Taken by Storm

Harris, Douglas N.; Larsen, Matthew F.

doi:10.3368/jhr.58.5.0819-10367r2

Cited by 11 publications

(9 citation statements)

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“…Two recent meta-analyses of the school reform literature find that turnaround effects vary widely, which can be partly explained by different interventions (Redding & Nguyen, 2020; Schueler et al, 2022). Common turnaround interventions include replacing principals (Dixon et al, 2022), extending the school day (Zimmer et al, 2017), state takeover (Schueler & Bleiberg, 2022), and charter conversion (Harris & Larsen, 2018), but one of the most common turnaround interventions involves replacing at least 50% of teachers (Strunk et al, 2016a). Because effective teachers are integral to school improvement (Bryk et al, 2010), this intervention rests on the theory that principals should be allowed to dismiss teachers to hire more effective replacements.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers Are Not Lemons: An Examination of Spillover Effects When Teachers Transfer Away From Turnaround Schools

Pham

2023

Educational Researcher

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Under the Every Student Succeeds Act, whole-school reforms will continue to be a prominent strategy for improving student outcomes in low-performing schools. As reform models have proliferated, so has research evaluating the impact in reform schools. However, previous evaluations have rarely examined unintended spillover effects in nonreform schools. With data from Tennessee, this study uses difference-in-differences models to estimate spillover effects from teachers who transfer when their school begins implementing turnaround reforms. Results show that teachers who transfer tend to be less effective than teachers who stay, and they tend to move into nearby schools that are themselves low-performing. However, after transferring, these teachers produce modest positive spillover effects on student test scores in nonreform schools, which is likely explained by improvements in their effectiveness. Moreover, I find that working with more effective peers is a likely mechanism to explain improved teacher effectiveness after they transfer. Overall, this study draws attention to the need for future educational policy evaluations that quantify both intended and unintended spillover effects.

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Section: Literature Reviewmentioning

confidence: 99%

Teachers Are Not Lemons: An Examination of Spillover Effects When Teachers Transfer Away From Turnaround Schools

Pham

2023

Educational Researcher

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“…School reforms are not always motivated by low performance or budget problems. As described in Harris and Larsen (2016), schools in New Orleans were taken over by the state after Hurricane Katrina. The state effectively converted all schools to charter schools as management was turned over to nonprofit charter management groups.…”

Section: School Reform Literaturementioning

confidence: 99%

District‐wide school reform and student performance: Evidence from Montgomery County, Maryland

Cimiluca

Hill

2023

Bulletin of Econ Res

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In the early 2000s, the Montgomery County (Maryland) Public School system implemented district‐wide changes to funding, curriculum, staffing, and technology. Using data from 1995 to 2014, we employ a difference‐in‐differences strategy to show that the reforms significantly increased the percentage of students in Montgomery County who scored advanced on third‐ and fifth‐grade math and reading tests. Using an event study strategy, we find that the positive impacts extended through the end of the panel. Our results contribute to the literature on school reform by finding positive impacts of school reform in a district that was high performing prior to reforms.

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“…Yet, policy evaluations are seldom designed to dive deeply into the black box to explain which mechanisms resulted in achievement gains and those gains are typically reported in the aggregate, potentially indicating overall increases in the district but not necessarily substantial gains the underperforming schools themselves. Moreover, many studies of district-level systems change occur in large, urban settings (e.g., Los Angeles; Strunk, Marsh, Hashim, et al, 2016) with exceptional contexts (e.g., New Orleans; Harris & Larsen, 2016), complicating how we might transfer lessons more broadly. This literature mostly conveys that district-level initiatives to prioritize underperforming schools can be effective, but the details about how to actualize change are scant.…”

Section: Literature Reviewmentioning

confidence: 99%

Evidence That In-Service Professional Learning for Educational Leaders Matters

Meyers

Wronowski

LaMonica

2021

Journal of Research on Leadership Education

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Educator leadership requires continuous development, including extended professional learning opportunities for principals in the field. This is also true for district leaders who likely have even fewer robust opportunities to grow professionally. We conducted a comparative interrupted time series of publicly available student achievement data from New Mexico to analyze the impact of a university-based organization that partners with district leaders to provide intensive professional learning opportunities for district leaders and school principals. We found positive impacts on student achievement in math and for English learners in English language arts. Implications for educator preparation and in-service programs are considered.

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Taken by Storm

Cited by 11 publications

References 0 publications

Teachers Are Not Lemons: An Examination of Spillover Effects When Teachers Transfer Away From Turnaround Schools

Teachers Are Not Lemons: An Examination of Spillover Effects When Teachers Transfer Away From Turnaround Schools

District‐wide school reform and student performance: Evidence from Montgomery County, Maryland

Evidence That In-Service Professional Learning for Educational Leaders Matters

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