Creating Conditions for Effective State Support for School Turnaround

TERA brought together researchers, practitioners, and policymakers to discuss how states and districts can better support successful school turnaround. The two-day meeting included presentations and discussions about three research topics: governance structures and supports, student academic and non-academic needs, and educator pipelines.

Image

Published:
August 2018

Authors:
Taylor Seale

What We Learned


  • Successful turnaround schools and systems for turnaround at the state and district levels begins with a clear theory of action followed by fidelity of implementation.

  • Research shows that schools must address both academic and non-academic student needs, and states can help by supporting school districts to develop data systems that provide comprehensive data on academic and non-academic needs.

  • States and districts must support teachers and leaders to create structures and carve out the time needed to address the unique needs of students in poverty.

  • Leaders of turnaround schools should conduct an inclusive and detailed hiring process that begins early, practices selective retention, promotes the development of strong professional environments, and invests in teacher development.

  • States are grappling with many of the same implementation issues related to supporting and improving high-needs schools. Research studies within and across states should build on each other in order to grow the knowledge base.