Turning Around Chronically Low-Performing Schools: A Practice Guide

Author: Herman, R., Dawson, P., Dee, T., Greene, J., Maynard, R., Redding, S., Darwin, M.
Publisher: Institute of Education Sciences, U.S. Department of Education
Publication Date: 2008, May
Full text available online at: http://ies.ed.gov/ncee/wwc/pdf/practiceguides/Turnaround_pg_04181.pdf

Abstract (written by WestEd)

Turnaround schools are schools that—despite a history as chronically low performers—have made substantial gains in student achievement in less than three years. According to this practice guide, four practices are unique to "turnaround" schools that school leaders can implement, ideally together with each other. At the same time, however, the authors emphasize, "there is no specific set of actions that applies equally well to every turnaround situation," and school leadership teams need to tailor these practices to their specific environments.

The guide's four basic recommendations are as follows:

1. Signal the need for dramatic change with strong leadership. The turnaround should be anchored in school improvement practices and in strategies to make rapid and substantial change. If the current principal stays on for the turnaround effort, it is essential that she or he subscribe to the new vision and implement the necessary changes.
   
   
2. Maintain a consistent approach on improving instruction. As in the general school improvement process, this approach includes using data to set goals, change instruction appropriately, monitor progress, and make the necessary adjustments.
   
   
3. Provide visible improvements (quick wins) early in the turnaround process. The principal and school improvement team should set one to two goals that can me met in a short time. Ideas that have worked for some schools include creating common planning time for teachers or putting up student displays.
   
   
4. Build a committed staff. Some qualities of a committed staff include a belief that all students can learn and a strong professional network.

All these recommendations also include steps for implementation. In addition, the practice guide has an overall planning checklist for carrying out each recommendation.

WestEd has produced the handbook, Developing an Effective School Plan, a practical guide with activities and tools to help schools select and define the practices that will help their site become a turnaround school. For more information, please visit: http://www.wested.org/cs/we/view/rs/795.