The Effects of School Turnaround in Tennessee's Achievement School District and Innovation Zones
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| Title: | The Effects of School Turnaround in Tennessee's Achievement School District and Innovation Zones |
|---|---|
| Language: | English |
| Authors: | Zimmer, Ron, Henry, Gary T., Kho, Adam |
| Source: | Educational Evaluation and Policy Analysis. Dec 2017 39(4):670-696. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2017 |
| Sponsoring Agency: | Department of Education (ED) |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | School Turnaround, School Districts, Public Schools, Charter Schools, Institutional Autonomy, Educational Change, Academic Achievement, Governance, School Administration, Federal Aid, Educational Legislation, Federal Legislation, Federal Programs, Longitudinal Studies, School Effectiveness, Comparative Analysis, Elementary Secondary Education |
| Geographic Terms: | Tennessee |
| Laws, Policies and Program Identifiers: | Race to the Top |
| DOI: | 10.3102/0162373717705729 |
| ISSN: | 0162-3737 |
| Abstract: | In recent years, the federal government has invested billions of dollars to reform chronically low-performing schools. To fulfill their federal Race to the Top grant agreement, Tennessee implemented three turnaround strategies that adhered to the federal restart and transformation models: (a) placed schools under the auspices of the Achievement School District (ASD), which directly managed them; (b) placed schools under the ASD, which arranged for management by a charter management organization; and (c) placed schools under the management of a district Innovation Zone (iZone) with additional resources and autonomy. We examine the effects of each strategy and find that iZone schools, which were separately managed by three districts, substantially improved student achievement. In schools under the auspices of the ASD, student achievement did not improve or worsen. This suggests that it is possible to improve schools without removing them from the governance of a school district. |
| Abstractor: | As Provided |
| Number of References: | 55 |
| Entry Date: | 2017 |
| Accession Number: | EJ1158183 |
| Database: | ERIC |
| Abstract: | In recent years, the federal government has invested billions of dollars to reform chronically low-performing schools. To fulfill their federal Race to the Top grant agreement, Tennessee implemented three turnaround strategies that adhered to the federal restart and transformation models: (a) placed schools under the auspices of the Achievement School District (ASD), which directly managed them; (b) placed schools under the ASD, which arranged for management by a charter management organization; and (c) placed schools under the management of a district Innovation Zone (iZone) with additional resources and autonomy. We examine the effects of each strategy and find that iZone schools, which were separately managed by three districts, substantially improved student achievement. In schools under the auspices of the ASD, student achievement did not improve or worsen. This suggests that it is possible to improve schools without removing them from the governance of a school district. |
|---|---|
| ISSN: | 0162-3737 |
| DOI: | 10.3102/0162373717705729 |
