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.
This study examines 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.
This study examines 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.
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