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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
Language: English
Authors: Henry, Gary T., Pham, Lam D. (ORCID 0000-0001-8031-7777), Kho, Adam, Zimmer, Ron
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
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  Data: <searchLink fieldCode="AR" term="%22Henry%2C+Gary+T%2E%22">Henry, Gary T.</searchLink><br /><searchLink fieldCode="AR" term="%22Pham%2C+Lam+D%2E%22">Pham, Lam D.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8031-7777">0000-0001-8031-7777</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kho%2C+Adam%22">Kho, Adam</searchLink><br /><searchLink fieldCode="AR" term="%22Zimmer%2C+Ron%22">Zimmer, Ron</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Evaluation+and+Policy+Analysis%22"><i>Educational Evaluation and Policy Analysis</i></searchLink>. Jun 2020 42(2):232-256.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22School+Turnaround%22">School Turnaround</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Mobility%22">Faculty Mobility</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Mobility%22">Student Mobility</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Policy+Analysis%22">Policy Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Labor+Turnover%22">Labor Turnover</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink>
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  Data: 10.3102/0162373720908600
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  Data: 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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        Value: 10.3102/0162373720908600
    Languages:
      – Text: English
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    Subjects:
      – SubjectFull: School Turnaround
        Type: general
      – SubjectFull: Educational Change
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      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Program Evaluation
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      – SubjectFull: Faculty Mobility
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      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: Attendance
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      – SubjectFull: Policy Analysis
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      – SubjectFull: Principals
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      – SubjectFull: Labor Turnover
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      – SubjectFull: Tennessee
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      – TitleFull: Peeking into the Black Box of School Turnaround: A Formal Test of Mediators and Suppressors
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