Turning Around Low Performing Schools

IES PRACTICE GUIDE
Turning Around
Chronically
Low-Performing
Schools
NCEE 2008-4020
U.S. DEPARTMENT OF EDUCATION
The Institute of Education Sciences (IES) publishes practice guides in education
to bring the best available evidence and expertise to bear on the types of systemic
challenges that cannot currently be addressed by single interventions or programs.
Authors of practice guides seldom conduct the types of systematic literature searches
that are the backbone of a meta-analysis, although they take advantage of such work
when it is already published. Instead, authors use their expertise to identify the
most important research with respect to their recommendations, augmented by a
search of recent publications to ensure that research citations are up-to-date.
Unique to IES-sponsored practice guides is that they are subjected to rigorous exter-
nal peer review through the same office that is responsible for independent review
of other IES publications. A critical task for peer reviewers of a practice guide is to
determine whether the evidence cited in support of particular recommendations is
up-to-date and whether studies of similar or better quality that point in a different
direction have not been ignored. Because practice guides depend on the expertise
of their authors and their group decision-making, the content of a practice guide is
not and should not be viewed as a set of recommendations that in every case de-
pends on and flows inevitably from scientific research.
The goal of this practice guide is to formulate specific and coherent evidence-based
recommendations for use by educators addressing a multifaceted challenge that
lacks developed or evaluated, packaged approaches. The challenge is turning around
low-performing schools. The guide provides practical, clear information on critical
topics related to school turnarounds and is based on the best available evidence as
judged by the review team. Recommendations presented in this guide should not
be construed to imply that further research is not warranted to judge the effective-
ness of particular strategies for turning around failing schools.
IES PRACTICE GUIDE
Turning Around
Chronically
Low-Performing Schools
May 2008
Panel
Rebecca Herman (Chair)
AMERICAN INSTITUTES FOR RESEARCH
Priscilla Dawson
TRENTON PUBLIC SCHOOLS
Thomas Dee
SWARTHMORE COLLEGE
Jay Greene
UNIVERSITY OF ARKANSAS
Rebecca Maynard
UNIVERSITY OF PENNSYLVANIA
Sam Redding
NATIONAL CENTER ON INNOVATION AND IMPROVEMENT
Staff
Marlene Darwin
AMERICAN INSTITUTES FOR RESEARCH
NCEE 2008-4020
U.S. DEPARTMENT OF EDUCATION
This report was prepared for the National Center for Education Evaluation and Regional
Assistance, Institute of Education Sciences under Contract ED-02-CO-0022.
Disclaimer
The opinions and positions expressed in this practice guide are the authors’ and do not
necessarily represent the opinions and positions of the Institute of Education Sciences
or the U.S. Department of Education. This practice guide should be reviewed and ap-
plied according to the specific needs of the educators and education agency using it,
and with full realization that it represents the judgments of the review panel regard-
ing what constitutes sensible practice, based on the research that was available at the
time of publication. This practice guide should be used as a tool to assist in decision-
making rather than as a “cookbook.” Any references within the document to specific
education products are illustrative and do not imply endorsement of these products to
the exclusion of other products that are not referenced.
U.S. Department of Education

Margaret Spellings
Secretary
Institute of Education Sciences

Grover J. Whitehurst
Director
National Center for Education Evaluation and Regional Assistance

Phoebe Cottingham
Commissioner
May 2008
This report is in the public domain. While permission to reprint this publication is not
necessary, the citation should be:
Herman, R., Dawson, P., Dee, T., Greene, J., Maynard, R., Redding, S., and Darwin, M. (2008).
Turning Around Chronically Low-Performing Schools: A practice guide (NCEE #2008-4020).
Washington, DC: National Center for Education Evaluation and Regional Assistance,
Institute of Education Sciences, U.S. Department of Education. Retrieved from http://
ies.ed.gov/ncee/wwc/practiceguides.
This report is available on the IES web site at

http://ies.ed.gov/ncee/wwc/practiceguides.
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Turning Around Chronically
Low-Performing Schools
Contents
Introduction 1
The What Works Clearinghouse standards and their relevance to this guide 5
Turning Around Chronically Low-Performing Schools 4
Overview 4
Summary of level of evidence to support recommendations 6
Checklist for carrying out the recommendations 9
Recommendation 1. Signal the need for dramatic change with strong leadership 10
Recommendation 2. Maintain a consistent focus on improving instruction 14
Recommendation 3. P rovide visible improvements early in the turnaround

process (quick wins) 22
Recommendation 4. Build a committed staff 27
Appendix A. Postscript from the Institute of Education Sciences 30
Appendix B. About the authors 33
Appendix C. Disclosure of potential conflicts of interest 35
Appendix D. Technical information on the studies 36
References 42
( iii )
Turning around Chronically Low-Performing Schools
List of tables
Table 1. Institute of Education Sciences levels of evidence for practice guides 2
Table 2. Recommendations and corresponding levels of evidence to support each 8
( iv )
Introduction that the specific ways the practices were
implemented varied widely, depending on
The goal of this practice guide is to formu- each school’s context.
late specific and coherent evidence-based
recommendations for use by educators We, the authors, are a small group with ex-
aiming to quickly and dramatically im- pertise in various dimensions of this topic.
prove student achievement in low-perform- Several of us are also experts in research
ing schools. Although schoolwide reform methodology. The evidence we consid-
models exist, most assume a slow and ered in developing this document ranges
steady approach to school reform. They do from expert analyses of turnaround prac-
not seek to achieve the kind of quick school tices to case studies of seemingly effec-
turnaround we examine in this practice tive schools and to correlational stud-
guide. That is not to say that schools using ies and longitudinal studies of patterns
a packaged schoolwide reform model could of school improvement. In all cases, we
not experience dramatic and quick results. paid particular attention to patterns of
Often the differentiating factors are the in- findings replicated across studies. But
tensity of the turnaround practices and the all recommendations had to rely on low
speed of putting them in place. levels of evidence, as defined by the In-
stitute of Education Sciences (IES) Prac-
Our expectation is that a superintendent, a tice Guide standards. We could not find
principal, or a site-based decision-making any studies that fit the high-quality ex-
council can use this practice guide to help perimental and quasi-experimental study
plan and execute school turnaround strat- standards of the What Works Clearing-
egies. The target audience includes school house (http://ies.ed.gov/ncee/wwc) and
administrators and district-level adminis- that would provide the strongest evidence
trators, key because they can help break of causal validity.
down policy and administrative barriers
and ease the implementation of intensive We have taken findings from research and
school turnaround practices. This guide described how a practice or recommenda-
can help them develop practice and policy tion might unfold in school settings. Our
alternatives for immediate implementation aim is to provide sufficient detail so that
in schools. educators have a clear sense of the steps
needed to follow the recommendation.
The guide includes specific recommen-
dations and indicates the quality of the A unique feature of practice guides is the
evidence that supports the recommenda- explicit and clear delineation of the qual-
tions. It also describes how each recom- ity and quantity of evidence that supports
mendation can be carried out. The exam- each claim. To do this, we used a semi-
ples are from case studies but should not structured hierarchy suggested by IES.
be construed as the best or most effective This classification system uses both the
ways to carry out each recommendation. quality and the quantity of available evi-
Instead, the examples illustrate practices dence to help determine the strength of
noted by schools as having had a positive the evidence base grounding each recom-
impact on the school turnaround. Note mended practice (table 1).
(1)
Introduction
Table 1. Institute of Education Sciences levels of evidence for practice guides
In general, characterization of the evidence for a recommendation as strong requires both studies with
high internal validity (i.e., studies whose designs can support causal conclusions) and studies with high
external validity (i.e., studies that in total include enough of the range of participants and settings on
which the recommendation is focused to support the conclusion that the results can be generalized to
those participants and settings). Strong evidence for this practice guide is operationalized as:
• A systematic review of research that generally meets the standards of the What Works Clearing-
house (WWC) (see http://ies.ed.gov/ncee/wwc/) and supports the effectiveness of a program, prac-
tice, or approach with no contradictory evidence of similar quality; OR
Strong
• Several well-designed, randomized controlled trials or well-designed quasi-experiments that gener-
ally meet the standards of WWC and support the effectiveness of a program, practice, or approach,
with no contradictory evidence of similar quality; OR
• One large, well-designed, randomized controlled, multisite trial that meets the WWC standards
and supports the effectiveness of a program, practice, or approach, with no contradictory evi-
dence of similar quality; OR
• For assessments, evidence of reliability and validity that meets the Standards for Educational and
Psychological Testing.a
In general, characterization of the evidence for a recommendation as moderate requires studies with
high internal validity but moderate external validity, or studies with high external validity but mod-
erate internal validity. In other words, moderate evidence is derived from studies that support strong
causal conclusions but where generalization is uncertain, or studies that support the generality of a
relationship but where the causality is uncertain. Moderate evidence for this practice guide is opera-
tionalized as:
• Experiments or quasi-experiments generally meeting the WWC standards and supporting the ef-
fectiveness of a program, practice, or approach with small sample sizes and/or other conditions
of implementation or analysis that limit generalizability and no contrary evidence; OR
• Comparison group studies that do not demonstrate equivalence of groups at pretest and there-
Moderate
fore do not meet the WWC standards but that (a) consistently show enhanced outcomes for par-
ticipants experiencing a particular program, practice, or approach and (b) have no major flaws
related to internal validity other than lack of demonstrated equivalence at pretest (e.g., only one
teacher or one class per condition, unequal amounts of instructional time, highly biased outcome
measures); OR
• Correlational research with strong statistical controls for selection bias and for discerning influ-
ence of endogenous factors and no contrary evidence; OR
• For assessments, evidence of reliability that meets the Standards for Educational and Psychological
Testingb but with evidence of validity from samples not adequately representative of the popula-
tion on which the recommendation is focused.
In general, characterization of the evidence for a recommendation as low means that the recom-
mendation is based on expert opinion derived from strong findings or theories in related areas
Low and/or expert opinion buttressed by direct evidence that does not rise to the moderate or strong
level. Low evidence is operationalized as evidence not meeting the standards for the moderate
or high level.
a. American Educational Research Association, American Psychological Association, & National Council on Measurement
in Education (1999).
b. Ibid.
(2)
Introduction
Strong refers to consistent and generalize- Information about these standards is avail-
able evidence that a practice causes bet- able at http://ies.ed.gov/ncee/wwc. The
ter outcomes for students in turnaround technical quality of each study is rated and
schools or that certain leadership practices placed into one of three categories:
are effective for school turnaround.1
• Meets Evidence Standards for random-
Moderate refers either to evidence from ized controlled trials and regression
studies that allow strong causal conclusions discontinuity studies that provide the
but cannot be generalized with assurance strongest evidence of causal validity.
to the population on which a recommenda-
tion is focused (perhaps because the find- • Meets Evidence Standards with Res-
ings have not been widely replicated) or to ervations for all quasi-experimental
evidence from studies that are generalize- studies with no design flaws and ran-
able but have more causal ambiguity than domized controlled trials that have
offered by experimental designs (statistical problems with randomization, attri-
models of correlational data or group com- tion, or disruption.
parison designs for which equivalence of
the groups at pretest is uncertain). • Does Not Meet Evidence Screens for
studies that do not provide strong evi-
Low refers to expert opinion based on rea- dence of causal validity.
sonable extrapolations from research and
theory on other topics and evidence from We include an appendix with more techni-
studies that do not meet the standards for cal information about the studies and our
moderate or strong evidence. decisions regarding the level of evidence
for each recommendation. To illustrate
The What Works Clearinghouse the types of studies reviewed, we describe
standards and their one study for each recommendation. Our
relevance to this guide goal is to provide interested readers with
more detail about the research designs,
For the levels of evidence in table 1, we the intervention components, and the way
rely on WWC evidence standards to as- impact was measured.
sess the quality of evidence supporting
educational programs and practices. The We thank Brian Hassel and Dana Brinson
WWC addresses evidence for the causal for their helpful feedback and reviews of
validity of instructional programs and earlier versions of this practice guide. We
practices according to WWC standards. also express our appreciation to Dr. Mar-
lene Darwin, an AIR staff member involved
1. Following What Works Clearinghouse guide- in every phase of this project, from re-
lines, we consider a positive, statistically signifi- search analysis to draft text. Her role has
cant effect or large effect size (greater than 0.25) been critical for the timely and successful
as an indicator of positive effects. production of this guide.
Dr. Rebecca Herman

Dr. Priscilla Dawson
Dr. Thomas Dee
Dr. Jay Greene
Dr. Rebecca Maynard
Dr. Sam Redding
(3)
Turning Around quickly improve student achievement is
Chronically Low- most pressing for low-performing schools
that serve disadvantaged students.5
Performing Schools
How can we provide practical guidance to
Overview these schools to turn around their perfor-
mance in a short time? To answer, we must
In 1994 the Improving America’s Schools first turn to research. Unfortunately, the
Act introduced the concept of holding research base on effective strategies for
schools accountable for student perfor- quickly turning around low-performing
mance on state assessments. Although the schools is sparse. The panel did not find
act encouraged states to assess whether any empirical studies that reached the
schools were making progress and im- rigor necessary to determine that specific
posing sanctions on those that did not, it turnaround practices produce significantly
lacked much force. The No Child Left Be- better academic outcomes. So, we tapped
hind (NCLB) Act of 2001 changed that by into less rigorous case study research and
requiring a regimen of annual testing in theory to provide practical recommenda-
grades 3 through 8 and by imposing sanctions about school turnaround practices.
tions on schools that fail to make adequate This research suggests practices likely to
yearly progress.2 improve student learning. But it does not
offer proof that these practices will always
In school year 2006–07, 70 percent of succeed.
98,905 schools nationwide (64,546) made
adequate yearly progress; 10,676 schools This guide identifies practices that can
were designated as schools in need of im- quickly improve the performance of
provement, and 2,302 schools were desig- chronically low-performing schools—a
nated as schools in need of improvement process commonly referred to as creating
restructuring.3 All failing schools, espe- “turnaround schools.” For this guide, we
cially those that persistently fail, need define turnaround schools as those meet-
guidance on what will work quickly to ing two criteria.
improve student outcomes. These schools
generally have explored a variety of strate- • First, they began as chronically poor
gies to improve student achievement, but performers—with a high proportion
without rapid, clear success. They now of their students (generally 20 percent
need to look beyond slow, incremental or more) failing to meet state stan-
change and examine practices that will dards of proficiency in mathematics
raise and sustain student achievement or reading as defined under No Child
within one to three years.4 The need to Left Behind over two or more consecu-
tive years.
2. Adequate yearly progress (AYP) is an individual
state’s measure of progress toward the goal of 100 • Second, they showed substantial gains
percent of students achieving to state academic in student achievement in a short time
standards in at least reading/language arts and (no more than three years). Examples of
math. It sets the minimum level of proficiency substantial gains in achievement are re-
that the state, its school districts, and schools ducing by at least 10 percentage points
must achieve each year on annual tests and re-
the proportion of students failing to
lated academic indicators. (http://www.ed.gov)
meet state standards for proficiency
3. Mapping America’s Educational Progress in mathematics or reading, showing
(2008).
4. Hassel, Hassel, and Rhim (2007). 5. Ibid.
(4)
Overview
similarly large improvements in other turnaround strategies remove factors that

measures of academic performance inhibit school improvement and that do
(such as lowering the dropout rate by not support effective teaching and learn-
10 percentage points or more), or im- ing.7 This guide recommends four prac-
proving overall performance on stan- tices unique to turnaround schools. It
dardized mathematics or reading tests does not explore the school improvement
by an average of 10 percentage points literature, which is well documented else-
(or about 0.25 standard deviations). The where.8 The four recommendations work
schools discussed in this practice guide together to help failing schools make ade-
met these criteria, according to the data quate yearly progress and turn themselves
reported in the studies.6 around (see table 2).
School improvement and school turn- This guide does not address comprehen-
around both aim to improve student out- sive school reform (CSR) models, a specific
comes by changing how schools and class- approach to school improvement. Schools
rooms operate. They differ in that school that adopt those models seek to imple-
turnaround involves quick, dramatic im- ment all model components with supports
provement within three years, while school and services provided by the model devel-
improvement is often marked by steady, oper, such as professional development.
incremental improvements over a longer Research on CSR models examine the mod-
time. Because of their similar goals, the els’ effects on school improvement rather
two may have common approaches, but than the practices that comprise the model
they differ in implementation. In school implemented by the school. And CSR mod-
improvement, sharing leadership and els are typically designed to make incre-
training existing staff to share responsi- mental improvements over three to five
bility may develop gradually. In school years.9 The panel thus determined that
turnaround, a leader may have to quickly CSR evaluations were outside the scope of
identify and train one or two key staff this practice guide.10
members who are already qualified and
prepared to initiate shared leadership. We have included only research on “beating
In addition, a turnaround school is more the odds” schools (schools that performed
likely to consider replacing staff unable better than would be expected from their
to easily make the transition with those demographics) if those schools were also
already qualified to do so. turnaround schools. The key distinction
is that beating-the-odds schools may have
School turnaround literature builds on always been high achieving. They have
effective school improvement practices
but focuses on how to speed up and in-
crease the impact of these practices. Ac- 7. Duke (n.d.)
cording to one researcher, effective school 8. For some pivotal research on school improve-
ment, please see Berman and McLaughlin (1978),
McLaughlin (1990), Newmann and Wehlage (1995),
6. The panel was unable to determine whether Purkey and Smith (1983), and Rivlin and Timpane
the schools in one study (Lachat and Smith 2005) (1975).
showed dramatic improvement in three years
9. Desimone (2002).
because the study noted that data were col-
lected over four years. But the panel chose to 10. For overviews of the research on Compre-
include this study in the evidence base because hensive School Reform, see Borman, Hewes,
it provides research on practices that five low- Overman, and Brown (2003); Desimone (2002);
performing high schools implemented to raise Herman et al. (1999); Comprehensive School Re-
student achievement. form Quality Center (2006a,b,c).
(5)
Summary of level of evidence to support recommendations
not necessarily made a transition from Two of the documents in this review are
low to high achievement, a transition that secondary analyses of primary studies. In
poses some unique challenges (overcom- each case, the primary document profiles
ing staff disillusionment and inertia) and several schools, but the secondary docu-
requires unique solutions. Because this ment identifies the strategies common
guide focuses on low-performing schools across successful turnaround schools.
transitioning to high performance, the The panel’s recommendations are drawn
case studies are only of schools that were from the secondary analyses and cited
initially low performing. If the studies did accordingly.
not indicate the level of a school’s perfor-
mance, the panel did not include them in The panel also drew from Turnarounds with
its examination of evidence. new leaders and staff.12 This report draws
from research on turnaround schools
Summary of level of evidence and on organizational improvement in
to support recommendations the business sector, providing substantial
background on, and basic principles of,
As suggested in the overview, the research significant school improvement.
base on school turnaround practices is
limited. Turnaround schools are, by defi- The panel also incorporated evidence from
nition, schools that have demonstrated a related field, business turnaround.13 Like
that they have dramatically improved school turnaround, business turnaround
student outcomes in a short time. Stud- occurs when a failing business makes dra-
ies of turnaround schools tend to be case matic changes to become more successful.
studies that look back at factors that may Often, turnaround businesses face bank-
have contributed to the school’s success. ruptcy or dissolution and restructure to
This research design is particularly weak become solvent. Schools and businesses
in determining causal validity for several share some organizational features, and
reasons, including the fact that there is no some business turnaround practices also
way to be confident that the features com- appear in turnaround schools. This guide
mon to successful turnaround schools are draws on evidence from business turn-
not also common to schools that fail. around to support recommendations for
practices in both fields. For example, both
The recommendations in this guide are schools and businesses that improve out-
based on a collection of case studies of comes tend to use strong leadership to
low-performing schools that improved signal change early in the turnaround
student achievement in one to three years. process.14
The panel feels compelled to emphasize
that the level of evidence is low because The evidence from business turnaround
none of the studies examined for this prac- research lends support to the recommen-
tice guide is based on a research method- dations that schools should signal change
ology that yields valid causal inference. in the turnaround process. But because
The recommendations are based on 10 businesses and schools can be very differ-
case studies that examined turnaround ent organizations, we caution against rely-
practices across 35 schools: 21 elemen-
tary schools, 8 middle schools, and 6 high Ouimette (2007); Whiteside (2006); Zargarpour
schools.11 (2005).
12. Kowal and Hassel (2005).

11. Conzemius (2000); Duke (n.d.); Duke et al.
13. Kowal and Hassel (2005); Walberg (2007).
(2005); Johnson and Asera (1999); Lachat and
Smith (2005); Picucci et al. (2002a,b); Tung and 14. Ibid.
(6)
Summary of level of evidence to support recommendations
ing exclusively on the business turnaround practices tailored to the school and local
research.15 For example, businesses often community.
cut costs to promote turnaround, a strat-
egy not relevant to schools. Further, busi- Using their knowledge of school change,
nesses operate under the immediate threat panel members emphasize that school
of bankruptcy and termination; schools turnaround encompasses a set of actions
typically do not. So, this guide does not and practices. A school cannot select only
highlight practices that emerged in the one recommendation from this practice
business turnaround research unless they guide and reasonably expect quick results.
also emerged in the school turnaround For example, signaling change with strong
research. leadership but not following through with
visible improvement early in the school
Readers should note that the case research turnaround process (quick wins) could
on school turnarounds and the business make school staff skeptical. So, readers
research clearly indicates that there is no should view these recommendations as
specific set of actions that applies equally a viable set of practices that have each
well to every turnaround situation. Every demonstrated, at least in case studies, that
school described in the case studies ex- they may work well together in turning
amined for this guide applied actions and around low-performing schools. Appen-
dix 4 presents more information on the
research evidence from the case studies
15. Ibid. to support each recommendation.
(7)
Table 2. Recommendations and corresponding
levels of evidence to support each
Recommendation Level of evidence
1. Signal the need for dramatic change with strong leadership. Schools
should make a clear commitment to dramatic changes from the sta-
tus quo, and the leader should signal the magnitude and urgency of
that change. A low-performing school that fails to make adequate Low
yearly progress must improve student achievement within a short
timeframe—it does not have the luxury of years to implement incre-
mental reforms.
2. Maintain a consistent focus on improving instruction. Chronically low-

performing schools need to maintain a sharp focus on improving
instruction at every step of the reform process. To improve instruc-
tion, schools should use data to set goals for instructional improve- Low
ment, make changes to immediately and directly affect instruction,
and continually reassess student learning and instructional practices
to refocus the goals.
3. Make visible improvements early in the school turnaround process

(quick wins). These can rally staff around the effort and overcome Low
resistance and inertia.
4. Build a committed staff. The school leader must build a staff that is
committed to the school’s improvement goals and qualified to carry
out school improvement. This goal may require changes in staff, such
Low
as releasing, replacing, or redeploying staff who are not fully com-
mitted to turning around student performance and bringing in new
staff who are committed.
Source: Authors’ compilation based on analysis described in text.
(8)
Checklist for carrying out that the curriculum aligns with state and
the recommendations local standards and meets the needs of all
students in the school. Be sure to involve
Note: These recommendations are explored teachers in the review.
in greater detail in the practice guide.
Ensure that all school leaders and in-
Recommendation 1. Signal the need for structional staff monitor progress regularly,
dramatic change with strong leadership and systematically make adjustments to
strengthen teaching and student learning.
A change in leadership practices in the
school is essential. Because the current school Recommendation 3. Make visible
leader may be enmeshed in past strategies, a improvements early in the school
new leader can immediately signal change. turnaround process (quick wins)
If there is no change in leadership, the Start with a goal that is important, can
existing leader can signal change by radically be achieved quickly, and will provide visible
altering leadership practices. improvement.
Make the school leader the instructional Develop a strategy for accomplishing
leader who is highly visible in classrooms. the goal that can be implemented quickly—
for example, the school already has the
Publicly announce changes and antici- authority and resources to implement the
pated actions. strategy.
Recommendation 2. Consider some common goals for quick

Maintain a consistent focus wins, such as changing the school’s use of
on improving instruction time, improving access to resources and the
physical facilities, and improving discipline.
Examine school-level data on student
achievement to identify specific gaps in stu- Recommendation 4.
dent learning. Build a committed staff
Have teachers use formative data about Assess the strengths and weaknesses
individual students to analyze their instruc- of the staff. Identify staff who are not fully
tion in light of student progress toward committed to the school turnaround goals or
standards. who do not have the qualifications to carry
them out.
Establish priority areas for instructional
focus and make necessary changes in those Redeploy staff members who have valu-
areas to strengthen teaching and improve able skills but are not effective in their cur-
student learning. rent role.
Arrange for targeted professional devel- Replace staff members who actively re-
opment based on analyses of achievement sist the school’s turnaround efforts.
and instruction, differentiated according to
teacher needs and the subject areas targeted Recruit new staff who have the needed
for instructional improvement. specialized skills and competencies for po-
sitions in the school—such as intervention-
Have staff collaboratively conduct a ists, reading specialists, and mentors and
comprehensive curriculum review to ensure instructional coaches.
(9)
Recommendation 1. leadership identified patterns across
Signal the need for 22 schools. The majority of the schools
started the turnaround with new leaders;
dramatic change with all underwent major changes in leadership
strong leadership practices.
A failing school does not have The research points out that school lead-
the luxury of years to implement ership is a key part of school change and
incremental reforms. Instead, leaders turnaround. 21 Turnaround leadership
at the school should make a clear should be anchored in school improve-
ment practices and in strategies to make
commitment to dramatic changes
rapid and substantial changes. Although
from the status quo and signal the
the research did not list a specific set
magnitude and urgency of those of leadership skills and actions shared
changes. Leadership is key, but it alone by all principals in turnaround schools,
is not adequate. The leader also needs some commonalities were identified by
to show that dramatic changes will be the panel. In general, turnaround leaders
necessary to turn the school around. demonstrated a commitment to develop-
ing a learning community for students and
staff, with the primary focus of the school
Level of evidence: Low on learning and with staff and students
working together toward that goal. Spe-
The panel judges the level of evidence cific leadership actions were framed in a
supporting this recommendation to be child-centered lens and the belief that staff
low, based on 10 case studies that de- should have the skills and knowledge to
scribe school turnaround practices in 35 provide strong instruction.22
schools.16 Of the 10 studies, 2 describe in
detail the ways that schools implemented School leaders also signaled change by:
dramatic changes with strong leadership.17
One study looked at 7 middle schools18 • Communicating a clear purpose to
and the other at 15 elementary schools19 school staff.
that participated in school turnarounds.
The remaining case studies provide addi- • Creating high expectations and values.
tional support.
• Sharing leadership and authority.
Brief summary of evidence to
support this recommendation • Demonstrating a willingness to make
the same types of changes asked of
The authors of the two studies20 that de- their staff.
scribed dramatic changes with strong
• Identifying advocates within the staff.
(2005); Johnson and Asera (1999); Lachat and Smith • Building a consensus that permeated
(2005); Picucci et al. (2002a,b); Tung and Ouimette the entire staff.
(2007); Whiteside (2006); Zargarpour (2005).
17. Picucci et al. ��

(2002a); Duke (n.d.).
21. ��
Whiteside (2006); Picucci et al. ��
(2002a); Rhim,
18. ��
Picucci et al. (2002a).
Kowal, Hassel, and Hassel (2007); Duke (n.d.);
19. ��
Duke (n.d.). Johnson and Asera (1999).
20. ��
Picucci et al. (2002a); Duke (n.d.). 22. ��
Johnson and Asera (1999).
( 10 )
1. Signal the need for dramatic change with strong leadership
• Eliminating any distractions to en- strategies, installing a new principal can

sure that the ma ximum amount signal change.27 The case studies on school
of classroom time was focused on turnarounds have numerous instances of
instruction. new principals being catalysts for change.28
Teachers often cited the new principal as
• Establishing a cohesive culture.23 the motivating force.29 Case study research
on school turnarounds indicates that strong
School leaders committed to the turn- leadership is a critical element of the turn-
around effort worked toward integrat- around process.30
ing these principles into their daily
practices. In successful turnaround schools, new
principals came into the schools with a
The business research on leadership indi- clear purpose, ready to share responsibil-
cates a broad set of leadership actions in ity for turning around the school. They
business turnaround.24 Turnaround lead- immediately began to set clear expecta-
ers figured out what actions would get tions for students and faculty. They ini-
rapid results and demonstrate an upward tiated a culture of change from the first
trend quickly. They implemented prac- day, letting teachers and students know
tices that deviated from the prevailing that a defeatist or business-as-usual at-
norms. They analyzed performance data. titude would not be accepted. They sent
And they relentlessly focused on results.25 the message that everyone—including
These actions were a catalyst for change administrators—needed to change the
to build future successes. daily school operations and the way in-
struction was delivered.
Strong turnaround leadership sometimes
met resistance.26 In several instances, school Although new principals entered their
leaders who took dramatic steps to turn a school with a determination to raise stu-
school around faced calls from parents to dent achievement, they did not act rashly.
resign or be removed. In the face of this Instead, they spent long hours studying
resistance, leaders had to remain focused the school and its needs. But they still took
on the goal of raising student achievement. steps to move the school forward with
Gradually, teachers saw positive changes some immediate changes.
and became less resistant. Turnaround
leaders learned to strike the right balance 2. If a change in leadership does not take
between demanding change and develop- place, the existing principal may signal
ing a collaborative culture within the school change by substantially reforming leadership
and among staff members. practices.31 Although this can be quite chal-
lenging for a principal in a low-performing
How to carry out the school, it is possible to radically alter leader-
recommendation ship practices and develop a new culture that
1. A change in leadership practices in the

school is essential. Because the current 27. Murphy and Meyers (in press).
school leader may be enmeshed in past 28. Duke et al. (2005); Johnson and Asera (1999);
Duke (n.d.).
23. ��
29. ��
Picucci et al. (2002b).
24. ��
Kowal and Hassel (2005).
30. ��
Whiteside (2006); Picucci et al. (2002b); Duke
25. ��
Rhim et al. (2007). (n.d.).
26. ��
Picucci et al. (2002a); Duke et al. (2005). 31. ��
Duke et al. ��
(2005); Duke (n.d.).
( 11 )
will signal change to the staff.32 Key ingredi- after these initial steps, began to eliminate
ents are recognizing the need to change and practices that were not working.37
possessing a willingness to try new things to
raise student performance. This willingness Principals can signal change by modifying
can come from a study of school improve- their personal style of leadership in the
ment theory, research, and practice.33 school. For example, they can change their
style by sharing responsibility for learning
The established principal should examine more openly among all staff, stakeholders,
and then eliminate the factors that im- and the administration, by placing an in-
pede change, by becoming an instructional creased value on mutual support, and by
leader and observing and monitoring class- ensuring the well-being and safety of stu-
room instruction.34 The principal could dents and staff.38
also begin creating conditions that support
teaching and learning in the school. In 5 Principals can also develop shared lead-
of 15 schools in a case study report, the ership by appointing a leadership team
school leader did not change; instead, the or lead teachers.39 By establishing shared
leadership actions changed.35 leadership structures and nurturing lead
teachers, principals can strengthen the
Typical leadership actions that signaled voice of teachers in school decisions and
change in the turnaround school studies in assuming responsibility for results.
were establishing a stronger direction for
the school, such as spending more time 3. Through partnerships, schools can pub-
in classrooms and throughout the school; licly announce changes and planned ac-
monitoring teacher and student perfor- tions.40 As in the business world, they may
mance; becoming more accessible to staff want to embark on a marketing campaign,
and students; and dealing directly with which can take many forms.
discipline issues.36
One case study of an urban middle
One principal attended a specialized turn- school describes an aggressive commu-
around leadership program and initiated nity campaign to “sell the school to local
the turnaround process after one year as residents.”41 The principal led the effort to
principal. Knowing that the school was change the perception of the school. He
low performing, she sensed that the staff held coffees with parents and community
were eager for change and wanted to see members and met with parents of prospec-
the school raise its student achievement. tive students, among other activities, to
To signal change and begin to develop tar- educate the community. He also reached
geted goals for the school, she began by out to the larger urban community, includ-
analyzing different types of data, such as ing institutions of higher education, to so-
student achievement, discipline, class size, licit partnerships for additional resources.
staffing, and use of instructional time. Outreach should not only “sell the school”
She brought the staff into the process to but also “sell the fact that change must and
identify what was or was not working, and has come to the school.”
32. Kowal and Hassel (2005). 37. Duke et al. (2005).
33. Whiteside (2006). 38. Duke (n.d.).
34. Duke (n.d.). 39. ��

Ibid.
35. Duke (n.d.); Picucci et al. (2002a). 40. ��

Kowal and Hassel (2005).
36. Duke (n.d.). 41. ��

Picucci et al. ��
(2002b), p. 33.
( 12 )
In a turnaround middle school, the prin- leadership skills, develop a school turn-
cipal wanted to “reawaken the hallowed around plan with a district team, and col-
history” of the school.42 The school’s sense laborate with a school support team on such
of community was reignited through a content areas as data analysis, target setting,
large 75th anniversary gala for the local and action plans.46
community.
Principals can do other things to build
In another example of a public campaign, stronger leadership for the turnaround:
the principal of a large urban high school
began the turnaround process, but after • Visiting and learning from other
a year in which initial progress had been schools that face similar challenges.
made, the district decided to close the
school. The principal, determined to see • Immersing themselves in student
the school improve, embarked on a pub- benchmark and achievement data and
lic campaign. With support from faculty, such nonachievement data as disci-
students, and parents, the community plinary referrals, class size, and use
mobilized a campaign and persuaded the of instructional time to make informed
district to keep the school open and to decisions for the school.
support the principal’s proposed direction
for the school’s vision and efforts toward • Engaging in additional instructional
reform.43 support activities.
Potential roadblocks and solutions • Drawing on district resources for help

in responding to problems construc-
1. Staff may be convinced that the school tively.
does not have the potential to change or
will never change. Some staff believe that • Seeking professional development fo-
reforms “come and go,” so they can patiently cused on leadership.47
wait out this set of reforms. When leaders in
the school can couple signaling change with 3. Signaling change may be difficult when
quick wins (see Recommendation 3), they the prevailing community perception of the
may be able to dispel the entrenched mind- school is negative.48 School leaders may
set that the school will never change.44 need to initiate a public campaign in the
community to develop immediate support. In
2. If leadership does not change, the leaders one case study, parents had little confidence
may find it much harder to signal change im- in the school, feeling that many students did
mediately. They may not be able to separate not receive a quality education. To bolster
themselves from the policies and practices the community’s trust, the principal initiated
that prevented changes in the past.45 In such early morning meetings with parents when
situations, the district may want to consider they dropped off their children at school,
providing specialized training for its prin- videotaped classroom and special activities
cipals through established programs that for parents, and invited parents to observe
focus on intensive training in turnaround classes.49
42. Whiteside (2006).

46. ��
Kowal and Hassel (2005); Duke et al. (2005).
43. Tung and Ouimette (2007).
47. ��
44. Duke (n.d.); Johnson and Asera (1999); Kowal
and Hassel (2005). 48. ��
45. ��
Duke (n.d.). 49. ��
( 13 )
Recommendation 2. data to make changes designed to directly
Maintain a consistent affect instruction, and monitoring prog-
ress regularly and adjusting strategies.51
focus on improving
instruction In a case study of seven schools, “the study
schools used common elements that led
Turnaround schools focus on improving to change, including building a shared
instruction at every step of the reform purpose; reflecting on the existing setting
process. Turnaround schools use before implementing change; planning
data to set goals for instructional and implementing improvement strate-
gies; and re-evaluating their efforts.”52
improvement, make changes to affect
The study explicitly listed the elements
instruction immediately and directly,
that emerged from all of the studies: set
and continually reassess student common goals, look at data to plan, and
learning and instructional practices to monitor progress.
refocus the goals.
Using data to set goals. All the schools
Level of evidence: Low in the case studies used data to set instruc-
tional goals.53 Data included school average
The panel judges the level of evidence sup- student test scores, but went beyond that.
porting this recommendation to be low, In 3 of the 10 case studies, researchers note
based on 10 case studies that describe that the schools collected and analyzed a
turnaround practices in 35 schools.50 All range of data in addition to achievement
10 studies describe in detail the ways that test results. 54 In 1 study of an elementary
turnaround schools maintained a consis- school, the principal and teachers collected
tent focus on instruction. and analyzed data on the school’s climate,
its sense of community, and its curriculum
All schools in the case studies focused and instruction.55
on improving teaching and student learn-
ing by analyzing student assessment and In addition to looking at diverse types of
classroom data; and regularly monitoring data, turnaround schools considered data
progress and adjusting strategies. at three levels: at the school level to focus
on areas that needed schoolwide improve-
Brief summary of evidence to ment to meet adequate yearly progress, at
support this recommendation
51. ��
Conzemius (2000); Duke (n.d.); Duke et al.
Low performance on standards-based as-
sessments is common for schools in need
Smith (2005); Picucci et al. (2002a, 2002b); Tung
of turnaround. All schools in the case and Ouimette (2007); Whiteside (2006); Zargar-
studies focused on improving teaching pour (2005).
and student learning by analyzing student
52. ��
Picucci et al. (2002a), p. ix.
assessment and classroom data, establish-
ing goals for instructional improvement in 53. ��
targeted subject areas, using the goals and (2005); Johnson and Asera (1999); Lachat and
and Ouimette (2007); Whiteside (2006); Zargar-
50. Conzemius (2000); Duke (n.d.); Duke et al. pour (2005).
54. Conzemius (2000); Lachat and Smith (2005);
Zargarpour (2005).
pour (2005). 55. Conzemius (2000).
( 14 )
2. Maintain a consistent focus on improving instruction
the classroom level to focus on teachers’ At the student level, data were used to plan
instructional strengths and weaknesses, instruction to meet individual needs. For
and at the student level to focus on instruc- example, most of the seven turnaround
tional needs of individual students. schools in one study disaggregated per-
formance data by grade level, learning
At the school level, data were used to objectives, responses to individual items,
identify instructional areas that needed and other factors. They then used the dis-
schoolwide improvement. The turnaround aggregated data to identify individual stu-
schools consistently used data on students who needed help on specific skills.60
dent achievement to identify gaps in stu- One principal described the process: “First,
dent learning.56 In one study of 7 middle look at the data for trends to see what
schools, every one of the schools used we’re doing as teachers. And then you look
school performance data to determine at individual kids and where they fit in…
areas of teaching and learning that needed And they can refer to that [data] and see
improvement.57 The schools developed where kids have strengths and weaknesses
systems to help teachers understand and in their classrooms.”61 In another study,
use the data to guide their teaching, disag- three elementary schools established Data
gregating data to indicate specific areas of Action Teams that gathered information
weakness in instruction. In addition, the from teachers on student performance and
schools developed processes for defining analyzed student work samples. They ap-
target areas for schoolwide change. In one plied a set of standard templates and pro-
case study of 10 schools, 8 realized that tocols specific to the different data sets to
they did not have access to sufficient data help teachers use the data to guide policies
on student achievement to guide their and practice.62
decision-making and so worked to obtain
the necessary data.58 Changing instruction to meet goals. All
schools in the case studies made changes
At the classroom and program levels, data to directly improve instruction.63 Some
were used to determine areas of weak- common approaches were teacher collab-
ness for targeting improvement efforts. oration for instruction and instructional
One study of turnaround efforts showed planning, targeted professional develop-
that five urban high schools collected a ment in specific areas, and careful reviews
wide variety of data regularly over four of curricula to ensure that the curricula fo-
years, disaggregating the data by student cused on essential content and addressed
demographics and participation in school state standards.
programs, such as special education and
remediation classes.59 They used this in- All nine schools in one case study took
formation to focus their improvement ef- steps to involve teachers more directly
forts on specific programs and classes. In in targeting specific areas for improve-
addition to disaggregated test data, the ment in teaching across the school.64 The
schools used principal and peer observa-
tions to better understand what was hap- 60. ��
pening in the classrooms and to identify 61. ��
Picucci et al. (2002a) p. 43.
instructional needs.
62. ��
Zargarpour (2005).
56. ��
Ibid. 63. ��
(2005); Johnson and Asera (1999); Lachat and Smith
57. ��
(2005); Picucci et al. (2002a,b); Tung and Ouimette
58. ��
Duke et al. (2005). (2007); Whiteside (2006); Zargarpour (2005).
59. ��
Lachat and Smith (2005). 64. Johnson and Asera (1999).
( 15 )
principals guided the planning processes received regular support from a designated
and kept teachers focused on improving staff member, such as a lead teacher, in-
instruction. Teachers met in teams, re- structional facilitator, or reading or math-
viewed student work against standards, ematics coach. In another study, teachers
and used this information to target spe- were organized into vertical teams across
cific areas for instructional improvement. grade levels with the goal of creating
In one school, teacher teams used dis- professional learning communities that
aggregated standardized test scores to offered their own professional develop-
identify students who were not reading at ment.69 The teacher teams planned lessons
grade level for additional academic sup- to ensure alignment across grade levels.
port, such as one-on-one tutoring.65 In an- They also attended summer workshops
other, the teams developed a tool to moni- and used friendly observers in classrooms
tor student growth in mathematics, used to give individual teachers direct feedback
those data to focus instruction on specific on their teaching. One elementary school
mathematics objectives that students had developed weekly faculty workshops fo-
failed, rechecked student performance on cused on skills that contribute to a good
the objectives, and further focused the learning environment, such as time man-
instruction.66 agement and classroom management.70
Professional development focused on in- School personnel also examined the

structional goals. Once teachers identi- curriculum. In one case study of nine
fied specific subject areas to focus on, the elementary schools, all reviewed their
principal identified and commissioned curricula and aligned them with the ap-
intensive professional development to im- plicable standards and assessments.71 A
prove teaching in those areas. The schools careful curriculum review helped ensure
described in the case studies relentlessly that teachers were teaching the skills and
focused on improving teachers’ skills and knowledge that students needed to suc-
shoring up gaps in their content knowl- ceed on assessments.
edge and instructional skills.67
Two case studies described schools that de-
The approaches to professional develop- cided to overhaul their curriculum.72 One
ment varied, but all involved collabora- middle school became a discovery acad-
tion and a focus on instructional goals. emy consisting of four separate houses,
Seven middle schools in one study en- each focusing on a related cluster of ac-
gaged teachers in an array of professional ademic subjects, such as mathematics,
development opportunities targeted at im- science, and technology.73 A high school
proving teaching in critical subject areas.68 that originally focused on vocational train-
Teachers shared common planning time, ing refocused its curriculum on academ-
participated in workshops on using data to ics and preparation for postsecondary
guide instructional decisionmaking, and education.74
65. Ibid.
69. ��
Conzemius (2000).
66. Ibid.
70. ��
Duke et al. (2005).
(2005); Johnson and Asera (1999); Lachat and 71. ��
72. ��
Duke et al. ��
(2005); Tung and Ouimette (2007).
pour (2005) 73. ��
Duke et al. (2005).
68. ��
Picucci et al. (2002a). 74. ��
Tung and Ouimette (2007).
( 16 )
Monitoring progress and making ad- How to carry out the

justments. Once schools identified spe- recommendation
cific instructional areas in need of im-
provement and established a plan to 1. Turnaround schools need to examine stu-
improve teaching in these areas, they dent achievement data to identify gaps and
continually monitored instructional prac- weaknesses in student learning. Principals
tices and student achievement against can establish a data leader or data teams
goals.75 All schools in the case studies to organize and lead the effort. They can
used benchmark assessments or system- examine student learning through stan-
atically monitored progress.76 The princi- dards-based assessments and classroom
pal of one elementary school established assessments. Using the state assessments
a school database tracking system to store or other measures aligned with the state
information on student progress on bench- standards helps ensure that the progress in
mark assessments for easy access by all learning will result in higher achievement
teachers.77 The principal also showed on high-stakes tests. School personnel can
teachers how to disaggregate the data, also look at data on factors that contribute
create spreadsheets, and conduct item to or impede student learning, such as at-
analysis to help monitor student growth tendance, discipline, and fiscal expenditures.
on the benchmark assessments. With this In secondary schools, principals and other
information, staff members could refine staff can examine data on course selection,
the school improvement plan and regu- course enrollment patterns, and course fail-
larly adjust instruction. ure rates to identify other problem areas.80
A case study of nine urban elementary For example, one middle school81 studied
schools found that the principals, some- student discipline referral data to under-
times with the school planning teams, stand when and why disciplinary prob-
monitored progress by continually ana- lems occurred. These data indicated that
lyzing student data, conducting classroom a change in lunchroom procedures could
observations, and analyzing student work reduce disciplinary problems that seemed
to determine the adjustments needed in to occur most often during lunch. The
instruction.78 Principals spent a large part school also examined why students were
of their time in the classrooms—as much assigned to in-school suspension and dis-
as 40 percent in one school—to observe covered that the majority of students were
teaching and improve instruction.79 Com- there for minor problems. To solve the dis-
mon adjustments in strategies entailed cipline issue and keep students from miss-
adding professional development in teaching instruction, the school staff developed
ing-specific skills and resources, such as new guidelines for in-school suspension.
supplemental curricula.
2. Teachers can use data to analyze their in-
struction in light of student progress toward
75. ��
Conzemius (2000); Duke (n.d.); Duke et al. standards.
Smith (2005); Picucci et al. (2002a,b); Tung and One case study school demonstrated the
Ouimette (2007); Whiteside (2006); Zargarpour importance of using data to guide instruc-
(2005). tion. The data standards team analyzed
76. ��
Ibid. student assessments and identified the
77. ��
Duke et al. (2005).
78. Johnson and Asera (1999). 80. Lachat and Smith (2005).
79. Ibid. 81. ��

( 17 )
need for more emphasis on vocabulary develop additional lessons for this skill.
and reading comprehension. In response, They used professional development for
the teachers used visual and nonlinguistic teachers to learn how to teach compre-
representations as graphic organizers to hension more effectively, targeted inter-
enhance their instructional practice.82 ventions for students who demonstrated
the lowest achievement on the skill, and
Another example of the use of data in- purchased supplemental materials for
cluded work in an elementary school where comprehension instruction. Teachers also
the principal83 met weekly with teachers recommended providing additional time
by grade level to look at data to guide in- for reading by lengthening the reading in-
struction. Each week, teachers generated structional block by 30 minutes a day.84
a test for each of the core subject areas
and data sheets showing the results of the 4. The school leader should become the in-
previous week’s tests. The previous week’s structional leader and be highly visible in
data guided team planning. Teachers and classrooms. Strong instructional leadership
the principal discussed individual student shows the importance of strengthening in-
progress and identified areas where stu- struction that is aligned to standards, curri-
dents needed additional instruction. In cula, and assessments and guided by ongo-
this way, teachers began to differentiate ing data analysis of both achievement and
instruction. Staff used weekly test data to non-achievement outcomes.85 The principal
regroup students across the grade level needs to set an example, lead the effort,
and to plan targeted instruction to address and maintain vigilance toward the targeted,
the students’ particular learning needs. measurable goals.86
3. Drawing on the results from the analysis In one case study, the principal and the
of student achievement data and the cur- assistant principal made short, regular
riculum review, principals and staff need classroom observations. These observa-
to determine specific areas of weakness in tions gave school leaders informal and
instruction, establish priority areas for in- impromptu opportunities to see what in-
structional focus, and make changes in those struction was like in classrooms through-
areas to strengthen teaching and improve out the school. The leaders prepared a
student learning. Once schools have identi- one-page summary of the observation
fied subject areas or instructional practices within 24 hours to share and discuss with
that need to be strengthened, staff members the teacher. Rather than become part of
need to develop a plan with specific steps the teacher’s formal professional record,
for improving instruction. the summary was used to hone instruc-
tional practices.87
For example, the principal and teachers
in one school determined that reading In another study, principals in turnaround
achievement was low, particularly in the schools indicated that they spent a lot of
comprehension of expository text. They time in classrooms, monitored teachers
also found in their curriculum review that closely, modeled good teaching practices,
teachers did not have enough lessons and and were highly visible throughout the
strategies to use when teaching this liter-
acy skill. The staff developed a plan that
included having teachers work together to 84. ��
85. ��
Murphy (2007).
82. ��
Zargarpour (2005). 86. ��
(2002a).
83. ��
Duke et al. (2005). 87. Whiteside (2006).
( 18 )
school. They were also involved in every • External technical assistance providers
phase of instructional planning.88 who visit the school regularly to work
directly with teachers.
5. Professional development should be based
on analyses of achievement and instruction • Specialized learning academies that
and differentiated for teacher needs and the provide content knowledge.
subject areas targeted for instructional im-
provement. Teachers need content knowl- Schools can also provide pedagogic and
edge and pedagogic knowledge (such as structural supports to deepen the learning
how students learn to read and what the experience and foster greater collabora-
key parts of reading instruction are). They tion among teachers. For example, schools
also need instructional strategies for teach- may arrange teachers into grade-level,
ing the knowledge and skills to students vertical, or subject-area teams that meet
(such as explicitly showing students the regularly to plan lessons and share teach-
thinking skills needed to comprehend ex- ing strategies.
pository text).
As a school implements its professional
Professional development can be deliv- development plan, it should provide the
ered in many ways. Schools may choose necessary supports, such as instructional
to combine one or more strategies for coaches, so that teachers can translate
providing intensive professional develop- their learning into their daily teaching.
ment. For example, several teachers at one The school’s capacity to give teachers
urban elementary school89 participated in ongoing support is thus important when
weekly mathematics and science classes at selecting the strategy for professional
a nearby technology institute. The school development.
provided substitute teachers to cover their
classrooms. Following the classes, experts 6. Conducting a comprehensive curricu-
from the institute visited the teachers lum review can ensure that the curriculum
and observed their instruction, provid- aligns with state and local standards and
ing coaching and support as needed. This meets the needs of all students. Teachers
intensive and targeted professional de- need to be involved in the review. But it
velopment helped teachers directly apply may also be desirable to seek outside as-
new skills and content knowledge to their sistance from a curriculum specialist or
teaching. Additional resources for profes- another person with expertise in aligning a
sional development include: curriculum with standards. Teachers should
understand the standards, the specific cur-
• Staff members dedicated to providing riculum units or lessons that address them,
job-embedded professional develop- and the methods effective for teaching
ment, such as a full-time reading or those lessons.
mathematics coach.
In this review, teachers can pose such
• Teachers identified as skillful in a par- questions as the following:
ticular instructional topic and who
model lessons for colleagues, observe • Does the curriculum include instruc-
them teaching, and provide structured tion in all the standards for the sub-
feedback. ject area?
• Is there a need to provide supplemen-

88. Duke (n.d.). tal materials or curriculum to address
89. ��
Ibid. gaps in key skills or topics?
( 19 )
• Is the curriculum compatible with Another school organized its staff into
research-based practices? teams spanning two grades as a way to
improve alignment. District personnel
• Are the instructional units and les- provided computer programming and
sons in the curriculum designed for technical assistance to help the teams de-
teachers to provide explicit, systematic velop curricula and assessments aligned
instruction? to standards.94
A careful and thorough examination of 7. School leaders and teachers need to con-
curricula can be accomplished in a num- tinually monitor data, looking for ways to
ber of ways. One turnaround school leader improve instruction. They should monitor
provided stipends for teachers to meet in progress regularly and make adjustments
early mornings for 16 weeks to align the as needed to strengthen teaching and stu-
curriculum with standards and to prepare dent learning.
lessons aligned to the standards.90
Principals can take the lead in monitor-
In one school, the principal led the cur- ing progress by making daily or frequent
riculum review and worked with teachers classroom walkthroughs, reviewing lesson
on specific curriculum alignment projects plans, and critiquing lessons. Teachers can
for science and mathematics.91 Another work in teams and with the administration
school formed a committee of science to monitor student progress and identify
teacher representatives from each grade students who need additional support. All
level.92 The committee reviewed the cur- staff in turnaround schools need to make
riculum and realized that although some decisions guided by data and provide
objectives were taught at every grade level, sharply focused support for teachers to
others were not clearly addressed. Their improve their instruction so that students
review raised concerns about the way the improve their learning.
curriculum was addressed at different
grade levels and the school began to cre- Potential roadblocks and solutions
ate an aligned curriculum. Because this
process helped the science teachers, the 1. Careful data analysis of student achieve-
mathematics teachers launched a similar ment to improve instruction may be new and
effort looking specifically for gaps in the unfamiliar to teachers. Teachers may also fear
mathematics curriculum. reprisals or negative consequences if their
classroom data are carefully scrutinized. The
Teachers in another elementary school systematic use of data requires teachers to
held weekly grade-level meetings to de- shift their attitudes toward solving problems
velop daily instruction plans aligned with rather than pointing fingers. The turnaround
both the state standards and the perfor- leader can facilitate and model this change in
mance expectations at the school. Teach- attitude and practice. The principal can also
ers periodically met with other grade lev- become immersed in the data to support and
els to ensure that lessons were clear and guide teachers. At times, an outside facilitator
well articulated throughout the school.93 or specialized training may be necessary to
help teachers fully understand the different
types of data and the ways to use these data
90. ��
Picucci et al. (2002b). to further student learning.95
91. Ibid.
92. Ibid. 94. Conzemius (2000).
93. Almanzán (2005). 95. Lachat and Smith (2005).
( 20 )
Researchers described three urban high to the data needed to continue to improve
schools that collaborated with the dis- student achievement.
trict’s data-system personnel to create a
Data Access Plan.96 The plan included such 2. A faulty plan, a resistant staff or community,
details as what type of data the schools or a feeble or inept commitment to change can
needed, when the data were needed, and derail the turnaround. To change instructional
what questions the staff hoped the data practices and improve learning, the learning
would answer. The schools used quarterly goals must be realistic, and the changed prac-
data to determine student attendance and tices must be sufficient and appropriate to pro-
course failure rates and had timely access duce the desired results. So, the turnaround
plan must be grounded in good data, under-
stood by the school community, executed
96. Ibid. competently, and modified with experience.
( 21 )
Recommendation 3. One study of nine elementary schools
Provide visible shows particularly clear examples of vis-
ible improvements early in the turnaround
improvements early process.101
in the turnaround Brief summary of evidence to
process (quick wins) support this recommendation
Quick wins (visible improvements early In case studies of multiple schools, re-
in the turnaround process) can rally searchers identified quick wins as a
staff around the effort and overcome common strategy for successful turn-
resistance and inertia.97 Certain arounds.102 This strategy was also preva-
lent (although not always explicitly ac-
outcomes that matter to the school
knowledged by researchers) in the case
can result from changes made quickly
studies of individual schools and in the
at the administrative level without business turnaround research.103
needing teacher buy-in or approval
from the district. Although these initial In one case study of nine elementary
changes may not improve student schools that demonstrated significant ac-
achievement immediately, they can set ademic gains, school leaders quickly iden-
the tone for change. A short-term focus tified and pursued one or two goals that
on quick wins can establish a climate could be met in a short time.104 In several
schools, the principals faced such immedi-
for long-term change.98
ate problems as weak student discipline,
Principals may at times feel that they face parental dissatisfaction, and low teacher
insurmountable chaos. But when they morale. In response, the principals chose
identify one or two clear goals that can one area to make progress quickly. The
be accomplished quickly, the positive quick wins sent a clear message that the
schools were changing.
results show that it is possible to reach
a school’s overarching goal—raising
The focus of the quick wins depended on
student achievement. So, it is important the needs of the school. But some areas were
to identify issues that can be addressed particularly important and open to rapid
quickly and with noticeable success.99 change: the use of time,105 resources and the
physical plan,106 and student discipline.107
Level of evidence: Low
101. Ibid.
The panel judges the level of evidence sup-
porting this recommendation to be low, 102. Duke (n.d.); Duke et al. (2005); Johnson and
based on 10 case studies that describe Asera (1999); Lachat and Smith (2005); Picucci
et al. (2002a,b) Zargarpour (2005).
turnaround practices across 35 schools.100
103. Conzemius (2000); Murphy and Myers (in
press); Rhim et al. (2007); Tung and Ouimette
97. Kowal and Hassel (2005).
(2007); Whiteside (2006).
98. ��
104. Johnson and Asera (1999).
99. Johnson and Asera (1999).
105. Duke (n.d.); Duke et al. (2005)��
; Johnson and
100. Conzemius (2000); Duke (n.d.); Duke et al. Asera (1999); Picucci et al. (2002a,b).
106. Ibid.
(2007); Whiteside (2006); Zargarpour (2005). 107. Ibid.
( 22 )
3. Provide visible improvements early in the turnaround process (quick wins)
Changing the use of time was a quick win colorful murals and maps, and new flower
for several turnaround schools: thoughtful beds in front of the school.114
changes improved student achievement.
Some turnaround schools changed instruc- Attending to student discipline was an-
tional schedules to maximize learning other quick win in the case study research.
time,108 others the way teachers could use A carefully designed student behavior
time for planning.109 Most often, the schools plan facilitated learning by reducing dis-
created common planning times for teach- ruptions and increasing the time and at-
ers through grade-level planning teams or tention that teachers could devote to in-
content teams in secondary schools.110 struction. Such plans included having
teachers and administrators be a visible
Changing instructional time also involved presence throughout the school during
student teams in middle schools so that all class changes and before and after school.
students on the team shared a common At times, additional strategies were put
group of core subject teachers. This ar- into place, such as locking all entrances
rangement allowed teachers to know their other than the main entrance, reducing
students better and to collaborate on meet- transitions between classes, eliminating
ing individual student needs.111 bells and lockers, and minimizing interac-
tions between younger and older students
Common planning time for teachers in the building. Throughout the case study
can improve instruction and student research, reducing disruptive behavior
discipline—a vehicle for problem-solving and developing a safe and orderly learn-
and brainstorming while keeping the focus ing environment could be put into place
on raising student achievement.112 quickly to initiate the turnaround.115
Although no clear evidence links student How to carry out the

achievement to changes in the use of in- recommendation
structional time, teachers felt that their
instruction improved.113 1. Having set goals for the turnaround, school
leaders should identify one or two that build
Improving the physical plant was also a on the school’s needs and strengths, are
quick win in multiple turnaround schools. important to staff, and can be achieved
One principal removed displays that had quickly. A narrow goal (“increasing the read-
been posted on the walls for years and ing achievement of English language learners
put up new displays of student work every on a high-stakes test”) can be achieved faster
two to four weeks. Both parents and teach- than a broad goal (“increasing the achieve-
ers appreciated the clean, attractive, and ment of all students in all subjects”).
stimulating environment. Staff at another
school established a school beautifica- 2. School leaders should consider strategies
tion committee, resulting in a neat and that minimize dependence on others for de-
clean building, a fresh coat of white paint, cisions or financial support. A strategy that
requires district review and approval or dis-
108. Picucci, et al., (2002a). trict funding is unlikely to be implemented
quickly. Similarly, changing the way teach-
109. Ibid. ers approach their work might require a
110. Ibid.
111. Ibid.
114. Ibid.
112. Ibid.
115. Picucci et al. (2002a);
��
Duke et al. ��
(2005);
113. Ibid. Johnson and Asera (1999).
( 23 )
consensus among all teaching staff, which Students could go there for extra help, es-
takes time. School leaders should think about pecially during electives or lunch.117
strategies that they have the authority and
funds to implement and that do not require At another school the principal—after not-
wholesale involvement of all school staff. ing that the breakfast program had turned
into an opportunity for parents to linger
For example, putting alarms on school throughout the morning and distract their
exits may cut midday truancy faster than children from instruction—changed things.
having teachers meet individually with Parents were instructed to say goodbye at
parents of chronically truant students. the door, and breakfast was served in the
Quick wins do not preclude long-term classroom. So, instruction began without
strategies. In the truancy example, the distractions within 15 minutes of student
school might immediately reduce midday arrival at the school. Parents were wel-
truancy with alarmed exits and then fol- come, but the school did not become a
low up with teacher-parent meetings once gathering place for them to socialize and
staff are committed to the changes. to come and go as they pleased.118
3. One goal that a school may set for a quick 4. Some schools changed the schedule to
win is to change the way it uses time— provide common planning time, an imme-
change that can be pursued quickly, with diate benefit for teachers.119 Teachers felt
immediate effects on instruction. that the meetings were a critical element of
their work, especially when a specific day,
School leaders can adjust schedules to time, and agenda were set. The meetings
improve the functioning of the school, also provided stability and continuity in the
to provide time for academic support, collaboration and planning process.120 But
and to give teachers time to collaborate some teachers did not know how to make
on analyzing data and planning aligned the most of the planning opportunities. So,
instruction. in several case studies, the schools hired an
outside facilitator or went to the district for
If a low-performing school struggles with specialized technical assistance.121 School
maintaining its focus on academics, an leadership can also support productive col-
adjustment in the schedule to ensure un- laboration, aligning practices to goals and
interrupted blocks of instructional time maintaining focus.122
could provide an immediate reorienta-
tion toward academics. Several second- Although staff collaboration can take time
ary schools limited student access to elec- to develop, some schools had a small
tives until the students were performing group of staff members that were frus-
at grade level. The time they would have trated with the lack of improvement and
spent on electives was spent strengthen- ready to quickly initiate collaboration
ing their basic academic skills. Core aca- among colleagues.123 Communicating their
demic classes could not be interrupted
for assemblies, counselor visits, or other 117. ��
Ibid.
activities that would take away from in- 118. ��
Duke et al. (2005).
structional time.116
119. ��
Zargarpour (2005).
Teachers in one school started a Discov- 120. ��

Ibid.
ery Room, open throughout the school day 121. ��
and staffed with an experienced teacher.
122. ��
Zargarpour (2005).
116. ��
Picucci et al. (2002b). 123. ��
(2002a).
( 24 )
commitment to working with other staff change and a quick win.124 It is likely that
more hesitant to collaborate, they stimu- the staff and the community will notice the
lated opportunities to talk with one an- improvements in the school’s appearance.
other, share ideas and lesson plans, and At times, simply replacing worn displays
plan instruction as teams rather than as with new displays that change periodically
individuals. is effective. Big improvements in a school’s
appearance can also be accomplished by
5. If a school decides to improve access to working closely with the building engineer,
instructional materials, textbooks, and basic who can do many little things to improve the
school supplies for a quick win, the princi- learning environment in classrooms, such as
pal can do several things to produce quick maintaining stable room temperatures.
results. All textbooks and supporting ma-
terials should be ordered and immediately Painting the school is not always feasi-
available to staff and students. If the district ble. But maps, murals, and wall posters
procurement system is complex, the princi- can make drab hallways bright and col-
pal can designate a staff member to learn orful. Students at the school or older stu-
how to navigate the system and follow up dents from a nearby secondary school can
on orders. Teachers also need a workroom paint colorful murals and pictures in the
with a copy machine, phones, and comput- hallways.125
ers, in addition to a place to relax, mingle
with other teachers, and hold grade-level Other examples of quickly improving fa-
team meetings. cilities are replacing broken chairs, paint-
ing lockers, displaying student work, and
Teachers in some schools, thinking of their buffing floors.126 Before the school year
instructional materials as “their own,” may began, one principal took immediate ac-
not be inclined to share their success- tion to clean up a dirty, cluttered school.
ful approaches or materials with other The administrator met with the custodial
teachers. A well organized resource room staff and district personnel to create and
can overcome this tendency. Some turn- supervise a plan to clean up the school’s
around schools created a Teacher Resource environment before students arrived.127
Room that combined many of these func-
tions and instructional materials and pro- 7. Establishing a safe and orderly school en-
fessional resources. But a new mindset vironment is another quick win.
must accompany the physical changes.
Principals can help teachers adopt this One urban middle school set rules for be-
new mindset when materials are available havior that were simple and strictly en-
when they need them. forced. Gangs were prevalent, and school
safety was a primary concern. The school
Basic school supplies should be provided administrators and safety officer main-
to all teachers. At times, teachers may have tained a vigilant presence at various en-
felt that basic supplies, like colored pencils trances when students arrived in the morn-
and staplers, were in short supply, so they ing and were dismissed in the afternoon.
hoarded them for a rainy day. A careful Boys and girls entered through different
analysis of spending patterns across de-
partments may reveal some unevenness
in supplies. 124. Ibid.
125. Ibid.
6. Immediate improvement of school facili-
126. ��
ties, such as painting, fixing broken fixtures,
and cleaning school grounds, can signal 127. ��
Duke et al. ��
(2005).
( 25 )
entrances, and fighting and inappropriate Potential roadblocks and solutions

language were prohibited.128
1. A failing school needs to change in many
Another middle school sought parent as- areas, and parents and school and district
sistance in discipline. The dean of stu- staff may push for addressing many goals si-
dents called every parent of every child multaneously and immediately, making it dif-
who had a disciplinary issue and asked ficult to focus on any one goal. The principal
the parent to come to the school that day must be willing to keep the focus, even when
to reinforce the urgency of correcting the pressured to broaden the goals pursued. Set-
behavior. Teachers also had more auton- ting a goal that is clearly a priority for most
omy in addressing disciplinary problems. stakeholders eases that pressure by ensur-
The administration made it known to par- ing an initial base of support. Setting a very
ents that students who came to school late short timeline for accomplishing that goal
would stay late to compensate for the lost can also help. A quick win on one goal and
instructional time. Indiscriminate tardi- turning right away to other important goals
ness was not tolerated.129 can help staff and parents feel that their con-
cerns will eventually be addressed.131
In one example of out-of-control student
behavior, a low-performing middle school 2. A quick win that is not sustained becomes
with 500 students logged 1,181 disciplin- yet another example of the transience of
ary referrals in one fall semester. The school reform and fodder for those who re-
school made sweeping changes to the sist change. Accomplishing a quick win can
school schedule in the next fall semes- persuade school staff that the school can
ter, and disciplinary referrals dropped to and will change. But it is equally important
205. The district also created a special al- to follow up the quick win with strategies
ternative program for referring over-age to sustain that success. Cleaning and fixing
middle schoolers with discipline prob- the school could be followed with regular
lems. The school’s willingness to send stu- inspections and maintenance. Establish-
dents to this program sent a clear message ing a resource room for teachers could be
that inappropriate behavior would not be followed with funds set aside to continu-
tolerated.130 ally update the room. Providing uninter-
rupted blocks of instructional time could
be followed with a review of how that time
128. Whiteside (2006). was used and professional development for
teachers to use large blocks of time.
129. Duke et al. (2005).
130. Ibid. 131. Murphy (2007).
( 26 )
Recommendation 4. also showed turnaround schools building
Build a committed staff committed staff.135
The school leader needs to build a Brief summary of evidence to

staff that is committed to the school’s support this recommendation
improvement goals and qualified to
meet them. Changes in staff may be A common thread from the case study
research was the care that school leaders
required, such as releasing, replacing,
took to choose the right staff for the school
or redeploying those who are not
and to deploy staff members carefully to
fully committed to turning around meet the student needs.136 School leaders
school performance or bringing in needed to make certain that the selected
new staff to better meet the goals. staff fit the vision of the school and its
Some teachers in a low-performing context. Not all teachers were trained and
school may retreat to their classrooms prepared to work with a challenging stu-
to avoid the larger, perhaps negative, dent body.137 School leaders highly valued
school climate.132 Breaking this teachers who accepted their students at
their individual starting points, both aca-
pattern may require changes in staff
demically and behaviorally, and who were
or in the ways that some staff are
committed to working with students to
used. This recommendation focuses raise their level of achievement.
on having the right staff in the right
places. Professional development Case study research indicates that suc-
to help staff reach the school’s cessful schools had a shared common
goals is an essential element of all purpose and a belief that all students
school reform efforts and should be can learn.138 Thus, building a committed
part of turnaround schools. That is staff was essential, with everyone of the
same mindset. A cohesive staff also set
not unique to turnaround schools,
high expectations for instruction, with
however, so it is not the focus of the
everyone’s efforts focused on improving
discussion here. student performance. A committed staff
displayed this mindset by caring about
Level of evidence: Low students, building pride in the school, the
staff, and oneself, demonstrating a willing-
The panel judges the level of evidence ness to be diligent, and doing whatever
supporting this recommendation to be
low, based on 10 case studies that de-
scribe turnaround practices across 35 135. ��
Conzemius (2000); Duke et al. ��
(2005); John-
schools.133 One study of 15 turnaround son and Asera (1999); Lachat and Smith (2005);
schools is especially relevant for this rec- Picucci et al. (2002a,b); Tung and Ouimette (2007);
Whiteside (2006); Zargarpour (2005).
ommendation.134 The remaining 9 studies
132. ��
Johnson and Asera (1999). (2005); Picucci et al. (2002a,b); Tung and Ouimette
(2007); Whiteside (2006); Zargarpour (2005).
133. ��
(2005); Johnson and Asera (1999); Lachat and 137. Whiteside (2006).
Smith (2005); Picucci et al. (2002a,b); Tung and
Ouimette (2007); Whiteside (2006); Zargarpour
(2005).
134. ��
Duke (n.d.). (2007); Whiteside (2006); Zargarpour (2005).
( 27 )
4. Build a committed staff
it took to meet goals and raise student to the turnaround process.147 Consequently,
achievement.139 the school leader should spend consider-
able time getting to know teachers and their
A committed staff built strong professional individual skills, personality, knowledge,
relationships among colleagues, possibly background, and goals. Getting to know
improving instruction and teacher satis- teachers also involves spending time in their
faction. It was easier to build close rela- classrooms. The school leader can then use
tionships at a small school than at a large this information to place a teacher in a class-
school, but large schools built structures room that better “fits” both the teacher and
to connect colleagues and create a small- the students.148
school feel.140
2. The school leader should redeploy staff
In one analysis of 15 turnaround schools, members who offer valuable skills but are
all the case study schools made some staff- not effective in their current role and bring
ing changes.141 Principals of 9 schools took in new staff with specialized skills and com-
action to remove staff who did not have the petencies for specific positions, such as in-
skills to raise student achievement or who tervention or reading specialists.149 In the
were not committed to the effort.142 In 11 schools in the case studies, new positions
schools, principals created one or more new were most often designed to coordinate pro-
positions, such as program coordinators or grams or to bring in teachers with specialized
reading specialist.143 They also took such training, such as an instructional specialist,
actions as developing differentiated staff- a reading specialist, a school-community
ing plans, creating specialized intervention liaison, or a computer specialist.150
teams, and modifying job descriptions.144
By examining staff strengths and weak-
How to carry out the nesses, a school leader can determine a
recommendation better fit for some personnel. This may
include modifying job descriptions, dif-
1. The school leader should assess the ferentiating staffing, or creating interven-
strengths and weaknesses of the staff and tion teams,151 tailoring the positions of
identify staff members who are not fully staff members to individual strengths and
committed to the turnaround efforts.145 school needs. Some differentiated staffing
The school turnaround case studies and the strategies have the lowest reading groups
business turnaround research do not sup- taught by the classroom teacher and a
port the wholesale replacement of staff.146 reading specialist—and special educa-
The school leader needs to understand staff tion teachers team with regular education
and the commitment of each staff member teachers in the general classroom. For ex-
ample, one school arranged to have a Title
I–supported reading teacher trained to be
a Reading Recovery teacher so that she
139. ��
Picucci et al. (2002a). could provide differentiated services.152
140. ��
Ibid.
141. Duke (n.d.). 147. Zargarpour (2005); Murphy (2007).
142. Ibid. 148. Johnson and Asera (1999).
143. Ibid. 149. Tung and Ouimette (2007).
144. Ibid. 150. ��

Duke (n.d.).
145. Ibid. 151. ��

Ibid.
146. Kowal and Hassel (2005). 152. ��

Conzemius (2000).
( 28 )
4. Build a committed staff
School leaders should also look at the Potential roadblocks and solutions
roles of support personnel, such as the
lunchroom supervisor or lunchtime aides. 1. Collective bargaining agreements can
Their roles might be expanded to improve often forestall immediate staff changes.
efficiency in the cafeteria or provide one- Usually these agreements have stipulations
on-one tutoring when the lunch shift is for seniority: more-senior staff might have
over.153 priority in transfers, be able to choose the
grade level to teach, or be able to select cer-
3. The school leader should replace staff tain subject and class assignments. Solicit-
members who resist the school turnaround ing support from the union at the outset of
efforts.154 the turnaround efforts can be a key task.
When a union has an opportunity to partici-
One school principal noted that it is im- pate as an active partner in the turnaround
portant to “get the right people on the bus efforts, it may be easier to create work-
and [be] prepared to take some people off arounds or renegotiate certain stipulations
the bus [who] don’t belong.”155 However, in the contract.
the school leader could work to develop
staff members who have potential. In one 2. In addition to the complications that may
synthesis of case studies of successful arise from collective bargaining agreements,
school turnarounds,156 principals in 9 of teachers may be unwilling to leave a school.
the 15 schools took steps to remove staff The principal can suggest early retirement if
who lacked the requisite skills or the de- appropriate, reassign teachers to new areas
sire and commitment to significantly raise within the school, or even take more deci-
student achievement. In several instances, sive steps, such as not renewing a contract
staff members were transferred to other or counseling an ineffective teacher to leave
schools. For example, one teacher who the profession.
wanted to continue to provide pullout
remedial reading classes, even though 3. When a principal makes targeted staff
this format did not fit the redesigned lit- replacements, replacements are not always
eracy orientation, was moved out of the readily available. For rural schools, replac-
school.157 ing teachers can be an especially large chal-
lenge. Principals may need to “grow their
own” by encouraging effective instructional
153. Johnson and Asera (1999). assistants to seek certification and apply
154. Duke (n.d.); Tung and Ouimette (2007); Zar- for an emergency credential. Principals can
garpour (2005). also consider providing incentives for new
155. ��
Zargarpour (2005), p. 177. teachers.158
156. Duke (n.d.).
157. Johnson and Asera (1999). 158. Mazzeo and Berman (2003).
( 29 )
Appendix A. Postscript of evidence is drawn from a body of ran-
from the Institute for domized controlled trials, the moderate
level from well designed studies that do
Education Sciences not involve randomization, and the low
level from the opinions of respected au-
What is a practice guide? thorities (see table 1). Levels of evidence
also can be constructed around the value
The health care professions have em- of particular types of studies for other
braced a mechanism for assembling and goals, such as the reliability and validity
communicating evidence-based advice to of assessments.
practitioners about care for specific clini-
cal conditions. Variously called practice Practice guides also can be distinguished
guidelines, treatment protocols, critical from systematic reviews or meta-analyses,
pathways, best practice guides, or simply such as the What Works Clearinghouse
practice guides, these documents are sys- (WWC) intervention reviews or statistical
tematically developed recommendations meta-analyses, which employ statistical
about the course of care for frequently en- methods to summarize the results of stud-
countered problems, ranging from physi- ies obtained from a rule-based search of
cal conditions, such as foot ulcers, to psy- the literature. Authors of practice guides
chosocial conditions, such as adolescent seldom conduct the types of systematic
development.159 literature searches that are the backbone
of a meta-analysis, although they take ad-
Practice guides are similar to the products vantage of such work when it is already
of typical expert consensus panels in re- published. Instead, authors use their ex-
flecting the views of those serving on the pertise to identify the most important
panel and the social decisions that come research with respect to their recommen-
into play as the positions of individual dations, augmented by a search of recent
panel members are forged into statements publications to ensure that the research
that all panel members are willing to en- citations are up-to-date. Furthermore, the
dorse. Practice guides, however, are gen- characterization of the quality and direc-
erated under three constraints that do not tion of the evidence underlying a recom-
typically apply to consensus panels. The mendation in a practice guide relies less
first is that a practice guide consists of a on a tight set of rules and statistical algo-
list of discrete recommendations that are rithms and more on the judgment of the
actionable. The second is that those recom- authors than would be the case in a high-
mendations taken together are intended to quality meta-analysis. Another distinction
be a coherent approach to a multifaceted is that a practice guide, because it aims for
problem. The third, which is most impor- a comprehensive and coherent approach,
tant, is that each recommendation is ex- operates with more numerous and more
plicitly connected to the level of evidence contextualized statements of what works
supporting it, with the level represented than does a typical meta-analysis.
by a grade (high, moderate, low).
Thus, practice guides sit somewhere be-
The levels of evidence, or grades, are tween consensus reports and meta-anal-
usually constructed around the value of yses in the degree to which systematic
particular types of studies for drawing processes are used for locating relevant
causal conclusions about what works. research and characterizing its meaning.
Thus, one typically finds that a high level Practice guides are more like consensus
panel reports than meta-analyses in the
159. Field and Lohr (1990). breadth and complexity of the topic that
( 30 )
Appendix A. Postscript from the Institute for Education Sciences
is addressed. Practice guides are different source of recommendations. IES recom-

from both consensus reports and meta- mends that at least one of the panelists
analyses in providing advice at the level be a practitioner with experience relevant
of specific action steps along a pathway to the topic being addressed. The chair
that represents a more-or-less coherent and the panelists are provided a general
and comprehensive approach to a multi- template for a practice guide along the
faceted problem. lines of the information provided in this
preamble. They are also provided with
Practice guides in education at the examples of practice guides. The practice
Institute of Education Sciences guide panel works under a short deadline
of 6–9 months to produce a draft docu-
The Institute of Education Science (IES) ment. The expert panel interacts with
publishes practice guides in education to and receives feedback from staff at IES
bring the best available evidence and ex- during the development of the practice
pertise to bear on the types of systemic guide, but they understand that they are
challenges that cannot currently be ad- the authors and, thus, responsible for the
dressed by single interventions or pro- final product.
grams. Although IES has taken advantage
of the history of practice guides in health One unique feature of IES-sponsored prac-
care to provide models of how to proceed tice guides is that they are subjected to
in education, education is different from rigorous external peer review through the
health care in ways that may require that same office that is responsible for inde-
practice guides in education have some- pendent review of other IES publications.
what different designs. Even within health A critical task of the peer reviewers of a
care, where practice guides now number practice guide is to determine whether the
in the thousands, there is no single tem- evidence cited in support of particular rec-
plate in use. Rather, one finds descriptions ommendations is up-to-date and whether
of general design features that permit studies of similar or better quality that
substantial variation in the realization point in a different direction have not been
of practice guides across subspecialties ignored. Peer reviewers also are asked to
and panels of experts.160 Accordingly, the evaluate whether the evidence grade as-
templates for IES practice guides may vary signed to particular recommendations by
across practice guides and change over the practice guide authors is appropriate.
time and with experience. A practice guide is revised as necessary to
meet the concerns of external peer reviews
The steps involved in producing an IES- and gain the approval of the standards and
sponsored practice guide are first to se- review staff at IES. The process of external
lect a topic, which is informed by formal peer review is carried out independent of
surveys of practitioners and requests. the office and staff within IES that insti-
Next, a panel chair is recruited who has a gated the practice guide.
national reputation and up-to-date exper-
tise in the topic. Third, the chair, working Because practice guides depend on the
in collaboration with IES, selects a small expertise of their authors and their group
number of panelists to co-author the prac- decision-making, the content of a practice
tice guide. These are people the chair guide is not and should not be viewed as a
believes can work well together and have set of recommendations that in every case
the requisite expertise to be a convincing depends on and flows inevitably from sci-
entific research. It is not only possible but
160. American Psychological Association also likely that two teams of recognized
(2002). experts, working independently to produce
( 31 )
Appendix A. Postscript from the Institute for Education Sciences
a practice guide on the same topic, would individual school district might obtain on
generate products that differ in important its own because the authors are national
respects. Thus, consumers of practice authorities who have to reach agreement
guides need to understand that they are, among themselves, justify their recom-
in effect, getting the advice of consultants. mendations in terms of supporting evi-
These consultants should, on average, pro- dence, and undergo rigorous independent
vide substantially better advice than an peer review of their product.
Institute of Education Sciences
( 32 )
Appendix B. the racial and gender interactions between
About the authors students and teachers and an assessment
of the effects of schooling on adult civic
engagement.
Panel
Jay P. Greene is endowed chair and head
Rebecca Herman, a managing research of the Department of Education Reform at
analyst at the American Institutes for Re- the University of Arkansas and a senior
search, holds a Ph.D. in sociology from fellow at the Manhattan Institute. Greene
Johns Hopkins University. As the project earned his Ph.D. from the Government De-
director for the first phase of the What partment at Harvard University in 1995.
Works Clearinghouse, she was responsible His research was cited four times in the
for the U.S. Department of Education’s flag- Supreme Court’s opinions in the land-
ship project to set standards for education mark Zelman v. Simmons–Harris case on
research and use those standards to iden- school vouchers, and his articles have ap-
tify effective educational programs, prac- peared in major policy and academic jour-
tices, and approaches. She has provided nals, as well as in major newspapers. Dr.
congressional testimony and served on Greene is the author of Education Myths.
many expert panels on setting standards Dr. Greene conducts research and writes
for outcomes research and on compre- about education policy, including such
hensive school reform. She specializes in topics as school choice, high school grad-
evaluating, designing, and conducting re- uation rates, accountability, and special
search on education improvement; setting education.
standards for the quality of education re-
search; and reviewing research based on Rebecca A. Maynard is University Trustee
those standards. Chair Professor of Education and Social
Policy at the University of Pennsylvania,
Priscilla Dawson, a school principal in senior program associate at the W. T. Grant
urban settings for 18 years, earned her Foundation, and affiliate scholar at Abt As-
Ed.D. from the University of Pennsylvania. sociates. She teaches graduate courses in
She has won multiple principal awards and program evaluation and policy analysis,
was featured in the film documentary Girls the economics of economics and educa-
in the Middle, which depicts her work in in- tion, and research synthesis methods. She
creasing mathematics and science achieve- also maintains an active research agenda
ment among middle school girls. Her lead- focused on school improvement, youth
ership in schools “in need of progress” has risk reduction, and employment skills de-
increased poor, minority students’ levels velopment. She has published widely on
of achievement. welfare policy, educational innovation,
employment and training, teenage preg-
Thomas S. Dee is an associate professor nancy and parenthood, and evaluation de-
in the Department of Economics at Swarth- sign. Her research has appeared in a wide
more College and a faculty research fellow range of journals and in publications of the
with the programs on education, children, Brookings Institution, the Urban Institute
and health at the National Bureau of Eco- Press, the National Academy of Sciences,
nomic Research. He has recently held vis- Russell Sage, University of Michigan Press,
iting appointments at Stanford University and University of Wisconsin Press. She has
and Princeton University. His research testified before Congress on welfare policy,
focuses largely on policy-relevant issues teenage pregnancy prevention, and child-
in the economics of education. Recent care policy, and she frequently advises
examples are econometric evaluations of U.S. and foreign government agencies on
( 33 )
Appendix B. About the authors
various aspects of education and social and civic organizations and is a member
welfare policy. of three leadership teams for the state of
Illinois.
Sam Redding is the executive director
of the Academic Development Institute Staff
and director of the National Center on
Innovation & Improvement. He holds a Marlene Darwin, a senior research an-
doctorate in educational administration alyst at the American Institute for Re-
from Illinois State University and is a search, received her Ph.D. in education
graduate of Harvard’s Institute for Educa- from George Mason University. She helped
tional Management. Dr. Redding was a se- develop the 2009 Framework for the Na-
nior research associate of the Laboratory tional Assessment of Educational Progress
for Student Success at Temple University Test for Reading, wrote an adolescent lit-
from 1995 to 2006. He is the executive eracy toolkit for the Neglected and Delin-
editor of the School Community Journal. quent Technical Assistance Center, devel-
He has written a book on continual school oped the reading taxonomy to be used
improvement, edited books on restructur- for technical assistance for states in the
ing state systems and on home-school re- development of adult education literacy
lations, and published numerous articles program standards, and led the produc-
and book chapters on education topics. tion of the Comprehensive School Reform
In 1994. Illinois State University awarded Quality Center’s five consumer-oriented
him the Ben Hubbard Leadership Award reports on comprehensive school reform
for his service to public education. The and education service provider models.
Illinois State Board of Education similarly With 15 years of classroom experience, she
honored him in 1990. Dr. Redding has specializes in research-to-practice in liter-
served on the boards of nine nonprofit acy, school reform, and high schools.
( 34 )
Appendix C. further muted by the requirement that
Disclosure of potential they ground their recommendations in
evidence that is documented in the prac-
conflicts of interest tice guide. In addition, the practice guide
undergoes independent external peer
Practice guide panels are composed of in- review prior to publication, with par-
dividuals who are nationally recognized ticular focus on whether the evidence
experts on the topics about which they related to the recommendations in the
are rendering recommendations. The In- practice guide has been appropriately
stitute of Education Sciences (IES) expects presented.
that such experts will be involved profes-
sionally in a variety of matters that relate The professional engagements reported
to their work as a panel. Panel members by each panel member that appear most
are asked to disclose their professional closely associated with the panel recom-
involvements and to institute deliberative mendations are noted below.
processes that encourage critical exami-
nation of the views of panel members as No professional engagements or commit-
they relate to the content of the practice ments were reported by the panel mem-
guide. The potential influence of panel bers that were identified as a potential
members’ professional engagements is conflict of interest.
( 35 )
Appendix D. Across the case studies, either the turn-
Technical information around schools initiated the change pro-
cess with a new leader, or the existing
on the studies leader implemented new practices. Typi-
cally, leaders engaged in such practices as
setting a stronger direction for the school,
Recommendation 1. Signal strengthening partnerships across the
the need for dramatic school community, regularly visiting class-
change with strong rooms and monitoring instruction, being
visible throughout the school, and directly
leadership addressing discipline issues.
Schools should make a clear commitment to Example of one case study

dramatic changes from the status quo, and in which the school leaders
the leader should signal the magnitude and signaled change
urgency of that change. A low-performing
school that fails to make adequate yearly The case study analyzed 15 elementary
progress must improve student achievement schools that engaged in turnaround ini-
within a short timeframe. It does not have tiatives and sustained improvements for
the luxury of years to implement incremen- at least two years. Turnaround efforts at
tal reforms. these schools focused on reversing a pat-
tern of low performance in literacy and
Level of evidence: Low mathematics. The schools were examined
to identify changes that took place as a re-
The panel judges the level of evidence sup- sult of the turnaround process.
porting this recommendation to be low,
based on 10 case studies that describe In the study, all schools signaled change
turnaround practices in 35 schools: 21 el- by changing leadership practices. Ten of
ementary, 8 middle, and 6 high schools.161 the 15 schools initiated the turnaround
Of the 10 studies, 2 describe in detail process and signaled change by replacing
the ways that schools implemented dra- the principal. In the other 5 schools, the
matic changes with strong leadership.162 existing school leaders exercised leader-
One163 looked at 7 middle schools, and ship differently to signal change. They
the other164 at 15 elementary schools that changed the school’s mission and focus,
participated in school turnarounds. The leadership style, school culture, and lead-
remaining case studies provided addi- ership structures.
tional support.165
Principals in the turnaround schools iden-
161. ��
Conzemius (2000); Duke (n.d.); Duke et al. tified a lack of direction for the school and
(2005); Johnson and Asera (1999); Lachat and signaled change by developing a highly fo-
Smith (2005); Picucci et al. (2002a, 2002b); Tung cused mission that targeted specific areas
and Ouimette (2007); Whiteside (2006); Zargar- for change. Most often, these changes fo-
pour (2005). cused on instruction in literacy. After prin-
162. ��
Picucci et al. (2002a); Duke (n.d.). cipals signaled change with one or more
targets, they used the targets to plan for
163. ��
such activities as staff development and
164. ��
Duke (n.d.). resource allocation.
165. ��
(2005); Johnson and Asera (1999); Lachat and and Ouimette (2007); Whiteside (2006); Zargar-
Smith (2005); Picucci et al. (2002a, 2002b); Tung pour (2005).
( 36 )
Appendix D. Technical information on the studies
The leadership style of new and existing improve instruction, schools should use data
leaders in the turnaround schools also to set goals for instructional improvement,
changed. Although specific aspects of make changes designed to affect instruction
leadership styles were not identified in the immediately and directly, and continually
study, some common aspects of leadership reassess student learning and instructional
appeared across the schools. Principals practices to refocus the goals.
spent a great deal of time in classrooms,
closely monitored teachers’ instructional Level of evidence: Low
practices, and in some modeled instruc-
tion and coached teachers. They also be- The panel judges the level of evidence sup-
came visible throughout the school and porting this recommendation to be low,
were accessible to staff and the school based on 10 case studies that describe
community. And they dealt directly with turnaround practices in 35 schools: 21 el-
student discipline. ementary, 8 middle, and 6 high schools.
All 10 studies describe in detail how turn-
Principals also signaled change by taking around schools maintained a consistent
steps to alter the culture of the schools. In focus on instruction.166
12 of the 15 schools, they changed at least
one aspect of school culture. They com- All schools in the case studies used data
monly refocused the culture on the basis analysis to identify and set priorities for
of such core beliefs as the ability of all chil- instructional needs at the school, class,
dren to learn, the value of teamwork and and student levels; targeted professional
collaboration, and the shared responsibil- development to addressing those needs;
ity for student achievement. The beliefs reviewed the curriculum for alignment
were put into practice through changes in with objectives; and regularly monitored
organizational processes and planning and progress and adjusted strategies.
interventions to help struggling students.
Example of one case study in which
Additional changes were made to distrib- the schools maintained a consistent
ute leadership, such as using team leaders focus on improving instruction
or lead teachers. In all schools, teachers
were instrumental in making important The case study looked at using data to turn
school-level decisions for change. around five low-performing urban high
schools.167 Specifically, researchers exam-
The attention to detail and the willingness ined the schools’ use of disaggregated data
to signal change from the outset contrib- to measure progress and guide the turn-
uted much to turnaround efforts. Both around process, factors that promoted or
new and existing school leaders signaled acted as barriers to data use, and future
change through a variety of practices that policy and practice implications of data
improved student performance. use to guide reform efforts.
The populations of the five schools ranged

Recommendation 2. from 1,400 to 1,800 students. In four of
Maintain a consistent focus
on improving instruction 166. ��
Chronically low-performing schools need to and Ouimette (2007); Whiteside (2006); Zargar-
pour (2005).
maintain a keen focus on improving instruc-
tion at every step of the reform process. To 167. Lachat and Smith (2005).
( 37 )
the schools, Hispanic students repre- Each school also created a team to col-
sented slightly more than 50 percent of laborate on data analysis, focusing on
the students. Three high schools were clearly defined questions. That helped
in the same district and operated under staff look more deeply at the data to di-
a district-mandated reform effort. The rect the school’s improvement efforts.
fourth was in a district with a district re- School teams looked specifically at how
form plan in place, but with schools im- school policies, teacher beliefs, teaching
plementing site-based decision making. and learning conditions, and teaching
The fifth school was the only public high practices could affect student achieve-
school in its district. ment. That made it easier for staff to base
their decisions on objective data, rather
The five high schools were considered than prevailing beliefs or norms, and to
large comprehensive high schools in high- maintain their focus on improving student
poverty urban districts with diverse stu- achievement.
dent populations. Many students did not
perform at grade level on state assess- Schools used defined leadership structures
ments. Although not representative of high to advance the use of data to guide the
schools across the country, the schools turnaround process. In two high schools,
were considered by researchers to be typi- school leadership led the use of data. In
cal of many low-performing, medium-to- all five schools, using data to guide turn-
large urban high schools. Each school around efforts was strongly influenced
exhibited issues similar to those facing by the shared leadership roles among
many schools. other administrators and teacher lead-
ers. The schools also used facilitators
As an integral piece of its turnaround to support them in learning how to use
efforts, each high school formed a data data to guide improvements. School data
team, responsible for data analysis and teams increased communication within
dissemination. Four factors influenced the the school community around trends and
use of data at each school: the quality of issues revealed by the data.
and access to the data, the school’s and
district’s capacity to disaggregate data, the
collaborative use of data by staff, and the Recommendation 3. Provide
leadership structures that supported data visible improvements early
use. The focus on data was intended to en- in the turnaround process
able a school to set goals on the basis of
school and student needs and to measure
(quick wins)
progress toward those goals.
Quick wins (visible improvement early in
For example, the study schools had small the turnaround process) can rally staff
learning communities but needed in- around the effort and overcome resistance
creased access to the timely release of data and inertia. Certain outcomes that mat-
to assign students to the communities. To ter to the school can result from changes
establish equity across communities, each made quickly at the administrative level
school worked with the district to ensure without needing approval from the district
more timely access to a broader range of or teacher buy-in. Although these initial
data. The three high schools in the same changes do not necessarily improve student
district, in conjunction with district per- achievement immediately, they have the po-
sonnel, developed a Data Access Plan for tential to have an impact on some impor-
releasing quarterly attendance and course tant aspects of the school and set the tone
grade data much faster. for change. In the short term, focusing on
( 38 )
quick wins can establish a climate for long- English proficiency or disabilities, and they
term change. agreed to participate in the study.
Level of evidence: Low Many of the nine school schools used simi-
lar practices, although they differed in size,
The panel judges the level of evidence sup- grade configurations, student demograph-
porting this recommendation to be low, ics, and curricula. To collect data on spe-
based on 10 case studies that describe cific practices at each school, qualitative
turnaround practices in 35 schools: 21 el- researchers visited each school for two
ementary, 8 middle, and 6 high schools.168 days. At the schools, they interviewed prin-
One study of 9 elementary schools shows cipals, at least one teacher from each grade
particularly clear examples of visible level, other school administrators, and
improvements early in the turnaround parents. Parents and teachers also took
process.169 part in focus groups so that researchers
could gain multiple perspectives. District
The case studies indicate that school lead- personnel were also interviewed. Research-
ers were instrumental in achieving quick ers observed a range of settings within the
wins—by identifying the neediest areas in schools, such as classrooms, hallways,
the school, determining the actions needed and playgrounds. They also observed staff
to address those areas, and taking action meetings and professional development ac-
quickly to address those needy areas. The tivities and reviewed documentation. They
leaders were willing to take actions that de- sought to discover what had changed and
viated from the prevailing norms and that how those changes were made.
would be catalysts for ongoing changes.
In several schools, principals came on
Example of one case study board in an atmosphere of overwhelming
in which the school leaders problems of student discipline, teacher
provided quick wins morale, parent and community dissatisfac-
tion, and academic apathy. School leaders
The study is a compilation of individual initially identified and pursued important
cases that tell the turnaround story in nine but attainable first goals to demonstrate
urban elementary schools.170 The nine quick wins. They wanted to communicate
shared the following characteristics: the an unambiguous message to all stake-
majority of students met the low-income cri- holders that the schools were changing.
teria, the schools were in urban areas across Following initial success, they used the
the country and did not have selective ad- accomplishments to move toward more
missions policies, student achievement in ambitious goals.
mathematics and reading was higher than
the state average after three years of assess- For example, at two schools, the quick
ment data, evidence did not suggest that wins addressed student discipline and im-
the schools exempted large numbers of stu- mediate steps to create a safe and orderly
dents from assessments because of limited environment. At another school, initial
efforts were directed at reducing disrup-
tions to instructional time and increasing
168. Conzemius (2000); Duke (n.d.); Duke et al. the focus on strong academic instruction.
The principal at a fourth school unified a
(2007); Whiteside (2006); Zargarpour (2005). parent-teacher association from two eth-
nically separate parent organizations. At
169. Johnson and Asera (1999). several schools, principals directed their
170. Johnson and Asera (1999). initial efforts toward the facility to create
( 39 )
a more attractive environment conducive Across the 10 case studies, school lead-
to learning. ers took steps to build a strong, commit-
ted staff dedicated to the turnaround. In
Within the first few weeks and months each school, staff changes occurred, but
of the turnaround efforts, these changes no school changed its entire staff. School
sent the message—to students, parents, leaders focused on developing a staff dedi-
the community, and the staff—that the cated to improving instruction, assess-
schools were improving. The successes ment, and classroom management skills
also helped forestall any excuses and pre- and to sustaining the turnaround beyond
pared the school communities for more one or two years.
challenging long-term changes. Thus, the
first successes “became the cornerstone Example of one case study
for future successes.”171 in which school leaders
built a committed staff
Recommendation 4. Build a The example comprises two related stud-

committed staff ies: volume I is an analysis of themes that
emerged from a study of seven high-pov-
erty middle schools demonstrating strong
The school leader must build a staff commit- academic improvement; volume II is a com-
ted to the school’s improvement goals and pilation of in-depth case studies of each
qualified to carry out school improvement. school.175 Together, the studies sought
This goal may require releasing, replacing, or to uncover the practices, policies, and
redeploying staff who are not fully committed belief systems that contributed to better
to turning around student performance and academic performance. The seven schools
bringing in new staff who are committed. had different configurations encompass-
ing grade ranges from 4 to 9 grade. At
Level of evidence: Low least 50 percent of the student population
participated in the free or reduced-price
The panel judges the level of evidence sup- lunch program. Only schools with open
porting this recommendation to be low, enrollment that showed a strong growth
based on 10 case studies that describe rate over three years were included. In
turnaround practices in 35 schools: 21 el- general, the schools exhibited character-
ementary schools, 8 middle schools, and istics typical of high-poverty schools and
6 high schools.172 One study of 15 turn- communities but varied in school size,
around schools is especially relevant for community type, geographic locales, and
this recommendation.173 The remaining 9 student populations.
studies also showed turnaround schools
building committed staff.174 Researchers collected data through four-
day site visits, conducting interviews and
focus group discussions with different
171. Ibid., p. 11.
members of the school community. They
172. Conzemius (2000); Duke (n.d.); Duke et al. also reviewed documentation and ob-
(2005); Johnson and Asera (1999); Lachat and served classes, transition times, and staff
Smith (2005); Picucci et al. (2002a, 2002b); Tung meetings.
pour (2005).
173. Duke (n.d.). Picucci et al. (2002a,b); Tung and Ouimette (2007);
Whiteside (2006); Zargarpour (2005).
174. Conzemius (2000); Duke et al. (2005); John-
son and Asera (1999); Lachat and Smith (2005); 175. Picucci et al. (2002a,b).
( 40 )
In each school, the leader made it clear In another middle school, the principal
from the outset that defeatist attitudes recognized that some teachers were not
would not be tolerated. All teachers needed willing to make the needed changes but
to be committed to improving student per- decided to give everyone two years to
formance. In some cases, teachers were adjust. After the second year, it was evi-
ready for that commitment. Others needed dent that the school was not the right
support to make the needed changes, and setting for some teachers. Some left vol-
still others could not make the commitment untarily, others were asked to leave, and
and had to be reassigned or released. others stayed but did not fully support
the changes they were asked to make in
One principal told staff members that if the turnaround process. So, the princi-
they wanted to stay at the school, their pal placed them in positions where they
commitment to change was necessary. would have minimal impact on student
Some teachers were not able to accept the learning. As new positions in the school
school’s goals and either left voluntarily opened, the principal looked for teachers
or were asked to leave. Of 125 teachers, 25 willing to support the school’s mission
left the school during the years of the turn- for change.
around efforts. Similar staffing changes
were noted in the other schools. To build In the seven middle schools, a committed
a committed staff, principals looked for in- staff was essential to implementing the
dividuals whose beliefs and values aligned dramatic change necessary to turnaround
to those of the school. In this way, princi- a low-performing school. The staff at these
pals did not need to focus their energies on schools helped build on the quick wins
persuading people to accept the change. All initiated by the principal and developed
staff could become advocates for change. capacity for sustained improvement.
( 41 )
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IES PRACTICE GUIDE

U.S. Department of Education

Institute of Education Sciences

National Center for Education Evaluation and Regional Assistance

This report is available on the IES web site at

Turning Around Chronically Low-Performing Schools 4

Summary of level of evidence to support recommendations 6

Checklist for carrying out the recommendations 9

Recommendation 2. Maintain a consistent focus on improving instruction 14

Recommendation 3. P rovide visible improvements early in the turnaround

Recommendation 4. Build a committed staff 27

Appendix A. Postscript from the Institute of Education Sciences 30

Appendix B. About the authors 33

Appendix C. Disclosure of potential conflicts of interest 35

Appendix D. Technical information on the studies 36

Table 2. Recommendations and corresponding levels of evidence to support each 8

Table 1. Institute of Education Sciences levels of evidence for practice guides

Dr. Rebecca Herman

4. Hassel, Hassel, and Rhim (2007). 5. Ibid.

similarly large improvements in other turnaround strategies remove factors that

12. Kowal and Hassel (2005).

Recommendation Level of evidence

2. Maintain a consistent focus on improving instruction. Chronically low-

3. Make visible improvements early in the school turnaround process

Source: Authors’ compilation based on analysis described in text.

Recommendation 2. Consider some common goals for quick

17. Picucci et al. ���������������������

• Eliminating any distractions to en- strategies, installing a new principal can

1. A change in leadership practices in the

32. Kowal and Hassel (2005). 37. Duke et al. (2005).

33. Whiteside (2006). 38. Duke (n.d.).

34. Duke (n.d.). 39. �����

35. Duke (n.d.); Picucci et al. (2002a). 40. ������������������������

36. Duke (n.d.). 41. ������������������������������

Potential roadblocks and solutions • Drawing on district resources for help

42. Whiteside (2006).

Professional development focused on in- School personnel also examined the

Monitoring progress and making ad- How to carry out the

79. Ibid. 81. �����������������������

• Is there a need to provide supplemen-

92. Ibid. 94. Conzemius (2000).

93. Almanzán (2005). 95. Lachat and Smith (2005).

Although no clear evidence links student How to carry out the

Teachers in one school started a Discov- 120. �����

entrances, and fighting and inappropriate Potential roadblocks and solutions

130. Ibid. 131. Murphy (2007).

The school leader needs to build a Brief summary of evidence to

141. Duke (n.d.). 147. Zargarpour (2005); Murphy (2007).

142. Ibid. 148. Johnson and Asera (1999).

143. Ibid. 149. Tung and Ouimette (2007).

144. Ibid. 150. ������������

145. Ibid. 151. �����

146. Kowal and Hassel (2005). 152. �����������������

156. Duke (n.d.).

is addressed. Practice guides are different source of recommendations. IES recom-

Institute of Education Sciences

Schools should make a clear commitment to Example of one case study

The populations of the five schools ranged

Recommendation 4. Build a The example comprises two related stud-

Lachat, M.A., and Smith, S. (2005). Prac- high-performing, high-poverty, turn-

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Turning Around Chronically Low-Performing Schools 4

Summary of level of evidence to support recommendations 6

Checklist for carrying out the recommendations 9

Recommendation 2. Maintain a consistent focus on improving instruction 14

Recommendation 3. P rovide visible improvements early in the turnaround

Recommendation 4. Build a committed staff 27

Appendix A. Postscript from the Institute of Education Sciences 30

Appendix B. About the authors 33

Appendix C. Disclosure of potential conflicts of interest 35

Appendix D. Technical information on the studies 36

Table 2. Recommendations and corresponding levels of evidence to support each 8

17. Picucci et al. ��

34. Duke (n.d.). 39. ��

35. Duke (n.d.); Picucci et al. (2002a). 40. ��

36. Duke (n.d.). 41. ��

79. Ibid. 81. ��

Teachers in one school started a Discov- 120. ��

144. Ibid. 150. ��

145. Ibid. 151. ��

146. Kowal and Hassel (2005). 152. ��