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School Turnaround in North Carolina: A Regression Discontinuity Analysis

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Title: School Turnaround in North Carolina: A Regression Discontinuity Analysis
Language: English
Authors: Heissel, Jennifer A., Ladd, Helen F.
Source: Grantee Submission. 2018.
Peer Reviewed: Y
Page Count: 61
Publication Date: 2018
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305C120008
Document Type: Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: School Turnaround, Elementary Schools, Middle Schools, Program Effectiveness, Outcomes of Education, Mathematics Achievement, Reading Achievement, Low Income Students, Faculty Development, Low Achievement, Principals, Educational Quality, Educational Improvement, Educational Legislation, Federal Aid, Federal Legislation, Federal Programs
Geographic Terms: North Carolina
Laws, Policies and Program Identifiers: Race to the Top
DOI: 10.1016/j.econedurev.2017.08.001
Abstract: This paper examines the effect of a federally supported school turnaround program in North Carolina elementary and middle schools. Using a regression discontinuity design, we find that the turnaround program did not improve, and may have reduced, average school-level passing rates in math and reading. One potential contributor to that finding appears to be that the program increased the concentration of low-income students in treated schools. Based on teacher survey data, we find that, as was intended, treated schools brought in new principals and increased the time teachers devoted to professional development. At the same time, the program increased administrative burdens and distracted teachers, potentially reducing time available for instruction, and increased teacher turnover after the first full year of implementation. Overall, we find little evidence of success for North Carolina's efforts to turn around low-performing schools under its Race to the Top grant. [This paper was published in "Economics of Education Review" v62 p302-320 2018.]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2022
Accession Number: ED619821
Database: ERIC
FullText Text:
  Availability: 0
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2018.
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  Data: 61
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22School+Turnaround%22">School Turnaround</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Achievement%22">Low Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Aid%22">Federal Aid</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Programs%22">Federal Programs</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: 10.1016/j.econedurev.2017.08.001
– Name: Abstract
  Label: Abstract
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  Data: This paper examines the effect of a federally supported school turnaround program in North Carolina elementary and middle schools. Using a regression discontinuity design, we find that the turnaround program did not improve, and may have reduced, average school-level passing rates in math and reading. One potential contributor to that finding appears to be that the program increased the concentration of low-income students in treated schools. Based on teacher survey data, we find that, as was intended, treated schools brought in new principals and increased the time teachers devoted to professional development. At the same time, the program increased administrative burdens and distracted teachers, potentially reducing time available for instruction, and increased teacher turnover after the first full year of implementation. Overall, we find little evidence of success for North Carolina's efforts to turn around low-performing schools under its Race to the Top grant. [This paper was published in "Economics of Education Review" v62 p302-320 2018.]
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        Value: 10.1016/j.econedurev.2017.08.001
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 61
    Subjects:
      – SubjectFull: School Turnaround
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Middle Schools
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Low Income Students
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      – SubjectFull: Faculty Development
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      – SubjectFull: Low Achievement
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      – SubjectFull: Principals
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      – SubjectFull: Educational Quality
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      – SubjectFull: North Carolina
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      – SubjectFull: Race to the Top
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    Titles:
      – TitleFull: School Turnaround in North Carolina: A Regression Discontinuity Analysis
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