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Saturday, November 19 • 2:00pm - 3:10pm
School Turnaround: Policy and Practice

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Turnaround Policy and its Influence on Student Achievement in Kentucky Priority High Schools. Sarah Hitchings, University of Louisville/Jefferson County Public Schools; Kathryn Nicole Zeitz, University of Louisville; Bradley W. Carpenter, University of Houston

This study explores Kentucky’s implementation of school turnaround policy at the high school level. The sample includes 19 Kentucky high schools, all identi ed in the first two cohorts of persistently lowest achieving schools in the state. Student achievement scores were analyzed using the American College Test (ACT) and End-of-Course exams from each of the 19 Kentucky priority high schools over 3 consecutive years of implementation of a federal turnaround model.

How State Education Agencies Are Administering School Turnaround Efforts: 15 Years After No Child Left Behind. Bryan A. VanGronigen, UCEA/University of Virginia; Coby Meyers, University of Virginia

School turnaround—the rapid improvement of student achievement in low-performing schools—is increasingly a major topic of interest in K-12 public education. Yet, policymakers have divergent views about how to realize turnaround. Federal legislation, especially ESSA, has left varying degrees of school improvement-related responsibilities up to states. This study captures the complexity state education agencies (SEAs) face when administering turnaround and how a majority of SEAs do not lead efforts, but contract with external providers.

School Leaders’ Readiness for Change: Considerations for Supporting School Turnaround. Cori Groth, Ashley McKinney, Irene H. Yoon, Janice Bradley, Andrea K. Rorrer (University of Utah)

School leaders face increasingly complex and intensi ed demands to turn around low performing schools. As part of an ongoing partnership between a university-based external support team and ve schools, this paper examines the perceptions of principals who are leading schools in state- mandated improvement efforts using an organizational readiness framework. Based on qualitative data from interviews, this paper focuses on the “human side” of the change process, including leader and organizational readiness for change.

A Review of Early Evidence on Principals Successfully Leading School Turnaround. Coby Meyers, Dallas Hitt (University of Virginia)

Determining whether real differences exist between effective principals and turnaround principals is increasingly important. But any difference in skill or characteristic remains unde ned. We have conducted a systematic review of literature, resulting in 18 studies of principals who led successful school turnaround initiatives. We present the evidence regarding the dimensions of school turnaround leadership—as well as attitudes and attributes—and identify what turnaround principals appear to do differently.

Saturday November 19, 2016 2:00pm - 3:10pm
Detroit Marriott at the Renaissance Center: Floor 5 - Nicolet B

Attendees (11)