Turning Around Persistently Low-Performing School Districts: Evidence From Lawrence, Massachusetts

• In Event: 49.080 - School Turnaround and Reform SIG School Turnaround Policy Implementation: Implications From the State to School Levels

Abstract

Researchers have examined school-level improvement efforts, but less is known about district-wide initiatives to improve chronically under-performing schools. Massachusetts’ Lawrence Public Schools allow us to examine the early effects of a district-wide turnaround effort. In 2012-13, Lawrence attempted to increase expectations, school-level autonomy, human capital quality, data use, and learning time. Using statewide, longitudinal, student-level data (n=259,613), our difference-in-differences analysis suggests an average year one turnaround effect of 0.18 standard deviations in math. We observe no overall effects in ELA. However, students who participated in week-long “Acceleration Academies” with select teachers had greater gains in math and ELA than non-participants. The combined effects of Academies with the rest of the turnaround bundle are comparable in size to high-performing charter schools.

Authors

• Beth Schueler, Harvard University

• Joshua S. Goodman, Harvard University

• David Deming, Harvard University