密歇根州学校和地区转型伙伴关系模式的有效性和实施:改革实施前两年的混合方法证据

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Evaluation and Policy Analysis Pub Date : 2023-01-30 DOI:10.3102/01623737221141415
Jason Burns, Erica Harbatkin, Katharine O. Strunk, Chris Torres, Aliyah Mcilwain, Sandy Frost Waldron
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引用次数: 2

摘要

最近的《每个学生成功法案》(Every Student success Act, ESSA)要求各州找出并扭转表现最差的学校,但它在某种程度上打破了以往的政策,赋予各州在如何找出和扭转这些学校方面的重大自主权。这项混合方法的研究,利用了行政、定性和调查数据,检验了密歇根州在ESSA下学校转型方法的有效性。我们发现,转型学校的学生在数学方面取得了显著的成就,在英语语言艺术(ELA)方面取得了较小程度的进步,这种影响集中在成绩最差的学生身上。对定性和调查数据的分析表明,这些结果受到国家层面的支持、战略规划、对持续低绩效的问责威胁以及转型学校领导质量的提高的影响。
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The Efficacy and Implementation of Michigan’s Partnership Model of School and District Turnaround: Mixed-Methods Evidence From the First 2 Years of Reform Implementation
The recent Every Student Succeeds Act (ESSA) requires states to identify and turn around their lowest performing schools, but it breaks somewhat from prior policies by granting states significant autonomy over how they identify and turn around these schools. This mixed-methods study, which draws on administrative, qualitative, and survey data, examines the effectiveness of Michigan’s approach to school turnaround under ESSA. We find that students in turnaround schools experienced significant achievement gains in math and to a lesser extent in English language arts (ELA), with effects concentrated among the lowest achieving students. Analyses of qualitative and survey data suggest that these outcomes were influenced by state-level supports, strategic planning, the threat of accountability for continued low performance, and improved leadership quality in turnaround schools.
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来源期刊
Educational Evaluation and Policy Analysis
Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
5.90%
发文量
36
期刊介绍: Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.
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