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 |
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| 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 |
| 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. |
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