Turnaround Schools in California: Who Are They and What Strategies Do They Use?

Huberman, Mette; Parrish, Tom; Hannan, Stephanie; Arellanes, Melissa; Shambaugh, Larisa

doi:10.1037/e537112012-001

Cited by 11 publications

(13 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Among our seminal reports, only Aladjem and colleagues (2010) give parent involvement and engagement significant play and regularly cite it as an important factor in student learning. In line with these findings, researchers who interviewed 9 successful turnaround principals in California found that 4 of them had focused on "increased parental involvement" as a key school improvement strategy (Huberman et al, 2011).…”

Section: Urban Education 49(1)mentioning

confidence: 87%

School Turnaround Fever

Peck

Reitzug

2013

Urban Education

View full text Add to dashboard Cite

School "turnaround" has received significant attention recently in education literature and policy action, especially as a means to dramatically improve urban education. In current common education usage, "turnaround" refers to the rapid, significant improvement in the academic achievement of persistently low-achieving schools. Employing a conceptual framework informed by research regarding school reform history, the school leadership fashion cycle, and paradoxes in educational innovation and reform, this exploratory study examines policy documents, foundation works, and empirical studies in considering the historical roots, current recommended practices, and outcomes to date of the turnaround reform movement. We present the results of our inquiry in the form of a series of vexing paradoxes that characterize the recent fervor for school turnaround at the same time they signal the promise and pitfalls of the reform idea. We conclude by examining implications for urban school policy makers and school-based leaders.

show abstract

Section: Urban Education 49(1)mentioning

confidence: 87%

School Turnaround Fever

Peck

Reitzug

2013

Urban Education

View full text Add to dashboard Cite

show abstract

“…For instance, how are the processes for using data to drive instruction in elementary schools different from secondary schools? Are there additional challenges in implementing data-use initiatives in schools or districts that are low performing or engaged in “turnaround” work (Calkins, Guenther, Belfiore, & Lash, 2007; Huberman et al, 2011)?…”

Section: Discussionmentioning

confidence: 99%

“…Data use can also be a tool for achieving larger organizational goals (Supovitz & Klein, 2003) and help to create a “culture of inquiry,” one which supports open communication of stakeholder groups (Earl & Katz, 2002). On the other hand, there has been minimal causal evidence that data use leads to improvements in student achievement or in turning around low-performing schools (Hamilton et al, 2009; Herman et al, 2008; Huberman et al, 2011). The authors of these systematic reviews noted that the minimal evidence was largely due to the kinds of studies that exist on data use.…”

Section: Understanding the System’s Role In Data-use Effortsmentioning

confidence: 99%

Designing School Systems to Encourage Data Use and Instructional Improvement

Farrell

2014

Educational Administration Quarterly

View full text Add to dashboard Cite

Purpose: As state and federal accountability systems have increased demands for evidence of student achievement, the use of data to inform practice has become more prevalent. More research is needed to understand not only what organizational factors shape data-use efforts but also how these factors enable or constrain educators’ use of data for instructional improvement. This article addresses this gap by examining how two types of education systems—school districts and charter management organizations (CMOs)—use data and allocate their organizational resources to this end. Methods: Data were collected from six secondary schools in two districts and two CMOs during the 2010-2011 school year. Over 70 interviews were conducted with teachers and school and system leaders. Patterns from within and across school systems are presented. Findings: Key contextual differences had a strong influence on data-use efforts: Accountability pressures shaped the patterns in data use, whereas other organizational conditions—structure and decision-making rights, size and growth trajectory, financial resources, and degree of regulation—restricted or facilitated the systems’ mobilization of resources for these efforts. Implications: This study suggests that the school systems as a whole play a critical role in supporting schools and educators in using data, regardless of whether that system is district or charter. As this article is one of the first to offer a comparative look at data use between school districts and CMOs, it lays the groundwork for diffusion of promising practices across these systems for school and system leaders.

show abstract

“…While more recent versions of the school turnaround concept preserved San Francisco's emphasis on transforming the nature of leadership and teaching in reconstituted schools, and, in the case of SIG-funded schools, increased financial resources to do so, they lacked entirely the early effort to promote desegregation-let alone the systemic desegregation that characterized San Francisco's initial reconstitution work. Indeed, nearly all recent turnaround efforts are taking place in the context of trying to make separate schools equal in terms of student achievement (Huberman, Parrish, Hannan, Arellanes, & Shambaugh, 2011;Miller & Brown, 2015).…”

Section: Magnet School Turnarounds In Historical Context: the Case Ofmentioning

confidence: 99%

Magnets and school turnarounds: Revisiting policies for promoting equitable, diverse schools

Ayscue

Siegel‐Hawley

2019

EPAA

View full text Add to dashboard Cite

This case study examines how magnet school and school turnaround processes can work together to promote desegregation and improvement. Based on cross-case analysis of three magnet schools undergoing turnarounds, this study draws on data from the 2010 federal Magnet Schools Assistance Program grant and qualitative fieldwork through observations, interviews, and focus groups. In academically struggling schools with high concentrations of students of color and lowincome students, successful magnet turnarounds involve changes across many aspects of the schools. While the local context is essential for shaping the magnet turnaround process, these three schools reveal common ways in which participants viewed their schools as successful turnarounds, the elements that supported success, and the challenges that magnets undergoing a turnaround are likely to face. Participants' perceptions of a successful turnaround were based on increasing family interest and increasing racial and economic diversity, as well as improvements in curriculum and instruction, school culture, and academic achievement. This study helps broaden our definition of a Education Policy Analysis Archives Vol. 27 No. 72 2 school turnaround beyond higher test scores and reminds us of the origins of the concept, which revolved around desegregation. Lessons from the sites suggest that rather than closing underperforming or under-enrolled schools, districts should consider magnet schools as a turnaround approach.Magnets y turnarounds escolares: Revisión de políticas para promover escuelas diversificadas y equitativas Resumen: Este estudio de casos examina cómo los procesos de turnaround (recuperación) de escuela y escuela de magnet pueden trabajar juntos para promover la desregulación y la mejora. Con base en el análisis cruzado de tres escuelas de magnet en recuperación, este estudio se basa en datos del subsidio federal del Programa de Asistencia de las Escuelas Magnet y en el trabajo de campo cualitativo por medio de observaciones, entrevistas y grupos focales. En escuelas con dificultades académicas, con altas concentraciones de alumnos de color y alumnos de bajos ingresos, los turnos de éxito exitosos de los asociados involucra cambios en muchos aspectos de las escuelas. Aunque el contexto local es esencial para moldear el proceso de recuperación del magnet, estas tres escuelas revelan maneras comunes por las cuales los participantes veían sus escuelas como retornos exitosos, los elementos que sostenían el éxito y los desafíos que los imanes pasando por un giro probablemente se enfrentaría. Las percepciones de los participantes de un giro exitoso se basaron en el interés creciente de la familia y en el aumento de la diversidad racial y económica, así como mejoras en el currículo y la enseñanza, la cultura escolar y el desempeño académico. Este estudio ayuda a ampliar nuestra definición de un giro en la escuela más allá de los resultados de las pruebas más altas y nos recuerda los orígenes del concepto, que giraba en torno a la decesión. Las lecciones...

show abstract

Turnaround Schools in California: Who Are They and What Strategies Do They Use?

Cited by 11 publications

References 0 publications

School Turnaround Fever

School Turnaround Fever

Designing School Systems to Encourage Data Use and Instructional Improvement

Magnets and school turnarounds: Revisiting policies for promoting equitable, diverse schools

Contact Info

Product

Resources

About