Summary of research on the association between state interventions in chronically low-performing schools and student achievement
This report summarizes the research on the association between state interventions in chronically low-performing schools and student achievement. Most of the research focused on one type of state intervention: working with a turnaround partner. Few studies were identified that examined other types of interventions, such as school closure, charter conversion, and school redesign. Most studies were descriptive, which limits the conclusions that can be drawn about the effectiveness of the interventions. Results of studies of turnaround partner interventions were mixed and suggested that student achievement was more likely to improve when particular factors—such as strong leadership, use of data to guide instruction, and a positive school culture characterized by trust and increased expectations for students—were in place in schools.
About the REL
The U.S. Department of Education Institute of Education Sciences (IES) supports 10 regional educational laboratories (RELs) across the country. These RELs are charged with supporting applied research and development, disseminating school improvement practices widely, and providing technical assistance to education agencies in their regions.