics), Elementary Schools, Middle Schools, Outcomes of Education, Low Achievement, Mathematics Achievement, Reading Achievement, Low Income Students, Teacher Surveys, Principals, Faculty Development, Program Effectiveness, School Administration, Barriers, Faculty Mobility, Educational Legislation, Federal Aid, Federal Programs, Federal Legislation, Longitudinal Studies
Geographic Terms: North Carolina
Laws, Policies and Program Identifiers: Race to the Top
Abstract: This paper examines the effect of school turnaround in North Carolina elementary and middle schools. Using a regression discontinuity design, we find that turnaround led to a drop in average school-level math and reading passing rates and an increased concentration of low-income students in treated schools. We use teacher survey data to examine how teacher activities changed. Treated schools brought in new principals and increased the time teachers devoted to professional development. The program also increased administrative burdens and distracted teachers, potentially reducing time available for instruction. Teacher turnover increased after the first full year of implementation. Overall, we find little success for North Carolina's efforts to turn around low performing schools under its federally funded Race to the Top grant.
Abstractor: As Provided
Number of References: 50
IES Funded: Yes
EIS Cited: ED572215
Entry Date: 2018
Accession Number: ED583097
Database: ERIC
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  Data: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5454; e-mail: inquiry@caldercenter.org; Web site: http://www.
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  Data: This paper examines the effect of school turnaround in North Carolina elementary and middle schools. Using a regression discontinuity design, we find that turnaround led to a drop in average school-level math and reading passing rates and an increased concentration of low-income students in treated schools. We use teacher survey data to examine how teacher activities changed. Treated schools brought in new principals and increased the time teachers devoted to professional development. The program also increased administrative burdens and distracted teachers, potentially reducing time available for instruction. Teacher turnover increased after the first full year of implementation. Overall, we find little success for North Carolina's efforts to turn around low performing schools under its federally funded Race to the Top grant.
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  Data: ED583097
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 59
    Subjects:
      – SubjectFull: School Turnaround
        Type: general
      – SubjectFull: Regression (Statistics)
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Middle Schools
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Low Achievement
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Teacher Surveys
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: School Administration
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Faculty Mobility
        Type: general
      – SubjectFull: Educational Legislation
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      – SubjectFull: Federal Programs
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      – SubjectFull: Federal Legislation
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      – SubjectFull: Longitudinal Studies
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      – SubjectFull: North Carolina
        Type: general
      – SubjectFull: Race to the Top
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    Titles:
      – TitleFull: School Turnaround in North Carolina: A Regression Discontinuity Analysis. Working Paper 156
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              Y: 2016
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