Peeking into the Black Box of School Turnaround: A Formal Test of Mediators and Suppressors
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| Title: | Peeking into the Black Box of School Turnaround: A Formal Test of Mediators and Suppressors |
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| Language: | English |
| Authors: | Henry, Gary T., Pham, Lam D. (ORCID |
| Source: | Educational Evaluation and Policy Analysis. Jun 2020 42(2):232-256. |
| 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: | 25 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | School Turnaround, Educational Change, Educational Policy, Program Evaluation, Faculty Mobility, Teacher Effectiveness, Student Mobility, Attendance, Policy Analysis, Principals, Labor Turnover |
| Geographic Terms: | Tennessee |
| DOI: | 10.3102/0162373720908600 |
| ISSN: | 0162-3737 |
| Abstract: | A growing body of research evaluates the effects of turnaround on chronically low-performing schools. We extend this literature by formally testing factors that may either mediate or suppress the effects of two turnaround initiatives in Tennessee: the Achievement School District (ASD) and local Innovation Zones (iZones). Using difference-in-differences models within a mediational framework, we find that hiring effective teachers and principals partially explains positive iZone effects. In the ASD, high levels of teacher turnover suppress potential positive effects. Also, in iZone schools, increased levels of student mobility and chronic absenteeism suppress potentially larger positive effects. Policies that increase capacity within turnaround schools, such as financial incentives for effective staff, appear to be important ingredients for realizing positive effects from turnaround reforms. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1253274 |
| Database: | ERIC |
| Abstract: | A growing body of research evaluates the effects of turnaround on chronically low-performing schools. We extend this literature by formally testing factors that may either mediate or suppress the effects of two turnaround initiatives in Tennessee: the Achievement School District (ASD) and local Innovation Zones (iZones). Using difference-in-differences models within a mediational framework, we find that hiring effective teachers and principals partially explains positive iZone effects. In the ASD, high levels of teacher turnover suppress potential positive effects. Also, in iZone schools, increased levels of student mobility and chronic absenteeism suppress potentially larger positive effects. Policies that increase capacity within turnaround schools, such as financial incentives for effective staff, appear to be important ingredients for realizing positive effects from turnaround reforms. |
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| ISSN: | 0162-3737 |
| DOI: | 10.3102/0162373720908600 |
