Abstract
Recent evaluations of reforms to improve low-performing schools have almost exclusively focused on shorter term effects. In this study, we extend the literature by examining the sustainability and maturation of two turnaround models in Tennessee: the state-led Achievement School District (ASD) and district-led local Innovation Zones (iZones). Using difference-in-differences models, we find overall positive effects on student achievement in iZone schools and null effects in ASD schools. Additional findings suggest a linkage between staff turnover and the effectiveness of reforms. ASD schools experienced high staff turnover in every cohort, and iZone schools faced high turnover in its latest cohort, the only one with negative effects. We discuss how differences in the ASD and iZone interventions may help explain variation in the schools’ ability to recruit and retain effective teachers and principals.
Document Type
Article
Publication Date
4-1-2020
Digital Object Identifier (DOI)
https://doi.org/10.1177/2332858420922841
Repository Citation
Pham, Lam D.; Henry, Gary T.; Kho, Adam; and Zimmer, Ron, "Sustainability and Maturation of School Turnaround: A Multiyear Evaluation of Tennessee’s Achievement School District and Local Innovation Zones" (2020). Public Policy and Administration Faculty Publications. 1.
https://uknowledge.uky.edu/msppa_facpub/1
Included in
Educational Administration and Supervision Commons, Public Affairs, Public Policy and Public Administration Commons
Notes/Citation Information
Published in AERA Open, v. 6, issue: 2.
© The Author(s) 2020
This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).