This report summarizes the research on the association between state interventions in chronically low-performing schools and student achievement. Most of the research focused on one type of state intervention: working with a turnaround partner. Few studies were identified that examined other types of interventions, such as school closure, charter conversion, and school redesign. Most studies were descriptive, which limits the conclusions that can be drawn 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--such as strong leadership, use of data to guide instruction, and a positive school culture characterized by trust and increased expectations for students--were in place in schools. Studies in California examined the Immediate Intervention/Underperforming Schools Program or its successor, the High Priority School Grant Program. Ten studies examined interventions in states other than California. Studies varied somewhat in the details of the interventions studied, including whether additional funding was provided to support implementation of reforms. Unlike interventions in California, studies in other states did not describe school participation in interventions as voluntary. The following are appended: (1) Literature search procedures; and (2) Characteristics of studies included in the literature review.
ERIC DescriptorsAcademic Achievement, Achievement Gap, Charter Schools, Educational Improvement, Educational Research, Elementary Secondary Education, Intervention, Literature Reviews, Low Achievement, Program Effectiveness, Quasiexperimental Design, Research Tools, Research Utilization, School Closing, School Restructuring, School Turnaround, State Programs
Central | Publication Type: Descriptive Study | Publication
Date: January 2016