The Effects of School Turnaround in Tennessee’s Achievement School District and Innovation Zones
Item
Title
The Effects of School Turnaround in Tennessee’s Achievement School District and Innovation Zones
Abstract/Description
In recent years, the federal government has invested billions of dollars to reform chronically low-performing schools. To fulfill their federal Race to the Top grant agreement, Tennessee implemented three turnaround strategies that adhered to the federal restart and transformation models: (a) placed schools under the auspices of the Achievement School District (ASD), which directly managed them; (b) placed schools under the ASD, which arranged for management by a charter management organization; and (c) placed schools under the management of a district Innovation Zone (iZone) with additional resources and autonomy. We examine the effects of each strategy and find that iZone schools, which were separately managed by three districts, substantially improved student achievement. In schools under the auspices of the ASD, student achievement did not improve or worsen. This suggests that it is possible to improve schools without removing them from the governance of a school district.
Author/creator
Date
In publication
Volume
39
Issue
4
Pages
670-696
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0162-3737
Citation
Zimmer, R., Henry, G. T., & Kho, A. (2017). The Effects of School Turnaround in Tennessee’s Achievement School District and Innovation Zones. Educational Evaluation and Policy Analysis, 39(4), 670–696. https://doi.org/10.3102/0162373717705729
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