District Policy and Practice|02d6f4ae-88a2-4236-b1a9-1f37b2599002;School Leadership|330c9173-9d0f-423a-b58d-f88b8fb02708
Nationwide, schools have embarked on an ambitious effort to turn around their 5,000 lowest-performing schools. "Turnaround" refers to intensive short-term interventions undertaken by a state or district with the goal of dramatically improving the way a school operates. This report compares major approaches to school turnaround, explains how school progress should be measured and identifies gaps in resources needed to ensure large-scale school turnaround success. It describes the various contributors to school turnaround—public and private, local and national—and how they might work more effectively, both individually and collaboratively. It also outlines the political debate over school turnaround, areas of agreement, unanswered questions and lessons gleaned from turnaround efforts to date.
Researchers found that those who intervened in struggling schools were often surprised by the severity of student needs and the school’s problems. As a result, they revised their initial plans to provide more supports for students and staff. Many experts interviewed also reported that when turnaround is not accompanied by improvements in state and district supports for struggling schools, any progress is likely to be short-lived.
Points of Interest
Principals who successfully turn around failing schools are not “lone rangers”—they develop and rely on school leadership teams and work in partnership with the district and the community.
To turn around a failing school, principals need control over staffing, program, budget and scheduling. The more autonomy principals have, the better schools perform.
New principals at failing schools need "quick wins" to inspire confidence and build support. These might include sprucing up the building, reducing unruly student behavior or creating collaborative planning time for teachers.