An Overview of School Administrators in Tennessee Turnaround Schools

This brief describes the characteristics of school administrators in Tennessee’s two largest turnaround reform models – the state-led Achievement School District (ASD) and local Innovation Zones (iZones). Providing insights about the implementation of these two reforms, the brief describes the turnover, degree attainment, salary, and racial demographics of school administrators who led ASD and iZone schools during six years of reform.

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Published:

June 2020


Authors:

LaTanya L. Dixon

Lam D. Pham

Gary T. Henry


Key Findings



  • After the first year of reform, ASD schools experienced more principal turnover than iZone schools, and ASD principal turnover tended to occur more often among principals of higher-performing schools.

  • After the first year reform, principals in iZone schools had more years of experience and higher degree attainment, on average, than principals in ASD schools.

  • Overall, priority schools were led mostly by Black principals, and a higher percentage of Black principals in ASD schools were replaced with non-Black principals in the first two years than in iZone schools.

  • Principals in iZone schools earned higher salaries than principals in other priority schools before and during the turnaround reforms, even after accounting for differences in experience and degree attainment, and these differences grew over time.


LaTanya L. Dixon

LaTanya L. Dixon

LaTanya L. Dixon is a postdoctoral fellow at Vanderbilt University's Peabody College

Lam D. Pham

Lam D. Pham

Lam D. Pham is an assistant professor in the Department of Educational Leadership, Policy, and Human Development at North Carolina State University

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Gary T. Henry

Gary T. Henry

Gary T. Henry is dean of the University of Delaware's College of Education and Human Development and professor in the School of Education and the Joseph R. Biden, Jr. School of Public Policy & Administration

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