Evaluating Turnaround Efforts in High-Need Schools in Texas

• In Event: Turnaround Efforts: Evaluations and Policy Implications

Abstract

This evaluation study examined a program designed to establish a cadre of exceptional principals to turnaround chronically underperforming schools. Researchers utilized a mixed-method, quasi-experimental design to examine program factors that encouraged quality PD for participants, promoted district support for campus leadership, and supported translation of the PD into effective leadership practices. Each treatment school was matched with a comparison school. Some findings indicate turnaround principals and district administrators identified the PD as having improved their leadership skills and practice, and turnaround principals felt the district provided valuable support to them in their turnaround efforts. Comparison teachers, however, had a more positive view than did teachers at turnaround schools regarding expectations for students, school loyalty, and self-efficacy in impact on students.

Authors

• Jacqueline R. Stillisano, Texas A&M University - College Station

• Beverly L. Alford, Texas A&M University

• Danielle Bairrington Brown, Texas A&M University

• Kayla Braziel Rollins, Texas A&M University

• Melanie N. Woods, Wright State University

• Paige Perez, Texas A&M University

• Hersh C. Waxman, Texas A&M University