Case Studies of Schools Receiving School Improvement Grants: Findings After the First Year of Implementation

Title:	Case Studies of Schools Receiving School Improvement Grants: Findings After the First Year of Implementation
Description:	The Study of School Turnaround examines the improvement process in a purposive sample of 35 case study schools receiving federal School Improvement Grants (SIG) over a three-year period (2010-11 to 2012-13 school years). Using site visit, teacher survey, and fiscal data, the case studies describe the school contexts, the principals’ leadership styles, the schools’ improvement strategies and actions, the supports states and districts provide to the schools, school stakeholders’ perceptions of improvement, and how SIG fits into the schools’ change process. Findings after the first year of implementation in the 25 “core” sample schools reveal that while all were low-performing, the schools differed in their community and fiscal contexts, performance and reform histories, interpretations of the causes of—and potential solutions for—their performance problems, and perceptions of improvement after the first year of SIG. However, most schools did report that their improvement strategies and actions during the first year of SIG were a continuation of activities or plans that predated SIG, and few schools appeared to have experienced a disruption from past practice as of spring 2011.
Online Availability:	Download, view and print the report as a pdf file. (656KB)
Cover Date:	May 2014
Web Release:	May 28, 2014
Print Release:	May 28, 2014
Publication #:	NCEE 20144015 General Ordering Information
Center/Program:	NCEE
Authors:	Kerstin Carlson Le Floch, Beatrice Birman, Jennifer O’Day, Steven Hurlburt, Diana Mercado-Garcia, Rose Goff, Karen Manship, Seth Brown, Susan Bowles Therriault: American Institutes for Research. Linda Rosenberg, Megan Hague Angus, Lara Hulsey: Mathematica Policy Research
Type of Product:	Evaluation Report
Keywords:	Schools • school improvement Studies
Questions:	For questions about the content of this Evaluation Report, please contact: Thomas Wei.