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Article  April 1, 2016

Summary of research on the association between state interventions in chronically low-performing schools and student achievement

SRI Authors Mary M. Klute

Citation

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Klute, M., Cherasaro, T., & Apthorp, H. (2016). Summary of research on the association between state interventions in chronically low-performing schools and student achievement (REL 2016–138). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Central

Abstract

This report presents a summary of research on the associations between state interventions in chronically low-performing schools and student achievement. The majority of the research focused on one type of state intervention: working with a turnaround partner. In this type of intervention, states assign an individual or team to work with a school to identify strengths and weaknesses, develop a school improvement plan, and provide technical assistance as the school implements the plan. In some cases, additional funding is also provided to support implementation of the school improvement efforts. Most of the studies were descriptive, which limits conclusions about the effectiveness of the interventions. Results of studies of turnaround partner interventions were mixed, and suggested that student achievement was more likely to improve when particular factors were in place in schools such as strong leadership, use of data to guide instruction, and a positive school culture characterized by trust and increased expectations for students. Although researchers sought to include research on a variety of state intervention types, few studies were identified that examined other types of interventions such as school closure, charter conversion, and school redesign.

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