Evaluating the Impact of ESSA School Improvement Activities on Academic Outcomes in CSI-Identified Schools: A Regression Discontinuity Case Study

• In Event: Accountability Systems and State Policy in Education

Abstract

This study examines the academic impact of state-led school improvement efforts under ESSA, focusing on schools identified for Comprehensive Support and Improvement (CSI) in one state's 2022 cycle. Using regression discontinuity designs, we assess performance changes following CSI designation. Initial results show achievement gains post-identification, but these effects fade and may reverse over time. This raises concerns about the sustainability of interventions and highlights the importance of factors like implementation fidelity, school context, and external influences.

Author

• Russel Potter, Arizona Department of Education