Description
The School Turnaround Field Guide
Jeff Kutash
Eva Nico
Emily Gorin
Samira Rahmatullah
Kate Tallant
The School Turnaround
FIELD GUIDE
About FSG Social Impact Advisors
At FSG, we are passionate about fnding better ways to solve social problems. Originally established in 2000 as
Foundation Strategy Group, today FSG works across all sectors by partnering with foundations, corporations, school
systems, nonprofts, and governments in every region of the globe. Our goal is to help organizations — individually and
collectively — create greater social impact.
Our approach is founded on the beliefs that
• Social sector organizations can play a catalytic role, using evidence-based strategies and strategic evaluation to solve
social problems;
• Corporations can create shared value by using their core capabilities in ways that contribute to both social progress and
economic success;
• Better alignment within the social sector can lead to collective impact beyond that which individual organizations alone
could achieve.
Our team brings the right combination of on-the-ground experience and world-class expertise in strategy development to tackle
the world’s most challenging problems in three ways:
• Creating fresh ideas and practical tools that boost the success of change makers in all sectors.
• Consulting with clients to build strategies and practices that lead to powerful results in the areas they care about most.
• Connecting peers and communities to each other and to proven practices, so each gains from the knowledge of all.
FSG’s Education and Youth Practice works with foundations, nonprofts, state agencies, corporations, and school districts
individually and collectively to solve education and youth-related issues. We work with clients on strategy development, learning and
evaluation, operational planning, research and intellectual capital development. The practice is comprised of individuals who have
direct previous experience in the education sector as well as at top strategy consulting frms. The mission of our practice is to improve
the academic and personal outcomes of children and youth.
For more information, see www.fsg-impact.org.
About Carnegie Corporation of New York
Carnegie Corporation of New York is a philanthropic foundation created by Andrew Carnegie in 1911 to do “real and permanent good
in this world.” Throughout its history the Corporation has sought to promote and preserve a robust American democracy by supporting
expanded opportunity through education. Carnegie Corporation’s goal is to generate systemic change throughout the kindergarten to
college continuum, with particular emphasis on secondary and higher education. The Corporation aims to enable many more students,
including historically underserved populations and immigrants, to achieve academic success and perform at the highest levels of creative,
scientifc, and technical knowledge and skill.
About The Wallace Foundation
This report was funded in part by The Wallace Foundation, which seeks to support and share effective ideas and practices to improve
learning and enrichment opportunities for children. The report’s conclusions are the authors’ own. The foundation’s current objectives are
to: improve the quality of schools, primarily by developing and placing effective principals in high-need schools; improve the quality of and
access to out-of-school-time programs through coordinated city systems and by strengthening the fnancial management skills of providers;
integrate in- and out-of-school learning by supporting efforts to reimagine and expand learning time during the traditional school day and
year as well as during the summer months, helping expand access to arts learning, and using technology as a tool for teaching and
promoting creativity and imagination. For more information and research on these and other related topics, please visit its Knowledge Center
at www.wallacefoundation.org.
© FSG Social Impact Advisors
September 2010
1 The School Turnaround Field Guide
TABLE OF CONTENTS
Executive Summary.................................................................................................3
Introduction..............................................................................................................9
PART I: UNDERSTANDING THE LANDSCAPE
Turnaround 101......................................................................................................10
Provides an overview of the turnaround challenge and identifes areas of debate
Measuring Success................................................................................................15
Shares approaches for gauging success at the school and system levels
Federal Funding and the Four Turnaround Models...............................................19
Highlights the role of the federal government and compares turnaround models
Turnaround Actors..................................................................................................25
Articulates the roles of key actors and provides a snapshot of recent activities
PART II: SHAPING THE FUTURE OF TURNAROUND
Lessons Learned from Early Efforts......................................................................34
Highlights school- and system-level insights from the work so far
Key Gaps.................................................................................................................43
Identifes areas that must be addressed for turnaround to succeed at scale
Critical Actions.........................................................................................................49
Recommends activities turnaround actors can take to best ensure success
Conclusion...............................................................................................................52
APPENDICES
Suggested Resources.............................................................................................53
Interviewees.............................................................................................................57
Organizations That Serve the Turnaround Sector..................................................59
Detailed Critical Actions Aligned to Turnaround Gaps..........................................60
2 © 2010 FSG Social Impact Advisors
List of Abbreviations
ARRA — American Recovery and Reinvestment Act
AYP — Adequate Yearly Progress
CBO — Community-Based Organization
CMO — Charter Management Organization
ESEA — Elementary and Secondary Education Act
LEA — Local Education Agency
NCLB — No Child Left Behind
RTTT — Race to the Top
SIG — School Improvement Grants
SMO — School Management Organization
3 The School Turnaround Field Guide 3 The School Turnaround Field Guide
List of Abbreviations
ARRA — American Recovery and Reinvestment Act
AYP — Adequate Yearly Progress
CBO — Community-Based Organization
CMO — Charter Management Organization
ESEA — Elementary and Secondary Education Act
LEA — Local Education Agency
NCLB — No Child Left Behind
RTTT — Race to the Top
SIG — School Improvement Grants
SMO — School Management Organization
Executive Summary
INTRODUCTION
The Need
More than 5,000 schools, representing 5 percent of
schools in the United States, are chronically failing,
according to the latest U.S. Department of Education
statistics. These schools serve an estimated 2.5 million
students. The number of failing schools has doubled
over the last two years, and without successful
interventions, could double again over the next ?ve years.
Bold Action
To combat this problem, the Obama administration
announced its intention to use $5 billion to turn
around the nation’s 5,000 poorest-performing schools
over the next ?ve years. This is a bold challenge
to a system that has succeeded at turning around
individual schools, but has never delivered dramatic
change at a national scale. To foster urgency and
innovation, the federal government is providing
unprecedented levels of funding and strong direction
for policy changes to support school turnaround.
District, state, private, and nonpro?t education
leaders across the country have responded with an
unprecedented level of attention to school turnaround.
The Challenge
The nation is at a critical juncture in its efforts to
turn around schools. Over the past year, states and
districts have been focused on policy change and
planning. With turnaround strategies now in place,
the announcement of the Race to the Top (RTTT)
and Investing in Innovation (i3) winners, and the
distribution of School Improvement Grant (SIG)
funds, the emphasis is switching from planning to
action. However, the ?eld of actors is fragmented.
While a large number of new organizations are
entering the school turnaround ?eld, there remain
only a handful of proven providers — few of whom
are operating at a meaningful scale. The capacity
of state, district, and overall human capital is also
limited, while little research exists to identify what
works and how to succeed at scale.
This Report
FSG’s motivation in writing this report is to ensure that
the school turnaround ?eld is well-coordinated, fueled
by promising practices, and guided by a focus on
results. This report provides an overview of the school
turnaround issue, identi?es measures of success, surveys
the policy and funding environment, compares the major
turnaround models, and provides a guide to important
actors in the ?eld and a highly visual map of their
interrelated roles and funding. We also explore early
lessons learned, as well as key issues and gaps challenging
the school turnaround ?eld. Finally, we suggest a set
of detailed actions that this widely divergent group of
stakeholders could take — collectively and individually
— to ensure that turnaround succeeds at scale. In writing
this report, FSG drew upon more than 100 interviews
with turnaround experts, practitioners, policymakers,
researchers, and funders. Our research also included
an extensive review of secondary reports and articles as
well as a synthesis of discussions among 275 turnaround
focused actors who attended the “Driving Dramatic
School Improvement Conference” on January 11,
2010, cohosted by FSG and Stanford Social Innovation
Review. Finally, FSG drew extensively on the guidance
and feedback of an advisory group consisting of a broad
cross-section of turnaround actors, including state and
district leaders, philanthropic funders, human capital
providers, school operators, education entrepreneurs,
and researchers. Please note that we use the term
“school operator” throughout the paper to represent
charter, private and other nonpro?t school operators
and management organizations. The appendices list
interviewees and research sources, and advisory-group
members are listed on the inside cover of this report.
Despite the tremendous level of activity in the school turnaround feld over the past two years, the effort is still
in its early stages. The feld is growing quickly, but remains highly fragmented. Interventions are moving forward
rapidly, but reformers have little knowledge of what is working and how to scale what works. This report aims to
increase education reformers’ awareness of turnaround issues, to prompt those in the feld to think about how
to most effectively do turnaround work, and to encourage members of the feld to work in concert with each
other. If the U.S. is to transform thousands of its chronically underperforming schools, multiple actors must work
together to identify and spread effective practices, create the policies and conditions for success, build capacity,
and ensure the sustainability of turnaround work at scale.
4 © 2010 FSG Social Impact Advisors
TODAY’S LANDSCAPE
Defning Turnaround
While questions remain about the term “turnaround,”
the de?nition that Mass Insight Education put forward
provides a good beginning:
“Turnaround is a dramatic and comprehensive
intervention in a low-performing school that:
a) produces signi?cant gains in achievement
within two years; and b) readies the school for
the longer process of transformation into
a high-performance organization.”
Based on our analysis we would add to the de?nition
those efforts that take place in the context of
performance improvement for the school system
as a whole. The addition captures the idea that
turnaround should include the work of districts
and states to continually improve all schools.
Finally, we would also recommend expanding this
de?nition beyond individual schools to address the
need to turn around schools at scale.
Measuring Success
While many states and districts have established
criteria to identify schools in need of turnaround,
less clarity exists around how to track progress toward
turnaround, knowing when a school has actually been
turned around, and if that success has happened in
the context of system improvement. Stakeholders also
strongly emphasize that turnaround is only successful
if it achieves gains with the same student population.
We heard broad agreement about the following
themes surrounding measures of success:
• At the School Level. Measure student outcomes
and improvements in the school culture and
learning environment; employ absolute and value-
added measurements; set the bar for success high;
and strive for meaningful improvements within
two to three years.
• At the System Level. Set turnaround-speci?c
goals for students, schools, and the system; track
performance of all schools, not just turnaround
schools; evaluate state and district self-
performance in supporting turnaround efforts;
identify and share best practices.
Federal Funding
The size of the U.S. Department of Education’s
current investments in education, coupled with the
acute need of states and districts for funding, has put
the federal government in a strong position to incent
policy change and to set expectations for the types of
turnaround strategies that states and local education
agencies (LEAs) use. While the amount of funding is
signi?cant, much of it is short term, and states and
districts have expressed concerns about how to
sustain their turnaround efforts in the longer term.
Funding that has an impact on the school turnaround
?eld includes:
• Race to the Top Funds. $4.35 billion in
competitive grants to states, with turnaround
being one of four focus areas. RTTT has already
succeeded in driving state- and district-level
policy change across the nation.
• School Improvement Grants. $3.55 billion
allocated to states according to a formula based
on Title I funding levels, to be granted out
competitively to districts within each state. SIG
guidelines align with those of RTTT, including
the requirement that districts use the four
turnaround models.
• Investing in Innovation Fund (i3). $0.65 billion
in competitive grants awarded to nonpro?ts
and school districts to expand innovative and
evidence-based approaches that signi?cantly
improve student achievement, including those
related to school turnaround.
The Four Turnaround Models
To promote reforms that are dramatic rather than
incremental, the federal government is requiring
LEAs to use the following four approaches:
• Turnarounds. Replace the principal, rehire no
more than 50 percent of the staff, and grant the
principal suf?cient operational ?exibility (including
in staf?ng, calendars, schedules, and budgeting)
to implement fully a comprehensive approach
that substantially improves student outcomes.
• Restarts. Transfer control of, or close and reopen
a school under a school operator that has been
selected through a rigorous review process.
5 The School Turnaround Field Guide
• School Closures. Close the school and enroll
students in higher-achieving schools within the LEA.
• Transformations. Replace the principal, take steps
to increase teacher and school leader effectiveness,
institute comprehensive instructional reforms,
increase learning time, create community-oriented
schools, and provide operational ?exibility and
sustained support.
Signi?cant debate surrounds the models. They vary in
the cost, human capital, provider capacity, and political
will necessary for implementation, and they also may
differ in ef?cacy. Some observers believe the models
that require the fewest changes in staff — especially
the transformation model, which may be the most
widely implemented — are the least effective in turning
schools around. And questions have arisen about how
to align the needs of a school with the appropriate
model and how to implement the models successfully
at scale. Although the models are each being pursued
at individual schools, as of yet, little research-based
evidence exists to help answer these questions.
The Turnaround Sector
While some organizations have been providing
turnaround services, or are now emerging with
programs and services directed toward turnaround,
the number and capacity of proven operators and
providers serving the sector is still inadequate to meet
demand. Additionally, the recent entry of a large
number of new organizations, many of which have
varying degrees of direct turnaround experience, has
made it harder for states and school districts to assess
and select quality turnaround providers. As a result,
we found that states and districts are selecting only a
small percentage of schools in need of turnaround for
active interventions.
Turnaround Actors
In addition to the federal government, whose role
as a funder and a catalyst for policy change has
been summarized above, key players shaping the
turnaround sector include the following organizations:
• States and Districts. States are developing
turnaround strategies, creating policies, and ?nding
new ways to partner with and build the capacity of
districts. Districts are directly implementing
turnaround interventions, working with school
operators and school support providers, and
addressing human capital issues.
• Unions. Unions play a critical role in determining
working conditions for teachers in many states.
While they have been resistant to such approaches
as replacing teachers, extending working hours,
linking teacher compensation to student performance,
and creating new teacher-evaluation approaches,
our research and interviews show that a modest,
but growing number of unions are now beginning
to partner more closely with states and districts to
address these issues, particularly as they apply to
turnaround schools.
• School Operators. Several charter school operators,
as well as public or private school operators, have
begun to adapt their models to manage turnaround
schools. In other cases, new school operators are
being created speci?cally to turn around schools.
In addition to managing individual schools, school
operators that oversee networks of schools often
take on many of the functions that a district
traditionally ful?lls and so need to think about
turnaround at the systemic, as well as at the school
level. When working with turnaround schools,
school operators are typically granted substantial
autonomy and are held accountable for results
through a contract or charter.
• Supporting Partners. A variety of partner
organizations support school reform in general
and are evolving to support school turnaround
speci?cally:
m Comprehensive School Redesign Specialists.
Work with schools to implement
multidimensional turnaround strategies that
begin with whole-school redesign and include
coaching and implementation support.
m Human Capital and Professional Development
Providers. Work to increase the supply of quality
teachers and leaders in turnaround schools,
and work with districts and states to build their
human resources management capacity.
m District and School Resource Management
Specialists. Help districts and schools
institute ?nancial and operational changes to
support turnarounds.
m Integrated Services Providers. Help schools to
identify and address the cultural and mental-
health issues of students, complementing the
changes being made in the learning environment.
6 © 2010 FSG Social Impact Advisors
• Community-Based Organizations. Local nonpro?t
organizations play a variety of roles in supporting
school turnarounds, ranging from providing students
with out-of-school-time academic and nonacademic
programs to engaging with parents and community
members around advocacy issues.
• Research and Field-Building Organizations. These
organizations conduct research and analysis, share
best practices and tools, and help foster dialogue and
partnerships among stakeholders to support
turnaround activities.
• Philanthropic Funders. These organizations
provide support to districts and states in
formulating their turnaround plans; foster
new approaches to turnaround; fund research
and knowledge sharing; support collaboration
among stakeholders; enhance the quality of
teaching and leadership; and build the capacity
of school districts, school operators, and
supporting partners.
Collective Impact
Although we have separately discussed the roles of
major actors in advancing turnaround efforts, our
research and interviews highlight the complexity of the
turnaround ecosystem and the need for actors to work
together in new ways. For example, states should
de?ne relationships with districts that go beyond
compliance. For their part, districts should work with
unions to establish new conditions at schools, and
they should partner with school operators to create
new schools. Greater alignment among key actors
will help ensure that resources are best utilized, that
lessons learned are shared, and that needed conditions
can be put in place.
LESSONS LEARNED
Although many turnaround efforts are in the
early stages, lessons are emerging from the work
of pioneering practitioners. At the school level,
practitioners that have taken on turnaround schools
consistently say that they were unprepared for the
severity of the student needs and school issues that
had to be addressed. As a result, they have had to
make fundamental changes in their approaches to
building school culture, training and supporting
staff, and driving student performance. Exhibit 1
summarizes these school-level lessons learned.
Practitioners also emphasize that successful efforts at
the school level must be supported by corresponding
changes at the system level, as summarized in Exhibit 2.
Exhibit 1: School-Level Lessons Learned
Planning
• Identify school leadership early so as to build in planning time to engage the community,
establish the vision, and create a new school culture.
• Prepare to meet student needs that are severe and pervasive — hire specialized staff, recruit
and train teachers with specifc capabilities, and engage with effective external providers, as
appropriate.
Human Capital
• Provide strong classroom and teamwork skills and additional support to teachers.
• Empower principals and leadership teams with key autonomies over staffng, program, budget,
schedule, and data.
• Ensure principals and school leadership teams have the will, skill, and authority to drive change in
demanding environments.
Maintaining Support and Building Sustainability
• Signal change early and build momentum by delivering and communicating “quick wins.”
• Build capacity for long-term sustainable results.
7 The School Turnaround Field Guide
Planning
• Articulate a powerful vision for turnaround and make tough decisions.
• View turnaround as a portfolio of approaches, with closure as a viable option.
Creating Conditions and Building System Capacity
• Create the necessary school-based conditions for success, partnering with labor unions as relevant.
• Develop turnaround-specifc capabilities and capacity.
• Build accountability and data systems to track progress and inform decisions.
• Build systems and structures that allow for sharing lessons across schools.
KEY GAPS
Our interviews highlight signi?cant gaps that must be addressed to ensure that school turnarounds succeed at scale.
These are summarized in Exhibit 3. While the gaps apply generally to all turnaround schools, our research and
interviews suggest that they are particularly dif?cult to address in rural schools and in high schools.
Exhibit 2: System-Level Lessons Learned
CRITICAL ACTIONS
To turn around thousands of schools, actors should work
collectively and individually to scale nascent efforts, build
capacity, and address key gaps. The entire sector should
develop common metrics for success, understand and
learn from what is and is not working, build capacity
and expertise, create conditions for success, and maintain
urgency around turnaround efforts to sustain political will.
Exhibit 4 summarizes actions that can be taken collectively
to address the gaps.
Through our research, interviews and discussion with
conference participants, we also identi?ed important
actions for each type of actor:
• U.S. Department of Education. The federal
government already plays a key policy-setting
and funding role, but can expand its efforts
to support more research, rigorous evaluation,
and knowledge sharing.
• States. States can focus on developing scalable
solutions to human capital and operator capacity
issues, creating conditions for success through
policy change, assessing the quality of turnaround
providers and operators, and investing in the IT
and accountability infrastructure that underpins
turnaround success.
Exhibit 1: School-Level Lessons Learned
Exhibit 3: Key Gaps
Capacity: There are not enough proven turnaround experts or organizations, and existing organizations
are still building capacity and infrastructure. Additionally, there is little capacity to assess the quality of the
large number of new entrants to the school turnaround feld.
Funding: There may be a lack of ongoing operational funding to sustain efforts. Additionally, the
requirements for the distribution of federal funds are putting pressure on states and school districts to act
without adequate planning time.
Public and Political Will: Key actors fnd it challenging to make the diffcult decisions required for
dramatic school turnaround.
Conditions: Policies and conditions in districts and states are frequently at odds with what is necessary
for success in turnaround.
Research and Knowledge Sharing: There is not enough research or evidence to identify, share, and
scale effective turnaround interventions.
High Schools and Rural Schools: While improving the performance of any school is diffcult, it is particularly
challenging to implement and succeed in school turnaround at high schools and at schools in rural areas.
8 © 2010 FSG Social Impact Advisors
• Districts. Districts need to create strong talent
pipelines, build their accountability and school
support capacity, and ensure the availability
of critical, high-quality partners, particularly
to ?ll human capital needs and operate schools.
• Unions. Unions can consider turnaround
schools as a “laboratory” in which they are
more willing to experiment with new types of
contracts, new ways of collaboratively partnering
with districts, new work rules, and new teacher-
evaluation and pay-for-performance approaches.
• School Operators. School operators can scale
existing successful models, identify and train
turnaround professionals, and build organizational
capacity to run turnaround schools.
• Supporting Partners. Supporting partners can
build turnaround-speci?c services. The most
pressing need is for greater action from human
capital providers. University and alternate-
certi?cation programs should focus on developing
turnaround-speci?c training approaches and
recruiting and training teachers and school leaders
who can drive success in turnaround situations.
• Community-Based Organizations. Community-
based organizations (CBOs) focused on parent
engagement can mobilize community support
for turnaround efforts and the dif?cult political
decisions that often need to be made for those
initiatives to succeed. CBOs focused on providing
out-of-school-time supports should partner
with turnaround schools to improve access to
academic and personal support programs that
help students catch up academically.
• Research and Field-Building Organizations.
Research and ?eld-building organizations
are vital to studying and evaluating existing
efforts, identifying tools and effective
practices, ?lling important knowledge gaps,
and disseminating ?ndings.
• Philanthropic Funders. Foundations can
seed innovative models in leadership, teaching,
curriculum, support services, community
engagement, and other areas vital to turnaround
work, as well as invest in partnerships with states
and districts in applying these practices at scale.
Exhibit 4: Collective Actions to Fill Gaps
Gaps Collective Actions
Capacity
Promote the entry of new quality providers and scale proven operators.
Create training and recruitment approaches to attract and develop turnaround talent.
Create and staff distinct turnaround offices or divisions.
Funding
As possible, repurpose current ongoing funding sources to address turnaround needs.
Ensure that specific turnaround funding streams are included in ESEA reauthorization.
Promote the use of one-time funding to build long-term capacity and infrastructure.
Public and
Political Will
Build awareness of the need for change among students, parents, educators, policy makers,
and communities.
Engage and mobilize stakeholders, and build public demand to advocate for needed changes.
Establish laws and policies that support those making difficult decisions.
Conditions
Change the culture of engagement between schools, districts, and states from compliance to
cooperation.
Establish laws and policies that ensure needed school and district autonomies and capacity.
Develop and implement shared accountability systems at the system and school levels.
Research and
Knowledge
Sharing
Ensure funding and attention are directed to rigorously studying and comparing the efficacy of
turnaround interventions.
Document and share turnaround successes and challenges to improve implementation.
Create opportunities and infrastructure to collect, organize, and share research and best practices.
9 The School Turnaround Field Guide
Introduction
In early 2009, the Obama administration announced
its intention to use $5 billion to turn around the
nation’s 5,000 poorest-performing schools over
the next ?ve years. This was a bold challenge to
an education sector that has had some success at
turning around individual schools, but has not yet
delivered dramatic change at a large scale.
A year and a half later, the school turnaround ?eld
is at a critical juncture. A great deal of debate,
dialogue, and planning has taken place. Now with
federal funds being distributed, as well as turnaround
strategies developed at most states and in many
districts, the emphasis is switching from planning
to action. FSG’s motivation in releasing this report
at this moment in time is to help ensure that actions
taken will be coordinated, fueled by promising
practices, and guided by the evaluation of results.
To those ends, this report provides a guide to the
emerging school turnaround ?eld. It includes an
assessment of the need; a snapshot of key areas of
debate, such as how to measure success; a summary
of the policy and funding environment; and an
assessment of the sector’s capacity, including a map
of turnaround actors and the roles they play. The
report explores early lessons learned from turnaround
practitioners, summarizes key issues challenging the
?eld, and identi?es critical gaps that will need to be
?lled. Finally, the report recommends actions that hold
promise for increasing the likelihood that turnaround
efforts can succeed at scale.
In writing this report, FSG drew upon more than 100
interviews with turnaround experts, practitioners,
policymakers, researchers, and funders. Our research
also included an extensive review of secondary reports
and articles as well as a synthesis of discussions
among 275 turnaround focused actors who attended
the “Driving Dramatic School Improvement
Conference” that FSG cohosted with Stanford Social
Innovation Review on January 11, 2010. The event
included representatives from the U.S. Department
of Education, state and district superintendents and
staff, policymakers, education practitioners, human
capital providers, school principals, researchers, and
philanthropic funders.
Finally, we drew extensively on the guidance and
feedback of an advisory group consisting of a cross-
section of turnaround actors, including district and
state leaders, philanthropic funders, human capital
providers, school operators, and education entrepreneurs
and experts. The appendices list the interviewees and
research sources, and the advisory-group members are
listed on the inside cover of this report.
Given how rapidly the turnaround sector is growing
and evolving, parts of this report will likely become
out of date immediately after it is published.
Regardless, we believe that the main themes, gaps,
and lessons identi?ed can serve the ?eld in three ways:
• We hope that for new actors poised to enter the
turnaround space — school districts, school
operators, education entrepreneurs, funders —
the report highlights the importance of the work
and illustrates the state of the ?eld, and as a result
encourages and eases new entrants.
• We hope that for existing organizations focused
on the dif?cult work of turning around schools,
the report provides new ideas, leads them to
identify new partners, and helps strengthen their
knowledge and capacity.
• Finally, we hope that this report helps the
turnaround ?eld as a whole as it spurs additional
dialogue and connections, facilitates the creation
and sharing of knowledge, and helps multiple
actors better understand their own roles and how
they most effectively work in concert with others
— a prerequisite if the ?eld is to succeed in
turning around thousands of failing schools.
“Instead of funding the status quo, we only invest in reform — reform that raises student achievement …
and turns around failing schools that steal the future of too many young Americans, from rural communities
to the inner city.”
— President Barack Obama, State of the Union Address, January 27, 2010
Exhibit 4: Collective Actions to Fill Gaps
10 © 2010 FSG Social Impact Advisors
In the first part of this report, we paint
a picture of the existing landscape of
turnaround efforts around the country.
Part I covers four major topics:
• The scope of the turnaround challenge
and areas of debate,
• Measures for gauging success in school
turnaround at the school and system levels,
• The role of the federal government and a
comparison of four turnaround models, and
• The roles of key actors and a snapshot of
recent activities.
Turnaround 101
“At the end of the day, who can argue with holding schools
accountable for all children?” asks Paul Vallas, head of the
Recovery School District in New Orleans. “Who can argue
with not tolerating failing schools or with giving poor kids the
kinds of choices that wealthier kids have?”
1
Since the No Child Left Behind Act was passed in 2001,
districts have been identifying failing schools as those that do
not demonstrate Adequate Yearly Progress (AYP) in improving
their performance. These schools face an escalating process of
corrective action, which ultimately might lead to replacing the
school’s leadership or restructuring the school itself. School failure
is a persistent and pervasive reality, as the U.S. Department of
Education’s data show.
2
With more than 5,000 schools in the
restructuring stage in 2010, Mass Insight Education recently
estimated that more than 2.5 million students — particularly
high-poverty students and students of color — are at risk of or
are already receiving a woefully inadequate education.
3
Out of
more than 100,000 schools nationwide, this bottom 5 percent
of schools have failed to make AYP for ?ve or more years and
often have high staff turnover, high rates of violence, and low
graduation rates. The severe impact of school failure on students
and on the nation is well documented. Lack of educational
attainment is highly correlated with lower lifetime earnings,
higher incidences of substance abuse,
higher rates of incarceration,
and poorer health outcomes.
4
As a society, citizens pay the price
in lost tax revenue, forgone GDP growth, and increased costs
related to health care, crime, and social services.
5
As President
Obama said in his January 2010 State of the Union address,
“In the 21st century, the best antipoverty program around is a
world-class education.”
This is also a growing crisis. In the 2008-2009 school year, the
number of schools in restructuring increased 26 percent from
the previous year, and jumped an alarming 325 percent over the
number from ?ve years earlier, as shown in Exhibit 5.
6
Since the number of schools that enter “school improvement”
each year is well over 5,500, combined with low success rates in
turning around schools, more schools will continue to fall into
restructuring. Extrapolating from the latest trends from 2006 to
2009, Exhibit 6 shows that without successful interventions, the
number of schools in restructuring could grow 143 percent over
the next ?ve years, reaching more than 12,000 by 2014-2015.
1
Tehrani, Alex, “How to Fix No Child Left Behind,” Time, May 24, 2007.
2
U.S. Department of Education, EDFacts.
3
Mass Insight Education, “The Turnaround Challenge,” 2007.
4
Cheeseman Day, Jennifer, and Eric C. Newberger, “The Big Payoff: Educational Attainment and Synthetic Estimates of Work-Life Earnings,” U.S. Census Current
Population Reports, July 2002; Offce of Applied Studies, Substance Abuse, and Mental Health Statistics Web site; Department of Justice Web site; Maynard,
Rebecca A., ed., Kids Having Kids: Economic Costs and Social Consequences of Teen Pregnancy (Washington, D.C.: Urban Institute, 1996).
5
Cohen, Mark A., “The Monetary Value of Saving High Risk Youth,” Journal of Quantitative Criminology, Vol. 14, No. 1, 1998; McKinsey & Company, Social Sector Offce,
“The Economic Impact of the Achievement Gap in America’s Schools,” 2009; Maynard, Rebecca A., ed., Kids Having Kids: Economic Costs and Social Consequences
of Teen Pregnancy (Washington, D.C.: Urban Institute, 1996); Department of Justice Web site.
6
U.S. Department of Education, EDFacts.
Part I:
Understanding
the Landscape
11 The School Turnaround Field Guide
Source: U.S. Department of Education, EdFacts.
Exhibit 5: Number of Schools in Need of Improvement, 2004-2009
Source: FSG analysis.
Key Assumptions:
• Schools enter school-improvement status at a slightly declining rate, re?ecting the 2005-2006 to 2008-2009 CAGR of -2 percent.
• An estimated 37 percent of schools progress from improvement to corrective action every year, re?ecting the average rate from 2005 to 2009.
• Fewer and fewer schools exit the restructuring category, re?ecting the 2005 to 2009 trends.
Exhibit 6: Projected Number of Schools in need of Improvement,
Corrective Action, and Restructuring, 2008-2015
N
u
m
b
e
r
o
f
S
c
h
o
o
l
s
33.9%
12.4%
-4.2%
Compound
Annual
Growth Rate
9,323
9,070
10,676
11,660
12,597
Number of Schools Projected to Need Improvement, Corrective Action, and Restructuring
2008-2015
N
u
m
b
e
r
o
f
S
c
h
o
o
l
s
Compound
Annual Growth
Rate
12,597
13,800
14,700
15,700
16,700
17,800
19,100
16%
0%
-2%
12 © 2010 FSG Social Impact Advisors
Of the 5,017 schools currently in restructuring,
72 percent are concentrated in 11 states or territories:
California, Florida, Illinois, Massachusetts, New
Jersey, New Mexico, New York, Ohio, Pennsylvania,
Puerto Rico, and South Carolina. At least 100 schools
in each of these states, shown in Exhibit 7, have failed
to meet AYP for ?ve or more consecutive years, with
California topping the list with 1,183 schools. Four
other areas, while having lower absolute numbers,
have high densities of failing schools: Hawaii (24
percent), the District of Columbia (22 percent),
New Mexico (20 percent), and Alaska (14 percent).
DEFINING TURNAROUND
The word turnaround is used broadly and means
different things to different people. Confusingly, it is
currently applied to both the discipline of improving
school systems and individual schools, as well as to
a particular approach that the U.S. Department of
Education calls the “turnaround model.” Some observers
question the very applicability of this term to describe
schools that have never been highly performing in the
?rst place.
7
Others are skeptical about the comparison
to turnarounds in the private sector, where low rates of
success are the expected norm.
8
7
FSG interviews.
8
Hess, Frederic, and Thomas Gift, “School Turnarounds: Resisting the Hype, Giving Them Hope,” Education Outlook, February 2009.
Exhibit 7: Number of Schools in Need of Restructuring, 2008-2009
MT — 40
(4.8%)
WY — 2
(0.5%)
ID — 16
(2.1%)
WA — 44
(1.9%)
OR — 7
(0.5%)
NV — 24
(3.9%)
UT — 0
CA — 1,183
(11.8%)
AZ — 49
(2.2%)
ND — 14
(2.6%)
SD — 21
(2.8%)
NE — 1
(0.1%)
CO — 52
(2.9%)
NM — 170
(19.9%)
TX — 56
(0.6%)
OK — 8
(0.4%)
KS — 4
(0.2%)
AR —
90
(8.0%)
LA — 57
(3.8%)
MO — 65
(2.6%)
IA — 2
(0.1%)
MN — 20
(0.7%)
WI — 6
(0.2%)
IL — 358
(8.1%)
IN — 31
(1.5%)
KY — 47
(3.0%)
TN — 20
(1.1%)
MS — 9
(0.8%)
AL — 15
(0.9%)
GA — 60
(2.4%)
FL — 640
(15.2%)
SC — 108
(9.0%)
NC — 87
(3.4%)
VA— 11
(0.5%)
WV — 8
(1.0%)
OH — 145
(3.6%)
MI —
66
(1.6%)
NY — 253
(5.4%)
PA— 134
(4.1%)
MD — 51
(3.5%)
DE — 2 (0.8%)
NJ — 100 (3.8%)
CT — 77 (6.8%)
RI — 10 (3.0%)
MA — 205 (10.9%)
ME — 5
(0.7%)
VT - 7
(2.1%)
NH — 6 (1.2%)
AK — 70
(13.9%)
HI — 69
(24%)
DC — 54
(22.1%)
PUERTO RICO — 438
(27.8%)
1 - 10
11 - 100
> 100
Source: U.S. Department of Education, EDFacts.
13 The School Turnaround Field Guide
Some have even called turnaround a “fallacy,” at
least at the school level.
9
“The history of urban
education tells us emphatically that turnarounds are
not a reliable strategy for improving our very worst
schools,” writes Andy Smarick, a former distinguished
visiting fellow at the Thomas B. Fordham Institute.
10
He suggests that the best way to ensure an effective,
well-functioning school is to start one from scratch.
Justin Cohen, president of the turnaround division
at Mass Insight Education, believes schools can be
turned around with strategies that create clusters of
schools within a district that operate with charterlike
conditions and are managed through lead partners.
Brian Hassel, codirector of Public Impact, argues
that the key to success is to deploy multiple strategies
and intervene quickly if early indicators fail to show
promising signs of success.
Even as the means continue to be debated, the term
“turnaround” has quickly gained traction and is now
used broadly to describe a movement to positively
transform the performance of chronically failing
school systems and schools.
To ensure that we are collectively working to solve the
same problem, FSG tested Mass Insight Education’s
de?nition of turnaround with interviewees:
11
“Turnaround is a dramatic and comprehensive
intervention in a low-performing school that:
a) produces signi?cant gains in achievement
within two years; and b) readies the school
for the longer process of transformation into a
high-performing organization.”
While we heard general support for this de?nition,
interviewees also identi?ed areas where debate
exists about particular components (see Exhibit 8).
Additionally, based on our interviews and research
?ndings, we would add this phrase to the Mass Insight
Education de?nition:
“c) takes place in the context of performance
improvement for the school system as a whole.”
The addition captures the emerging consensus that
turnaround should not be a zero-sum game in
which one school succeeds at the expense of
others. Districts and states must focus continually
on improving all schools. Finally, we would also
recommend expanding this de?nition beyond
individual schools to address the need to turn
around schools at scale.
Exhibit 7: Number of Schools in Need of Restructuring, 2008-2009
9
Smarick, Andy, “The Turnaround Fallacy,” EducationNext, Winter 2010, Vol. 10, No. 1,http://educationnext.org/the-turnaround-fallacy/.
10
Ibid.
11
See appendices for a list of all interviewees.
Exhibit 8: The Definition of Turnaround
Will a focus on quick results
overshadow capacity building
to sustain improvements?
Is turnaround part of an
ongoing performance-
management system at the
district level?
Should building district
and state capacity also be
addressed?
Is the time frame longer? Does
it vary by type of school?
How do you determine
what is significant?
“Turnaround is a dramatic and comprehensive intervention in a low-performing school
that: a) produces significant gains in achievement within two years; and, b) readies the
school for the longer process of transformation into a high-performance organization.”
14 © 2010 FSG Social Impact Advisors
While the debate continues, the current set of
prevailing perspectives can be summarized into the
following set of questions and suggested answers:
• Is turnaround part of an ongoing performance-
management system at the district level? Yes.
Turnaround strategies are at the extreme end of,
but nevertheless a part of, a continuum of school
improvement. Districts need to turn around failing
schools, ensure low-performing schools don’t fall
into turnaround status, and improve the quality of
every school.
• Should building district and state capacity also
be addressed? Yes. Although focused on school-
level interventions, turnarounds must be
supported with increased capacity at the district
and state levels. Otherwise, the underlying
conditions that led to chronically underperforming
schools will continue to result in repeated failures.
• How do you determine what are signi?cant
gains? We are not sure yet. This is an area
currently generating signi?cant debate in the
?eld. There is agreement that the ultimate
indicator of turnaround success is student
academic results. Stakeholders also agree that
measuring both growth rates and absolute results
are important. However, indicators of progress
and the end point at which a school can be
considered to be turned around are still being
broadly discussed. The next section on measuring
success explores this debate more fully.
• Is the time frame longer? Does it vary by school
type? We are not sure yet. Many people argue that
academic improvements should be seen in the ?rst
two years of a turnaround for an elementary
or middle school, and within three years for a
high school. However, the absolute performance
of the school may still take an additional two
to three years to reach district and state standards
(depending on the rigor of the standards). Many
believe that the insistence on a shorter time frame
lies at the heart of differentiating turnaround
from other, slower improvement strategies and is
a key step in maintaining political will and
funding for turnaround efforts.
• Will a focus on quick results overshadow
capacity building to sustain improvements?
Hopefully not, but interviewees cited this as a
danger the ?eld is paying close attention to. Most
stakeholders believed that quick results are needed
to ensure the long-term sustainability of funding,
political will, and community support.
15 The School Turnaround Field Guide
Measuring Success
Our interviews unearthed four themes around
measuring school-level success:
• Determining What to Measure. Schools should
track interim progress and ultimate outcomes
related to both school environment (including
school culture, connectivity, and teacher and
leader engagement and effectiveness) and student
performance (including student progress and
student outcomes). Stakeholders emphasize that
a turnaround is only successful if it achieves gains
with the same student population.
Examples of school environment metrics that
demonstrate progress include lower rates of
violence or suspension, increased student and
faculty attendance, lower dropout rates, and
higher retention of effective staff. Examples of
student performance metrics that demonstrate
progress include increases in student performance
on formative assessments, improved standardized
test results, and higher graduation rates.
Interviewees also emphasized that results not only
should be evaluated in absolute terms, but also
should be benchmarked against past performance
and expected performance using value-added
measures. Exhibit 9 summarizes commonly
referenced measures of school improvement.
12
• Identifying How to Measure. A school undergoing
turnaround needs timely access to information
about student performance and turnaround
implementation. “Annual achievement data comes
out too late,” says Eileen Reed, deputy executive
director of the Region XIII Education Service
Center at the Texas Education Agency. “We
need to invest in early-warning systems to get
data along the way to see if students are making
progress. Are they advancing at a fast enough
rate to catch up on their de?cits? Are they on
track to make graduation requirements?”
Timely feedback can be collected through
classroom observation and through tools —
often electronic — that provide interim
assessments of whether students are mastering
course content. Nontraditional methods are
often used in turnarounds to re-engage students
in learning and address long-standing de?cits,
so the ?eld needs new cross-content measures
that go beyond test scores to evaluate such areas
as student work and performance, interactions
between teachers and students, and improvements
in critical thinking. Information about the progress
of implementation can be collected through staff,
parent, and student surveys and measures of
observed behavior.
States and districts, meanwhile, need ef?cient
assessment processes that enable comparisons
and allow them to learn about what works
in turning around schools. This is a challenge,
as interviewees noted that known measures have
variable levels of sophistication and are often
inconsistently collected across schools, districts,
and states.
12
Sources of these measures include scorecards from Chicago Public Schools and the Texas Education Agency, as well as discussions among “Driving Dramatic
School Improvement” conference attendees.
While many states and districts have established criteria to identify schools in need of turnaround,
there is less clarity around how to track progress toward turnaround, knowing when a school has
actually been turned around, and if that success has happened in the context of system improvement.
The feld should identify clear interim and long-term success metrics at the school, district, and state levels.
Without expectations for success at both the school and system levels, resources may be withdrawn before
gains are made or solidifed.
DEFINING SUCCESS FOR SCHOOLS
16 © 2010 FSG Social Impact Advisors
• Setting the Bar. How high to set the standard for
whether a school has been turned around is an
area of ongoing debate. Some people fear that if the
bar is set too high, not enough schools will succeed
and the entire turnaround movement will be viewed
as a failure.
13
Others fear that an insuf?ciently
ambitious de?nition will lead to efforts that are
not aggressive enough to achieve meaningful results.
14
There are a number of options for setting the bar.
For some, making AYP is a good starting point.
However, many actors spoke more ambitiously
about goals for dramatic improvement, such as
a 50 percent improvement in graduation rates or
double-digit gains on state performance tests. As
one of its goals, Mastery Charter Schools aims
for at least 85 percent of graduates to enroll in
13
“Driving Dramatic School Improvement” conference discussion.
14
Ibid.
Exhibit 9: Measures of School Improvement
I. School Environment
School Culture
• Student attendance rates
• Rates of serious misconduct and violence
• Assessments of follow-through on implementation plans by school administration and staff
• Infrastructure improvement (such as dollars invested and response time to maintenance problems)
School Connectivity
• Parent engagement and satisfaction metrics (such as participation in meetings)
• Partnerships (such as funding raised from philanthropy and community satisfaction survey metrics)
Teacher and School Leader Engagement and Effectiveness
• Teacher attendance and retention rates of effective staff
• Rates of participation in collaborative decision making and planning time
• Desire for and implementation of targeted professional development
• Focus on student learning based on content and time on task
• Value-added academic measures based on interim assessments of student progress
• Use of data to improve the quality of teaching
• Amount of principal’s time spent on improving teaching and learning
II. Student Performance
Measures of Student Progress
• Rates of earning credits and grade-level advancement
• Absenteeism and dropout rates
Outcomes for Students
• Rates of students performing at grade level by subject area
• Rates of profciency on state assessments
• Graduation and college-going rates
17 The School Turnaround Field Guide
higher education.
15
Many interviewees went so
far as to say that even large gains were not
enough — a school was not truly turned around
until it had completely closed the achievement
gap when compared with other schools in the
state. Closing the gap used such measures as
exit exams, standardized assessments, ACT/SAT
scores, and graduation rates.
• Timeline to Success. In general, interviewees
believed schools can be turned around in two
to four years, with improvement in the school
environment and culture occurring within
two years and improvements in student
performance starting by the second or third
year. However, this timeline will vary and is
expected to be longer in high schools.
Practitioners urge patience in the ?rst year
or two of turnaround, as some performance
indicators may actually decline once
signi?cant changes are enacted in a school.
“We have seen a school look quantitatively
worse before it improves,” says Don Fraynd,
turnaround of?cer at the Chicago Public
Schools. “We have seen huge spikes in
suspensions while discipline in the building
was being reset. We aren’t going to expect
a jump in test scores in the ?rst year.”
Some signs of progress may also look
counterintuitive. For example, increased
attendance and participation, which in the
long term will improve student performance,
may in the short term lead to a decline
in average test scores, as students with
poor attendance, who are often far behind
their peers academically, begin to regularly
attend school.
Beyond the importance of de?ning, tracking,
and learning from measurable indicators, many
experienced practitioners note that a successful
turnaround can be palpably sensed upon entering
the school. Practitioners note visible changes in
students, who positively interact with their peers,
are more fully engaged in classroom activities, and
express optimism and pride in their conversations
with teachers and other adults in the building.
They describe hallways and lunchrooms that
are peaceful and ordered. They see evidence of a
positive culture and high expectations for students
in posted goals and progress reports, in classroom-
management systems, and in how teachers speak
about their students.
DEFINING SUCCESS FOR
SCHOOL SYSTEMS
We heard broad agreement around the importance
of tracking success at the system level. Still, few
states and districts have established speci?c goals.
Emerging themes include:
• Setting Turnaround-Speci?c Goals for the System.
Districts should set speci?c goals and af?liated
measures of progress and success for students and
schools, as described in the previous section. At
the system level, districts and states need to set
improvement goals for themselves, along with
corresponding milestones and timelines across
their portfolio of schools, and then compare
results across schools and districts.
The Massachusetts Department of Education is
sending a clear message to its districts, for example.
“Our idea about turnaround is that the district has
ultimate responsibility to turn around its schools,”
says Karla Baehr, deputy commissioner for the
Massachusetts Department of Elementary and
Secondary Education. “For us, a district earns
the label of its lowest-performing school — clearly
sending the message that each district is only as
strong as its weakest school.”
• Tracking the Performance of All Schools, Not
Just Turnaround Schools. Districts need to
ensure that while some schools are being turned
around, others do not themselves become
turnaround candidates. Additionally, districts
should be careful that interventions at turnaround
schools, such as teacher replacement, do not
adversely affect other schools in the system.
Interviewees consistently stated that turnaround
schools need to be managed within the context
of overall district performance and that districts
need to track performance across and between
all schools.
• Evaluating the District’s Performance in
Supporting Turnaround Efforts. Districts and
states need to evaluate themselves on their
ability to lay the foundation for turnaround
success with governance, ?nancial, human
resources, and leadership systems that enable
schools to achieve sustained improvement. “Fixing
individual schools is not going to ?x the issue,”
says Cohen of Mass Insight Education. “We need
to measure system performance and conditions.”
15
Mastery Charter Schools, “2008-2009 Mastery Charter School Overview.”
18 © 2010 FSG Social Impact Advisors 18 © 2010 FSG Social Impact Advisors
While not a supporter of turnaround, Smarick
argues that success at the systems level includes
closing low-performing schools and providing
high-performing alternatives to replace them.
16
Exhibit 10 provides an example of measures that
one state department of education has used to
evaluate district turnaround capacity.
• Finding and Sharing Best Practices. It is clear
from stakeholder interviews that practitioners in
the ?eld do not feel they know enough about how
to do turnaround work at scale. To compound
the challenge, turnaround work requires new
behaviors and capabilities.
These two challenges are fueling a strong
imperative for ?nding and sharing effective
practices, as well as comparing results of
different interventions to identify what is and
is not working and why. This should happen
at the local level, at the state level, and across
geographic boundaries.
16
Smarick, Andy, “The Turnaround Fallacy,” EducationNext.
Exhibit 10: Sample Measures of Success at the District Level
Criteria for a District to Exit Turnaround from the Massachusetts Department of
Elementary and Secondary Education
# 1: Improved Student Achievement
Evidence that student achievement has been on the rise for three years for students overall and for
each subgroup of students:
• Increased student achievement as measured by state testing (such as average student growth,
third-grade reading, eight grade mathematics, frst-time 10th-grade profciency rate)
• Higher graduation and higher-education-enrollment rates
# 2: District Systems and Practices That Meet State Standards
Evidence that the district can continue to improve student achievement, because it has well-functioning
and sustainable district systems and practices in the areas of:
• Curriculum and instruction
• Leadership and governance
• Human-resource development
• Financial and operational management
• Student support.
# 3: School Conditions That Support Student Learning
Evidence that the district will continue to improve student achievement, because the conditions for
school effectiveness are in place in schools and classrooms, with particularly strong evidence of:
• Effective leadership
• Effective instruction
• An aligned taught curriculum
Source: Massachusetts DESE District Standards and Indicators,http://www.doe.mass.edu/sda/review/district/
19 The School Turnaround Field Guide
FEDERAL FUNDING
Education-reform efforts are hardly new (see
Exhibit 11). However, the Obama administration’s
unprecedented investment in education reform
through the American Recovery and Reinvestment
Act (ARRA) of 2009 has signi?cantly, if temporarily,
expanded the federal role in education. The sheer
size of the investment, coupled with the magnitude of
the budget de?cits facing states and districts, has put
the federal government in a position to incent policy
change at the state level and to set guidelines for the
turnaround strategies of states and LEAs. Funding that
has an impact on turnaround efforts includes:
• Race to the Top Fund. $4.35 billion in competitive
grants to states, with turnaround being a key
focus. Guidelines for the turnaround section
specify that LEAs must implement at least one
of the four turnaround models outlined below.
LEAs with nine or more turnaround schools
must use multiple models. Of the 41 applications
submitted in the ?rst phase of RTTT, 16
applicants proceeded to the ?nal round: Colorado,
Delaware, the District of Columbia, Florida,
Georgia, Illinois, Kentucky, Louisiana,
Massachusetts, New York, North Carolina,
Ohio, Pennsylvania, Rhode Island, South
Carolina, and Tennessee. Of the 16 ?nalists,
Delaware and Tennessee were the winners of
the ?rst phase of RTTT. The three states with
the highest scores on the turnaround section
of the application were Washington, D.C. (50.0),
Illinois (49.4), and Tennessee (48.0).
17
Thirty-six
states submitted Round 2 applications. Of the
19 states that were selected as second-round
?nalists, 10 were awarded grants, including
the District of Columbia, Florida, Georgia,
Hawaii, Maryland, Massachusetts, New York,
North Carolina, Ohio, and Rhode Island.
• School Improvement Grants. $3.55 billion
allocated to states according to a Title I formula,
with the funds to be granted out competitively
to districts. Guidelines align with RTTT, including
the need to use the four turnaround models. SIG
funds may be awarded to all Title I schools, as
well as schools that are eligible for but do not
receive Title I, Part A funds, if those schools have
not made AYP for at least two years or are in the
state’s lowest-performance quintile. States decide
the amount of SIG funding an individual school
receives, based on district applications, and
funding can range from $50,000 to $2 million.
• Investing in Innovation Fund (i3). $650 million
in competitive grants awarded to nonpro?t-LEA
partnerships to expand innovative and evidence-
based approaches that improve student
achievement, close achievement gaps, and improve
teacher and principal effectiveness — all areas
related to turnaround. Of nearly 1,700 applicants,
49 were chosen as winners – four at the up-to-
$50 million “scale-up” level, 15 at the up-to-
$30 million “validation” level, and 30 at the
up-to-$5 million “development” level. Of the
winners, 13 were primarily focused on turning
around the lowest-performing schools.
All told as a result of ARRA, schools received
approximately $14 billion over their regular
Elementary and Secondary Education Act (ESEA)
appropriation. School-improvement funding received
an additional $5 billion boost in 2009 due to RTTT
and i3 funding. However, ESEA funding in 2010 is
expected to drop to its previous levels.
17
U.S. Department of Education.
Federal Funding and the Four
Turnaround Models
The federal government — with signifcant funding and strong policy direction — is setting the pace
for school turnaround. This section outlines the sources of federal funding for school turnaround
efforts, as well as the four approaches to turnaround that the U.S. Department of Education expects
LEAs to follow as they put RTTT and SIG funds to work.
20 © 2010 FSG Social Impact Advisors
This speaks to the concerns that states and districts
express about the “funding cliff” that will follow the
sudden and signi?cant infusion of federal education
dollars in 2009, as well as the urgent need for this
funding to be invested in developing long-term
capacity rather than being allocated to ongoing
operational costs. An additional concern is that
the federally mandated timing for distributing and
employing SIG and other turnaround-related funding
does not provide states and school districts with
adequate time to develop and implement thoughtful
turnaround plans for high-need schools.
Schools may receive another infusion of funding in
2011 from a potential increase in i3 and SIG funds
and a proposed $1.35 billion extension of RTTT, with
competition extended to include districts.
18
President
Obama is also seeking an additional $900 million for
School Turnaround Grants available for the districts
that are home to the 2,000 schools which produce
more than half of the nation’s dropouts. “We know
that the success of every American will be tied more
closely than ever to the level of education that they
achieve,” Obama said in March 2010 at an America’s
Promise Alliance event.
19
The sizable federal-government investment in
education, as well as the competition for RTTT
(where turnaround accounts for 10 percent of the
RTTT application-scoring rubric), has already driven
state- and district-level policy change across the nation.
Many states, such as California, Colorado, Florida,
Illinois, Indiana, Louisiana, Rhode Island, and Tennessee,
have passed legislation to link teacher evaluation and
student data. Illinois raised its charter cap.
20
Lawmakers in Massachusetts passed a major bill
granting the state education commissioner authority
to intervene in low-performing schools when local
district and union leaders are unable to agree on issues,
such as replacing teachers and lengthening the school
day.
21
Illinois has created 12 “super LEAs” in which
superintendents and union leaders have agreed to work
around existing collective-bargaining agreements to
adopt new evaluation systems and implement more
aggressive reform in low-performing schools.
22
18
McNeil, Michele, “Obama to Seek $1.35 Billion Race to Top Expansion,” Education Week, January 19, 2010,
http://www.edweek.org/ew/articles/2...tml?tkn=ZLWFbhgvmHK9uODtQEYiVGhxmOdOs5npKgH6.
19
“Remarks by the President at the America’s Promise Alliance Education Event,” The White House, Offce of the Press Secretary, March 1, 2010,
http://www.whitehouse.gov/the-press...nt-americas-promise-alliance-education-event.
20
Maxwell, Lesli, “Digging Through States’ Race to Top Bids,” State EdWatch blog, Education Week, January 27, 2010,
http://blogs.edweek.org/edweek/state_edwatch/2010/01/from_my_notebook_colleague_stephen.html; Robelen, Eric W., “‘Race to Top’ Driving Policy Action Across
States,” Education Week, December 23, 2009,http://www.edweek.org/ew/articles/2009/12/23/16states.h29.html?qs=race+to+top; Sawchuk, Stephen, and
Lesli A. Maxwell, “States Vie to Stand Out in Race to Top Proposals,” Education Week, January 27, 2010,
http://www.edweek.org/ew/articles/2...tml?tkn=NMPF6aXGRAGbnWrCck/tVrI0kQ2YiqlVFQf3.
21
Maxwell, Lesli, “Digging Through States’ Race to Top Bids,” State EdWatch blog, Education Week, January 27, 2010,
http://blogs.edweek.org/edweek/state_edwatch/2010/01/from_my_notebook_colleague_stephen.html.
22
Race to the Top Fund, “Applicant Info: States’ Applications, Scores, and Comments for Phase 1,”
http://www2.ed.gov/programs/racetothetop/phase1-applications/index.html.
21 The School Turnaround Field Guide
Source: FSG research and analysis.
Exhibit 11: The Link to Past Reform Efforts
The Obama administration is attempting to both build on the lessons of past education reforms and to
distinguish itself from them. The current reform effort has differentiated itself from previous initiatives through
its use of large pools of funding (RTTT, SIG, i3), a competitive process to allocate education dollars to states
and districts, and more prescriptive guidelines to dictate the reform strategy. At the “Driving Dramatic School
Improvement” conference, Joanne Weiss, former director of RTTT, summarized the current approach:
“[The federal government] is thinking about competition as a force for change — as a way to maximize impact.”
The major previous reform efforts since the infuential 1983 “A Nation at Risk” report are listed below,
along with examples of how they have shaped today’s thinking:
• Effective Schools Research. In the 1980s, a team of researchers led by Ronald Edmonds, director
of the Center of Urban Studies at Harvard University, identifed seven “correlates” that determine a
school’s success: clear mission; high expectations; instructional leadership; frequent monitoring of
student progress; opportunity to learn and student time on task; safe and orderly environment; and
home-school relations. Edmonds’ research helped shape current thinking about what makes schools
effective and provided an early basis for many of the requirements of the current reform initiative.
• School Choice. The school choice program gained momentum in the 1990s and empowered students
and parents with options that in turn raised the standard of education. It introduced a philosophy of
competition to the effort and a belief that students should have compelling options for education.
These ideas have carried through to the development of the four current turnaround models and the
use of charter, private and public contract, and district providers to serve as turnaround operators.
• Charter School Movement. Charter schools are free from the staffng, curriculum, and programmatic
restrictions imposed on most traditional district schools. They are viewed as prime candidates to take
over and turn around failing schools, given the autonomy and fexibility they bring to budget, staffng,
curriculum, and schedule.
• Small Schools. The Small Schools Movement was predicated upon the belief that a personalized
learning environment in small schools can make a signifcant difference in the academic achievement
of high-needs students. When implemented effectively, this personal attention can have positive
results. Operators like Green Dot demonstrated the approach when it broke up Locke High School in
Los Angeles into smaller units as part of its turnaround plan for the school, for example.
• No Child Left Behind (NCLB). The federal government’s NCLB Act of 2001 required all public schools
to administer statewide standardized tests annually to students in certain grades and subjects. NCLB
represented the most sweeping changes to ESEA since its 1965 enactment. In addition to a focus
on stronger accountability, the act increased school choice and local control, and placed an emphasis
on proven teaching methods.
• Comprehensive School Reform (CSR). The federally backed CSR Program began in 1998.
It helps public schools raise student achievement as they implement effective, comprehensive models.
The current reform initiative builds on the CSR Program’s strengths: its philosophy of dramatic and
systemic reform; and its expectation that districts integrate specifc components into their reform
plans to qualify for funding. At the same time, the current effort provides states and districts with
more detailed guidance about turnaround approaches, and signifcantly more funding to support
reform efforts — two areas where critics of the CSR Program have often focused.
22 © 2010 FSG Social Impact Advisors
THE FOUR
TURNAROUND MODELS
The federal government is requiring LEAs to use the
following four turnaround models in order to qualify
for RTTT and SIG funding:
• Turnarounds. Replace the principal and rehire
no more than 50 percent of the school’s staff;
adopt a new governance structure; provide job-
embedded professional development; offer staff
?nancial and career-advancement incentives;
implement a research-based, aligned instructional
program; extend learning and teacher planning
time; create a community-orientation; and provide
operating ?exibility.
Case Example: Highland Elementary School
in Montgomery County, Maryland, replaced its
principal and half its staff, as well as introduced
new instruction methods, data analysis for
student instruction, and staff accountability
for student achievement. As a result of this
intervention, the school performed strongly
enough to receive the 2009 National Blue Ribbon
awarded for placement in the top 10 percent of
state assessments or dramatic improvement in
assessment scores over a ?ve-year period.
23
• Restarts. Transfer control of, or close and reopen,
a school under a school operator that has been
selected through a rigorous review process. A
restart model must enroll, within the grades it
serves, any former student who wishes to attend.
Case Example: Mastery Charter School
Shoemaker Campus in West Philadelphia,
Pennsylvania, was taken over by Mastery Public
Charter Schools in 2006. Mastery’s model includes
a strong focus on individualized instruction,
teacher coaching and professional development,
a culture of high expectations, rigorous academic
standards, and problem-solving and social-
emotional skills. In three years, the school more
than tripled reading scores from 20 percent
pro?cient to 71 percent pro?cient and raised math
scores from 15 percent pro?cient to 88 percent
pro?cient — completely closing the achievement
gap and even outperforming state averages.
24
• Transformations. Replace the principal (no
requirement for staff replacement); provide job-
embedded professional development; implement a
rigorous teacher-evaluation and reward system;
offer ?nancial and career advancement incentives;
implement comprehensive instructional reform;
extend learning- and teacher-planning time; create
a community-orientation; and provide operating
?exibility and sustained support.
Case Example: Benwood Schools in Chattanooga,
Tennessee, introduced merit-pay plans, teacher-
linked data collection, teacher evaluation,
embedded professional development, teacher
coaching on using student data, and leadership
development. As a result, the percentage of third-
graders scoring pro?cient or advanced in reading
jumped from 53 percent in 2003 to 81 percent
in 2007, and the Benwood schools outgained 90
percent of all schools on the state’s value-added test
scores.
25
• School Closures. Close the school and enroll
students in other, higher-achieving schools.
Case Example: In 2007, the Denver Public
School District (DPS) closed eight schools due to
underenrollment and poor student performance,
relocating 2,000 students to three schools within
DPS. The closures generated $3.5 million in
savings, of which $2 million was directed to the
three middle schools where students were relocated.
The 2008-2009 Colorado Student Assessment
Program indicates that the relocated students are
showing increased academic growth in their new
schools, although not to the extent the school
district had hoped.
26
23
FSG research.
24
Ibid.
25
Ibid.
26
Ibid.
23 The School Turnaround Field Guide
Comparing the Models
The federal government introduced these four models so as
to ensure that RTTT and SIG funding is spent on dramatic
rather than incremental reform.
27
However, signi?cant
debate surrounds the models — and around school closure,
in particular, as summarized in Exhibit 12. Concerns have
been raised that the overall framework of options does not
adequately address the operating constraints of rural states
and does not re?ect other important elements of a turnaround
strategy, such as the need for parent and community
involvement.
28
Also, interviewees said the timetable for the
distribution and use of SIG funds is causing states and school
districts to employ less dramatic turnaround approaches.
Many questions also surround the use of the models: How
to implement them, how effective they are in turning around
schools, and how to choose the right model to ?t school and
local conditions. Little research-based evidence exists to
answer any of these questions, representing a signi?cant gap
for the ?eld.
29
When comparing the models, at this time we
can only offer observations based on their speci?cations and
on a limited number of experiences that interviewees shared:
By de?nition, he four models have different requirements for
new principals and teachers:
• Turnarounds and restarts require the replacement
of the principal and many teachers.
• Transformations require replacement of the principal.
• School closures do not necessitate new staff on site.
In addition, the four models also have different
requirements for providers and school operators:
• Restarts depend on outside providers who can
take over the school.
• Transformations and turnarounds rely on
organizations that can provide professional
development tailored to the severity of the
turnaround situation.
• School closures do not depend on outside
providers, but do depend on the availability
of higher-performing schools.
• The four models may differ in start-up and
ongoing operating costs:
• Restarts can be costly, as districts may need to
do capital improvement and perhaps even donate
property, as well as pass on potentially
augmentedper-student funding to the school
operator brought in to run the turnaround
school. The district incurs the cost of planning
for the transfer and may pay the school operator
ongoing management fees. However, the same
operator may have the ability to attract additional
resources to the school from philanthropic or
private funding and may contract with the
district and pay for some district services.
27
U.S. Department of Education.
28
Klein, Alyson, “School Turnaround Models Draw Bipartisan Concern,” Education Week, May 21, 2010.
29
See the appendices for a list of research reports that specifcally address turnaround options.
Exhibit 12: Is School Closure a Turnaround Strategy?
Of the four models, school closure has generated the most signifcant debate. Educators point to its
demoralizing effect on the community and the lack of high-quality alternative schools to which students from
the closed school can be moved. Many opponents of the model even question whether it can be considered
a turnaround strategy, given that it advocates shutting down a school rather than improving its performance.
Proponents of school closure say it is an important turnaround approach at the district or system level. “When
conscientiously applied strategies fail to drastically improve America’s lowest-performing schools, we need to
close them,” writes Smarick. “Done right, not only will this strategy help the students assigned to these failing
schools, it will also have a cascading effect on other policies and practices, ultimately helping to bring about
healthy systems of urban public schools.” Proponents argue that districts must look at their schools as part of
a portfolio, and that closing down some schools may enable the district to improve its overall performance.
When districts close schools, particularly in districts that face declining student enrollment, they are able to
concentrate limited fnancial and staff resources on fewer schools. Proponents recognize that it is always
diffcult for parents and students of the schools targeted for closure, but point out that these schools have
been chronically underperforming for years. Closing the school may be the best thing for students, who may
be moved immediately to a more productive learning environment.
Source: FSG interviews; Smarick, Andy, “The Turnaround Fallacy,” EdNext, Winter 2010.
24 © 2010 FSG Social Impact Advisors
• Turnaround costs are largely the responsibility
of districts, including compensation for new
principals and teachers, costs connected with
the release of current tenured teachers
(which depend on the terms of collective-
bargaining agreements), capital-improvement
costs for site renovation, and other supports
for new staff in the building. In the near term,
SIG funding is expected to cover a large
portion of these costs, which allows districts
to do this work in-house. Over time, districts
that choose this model must realize economies
of scale to lower their costs.
• Transformations require districts to provide
professional development to teachers (paying
for the expert advice and compensating
teachers for time spent on professional
development), as well as to change evaluation
systems and implement instructional reform.
• School closures have the lowest cost in the
long term and may conserve district resources
if consolidation is needed based on enrollment
trends. However, initial costs to release
tenured teachers as part of school closure
could be signi?cant and could linger two
to three years, depending on the speci?c
terms of a district’s collective-bargaining
agreements. Another hidden cost is the
need to guard against theft and ensure that
school resources are liquidated or distributed.
Finally, districts may incur signi?cant
transportation costs if higher-performing
schools are not available in the neighborhood
of the school to be closed.
• The cost to implement each of the models will
vary state to state and even district to district due
to different labor costs, labor contract terms,
agreements with school operators and service
providers, and facilities and renovation costs.
The four models differ, as well, in the need for political
will to overcome resistance to implementation:
• School closures, for many community
stakeholders, signal that the district has
given up on that school’s staff, students,
families, and community, and causes students
to transfer and travel to new schools.
• Restarts involve transferring control of a
school outside of district control, frequently to
a charter operator.
• Turnarounds generate resistance given the
requirement for staff replacement.
• Transformations are less controversial because they
require the least disruption to school operations or staff.
Finally, the models may vary in how quickly and deeply they
affect school culture, and ultimately, student achievement:
• Restarts may have the greatest potential for rapid
impact in terms of culture and academic achievement,
because a third-party school operator brings with it an
entirely new staff, a fresh culture, and in the case of
experienced operators, tested techniques for improving
school and student performance.
• Turnarounds may potentially generate the second-
highest level of impact, due to the large changes in
staff and the ability to reset the culture of the school.
• Transformations are perceived to have lower potential
for impact than other models. They are seen as most
similar to many of the restructuring reforms tried,
unsuccessfully, under NCLB, and many observers do
not view them as a dramatic enough intervention to
achieve signi?cant results.
• School closures’ impact is entirely dependent on
the ability to relocate students to more highly
performing schools.
The models requiring fewer resources are also the ones
perceived to have lower potential for impact.
30
This
relationship is troubling, if the evidence collected in the future
substantiates it, because transformations are the most commonly
implemented strategy among states and districts. Currently,
this choice is being made largely based on resource constraints,
such as the availability of new principals or high-quality school
operators, and on the need to quickly employ SIG funds. In their
RTTT applications, many states — particularly rural states like
Idaho, Iowa, Oregon, and West Virginia — wrote that human
capital challenges limit their ability to pursue turnaround and
restart models. Closure is likely not an option, given the limited
number of schools in rural areas.
In spite of these limitations, some rural states have proposed
to leverage all of the models. Georgia is entering into
partnerships with Teach for America, the New Teachers
Project, and UTeach to build its teacher pipeline speci?cally
to help rural areas adopt the turnaround and restart models.
31
Our interviewees consistently cited a desire to build enough
capacity and to perform enough evaluation so that in the future
they could choose a model for individual schools based on its
potential for impact.
30
FSG interviews.
31
Ibid.
25 The School Turnaround Field Guide
Turnaround Actors
THE SECTOR
The vast majority of states and districts are just beginning
to develop the infrastructure, accountability systems, and
partnerships to launch and implement turnaround strategies.
A handful of school operators and supporting partners
already provide school turnaround services, and new
organizations are now emerging to offer their services, as well.
However, the number and capacity of proven operators and
providers serving the turnaround sector is still inadequate
to meet the demand. For example, our research and
interviews identi?ed fewer than 15 turnaround-focused
school operators managing multiple schools, none of which
were managing more than 10 schools.
32
Finally, the recent
entry of many new organizations with varying degrees
of turnaround experience is making it more complicated
for states and districts to assess and identify high-quality
partners and providers.
Given limited internal and external capacity, states and
districts are targeting only a small subset of schools for
turnaround. Based on our interviews, FSG found that states
and districts are currently selecting few schools in need
of turnaround for active interventions. At Chicago Public
Schools, just 13 of the district’s 241 schools in restructuring
have been selected for turnaround, and in South Carolina,
only four of the state’s 108 schools in restructuring have
been selected for turnaround in the 2009-2010 school year.
33
THE ACTORS
In addition to funding and catalyzing policy change, the
federal government has recently indicated that it may play
a role in vetting the quality of the many new entrants to
the school turnaround space. Other key players shaping
the turnaround sector include states and districts, unions,
school operators, supporting partners, research and ?eld-
building organizations, and philanthropic funders.
The sections that follow provide a high-level summary
of activities under way among these groups. As you read
through the examples, please keep in mind that the ?eld is
rapidly evolving and the effectiveness of highlighted and
emerging efforts will need to be assessed over time.
States and Districts
Across the country, state and district education leaders are
playing central roles in school turnaround. Increases in
funding are fueling greater momentum among established
efforts in cities like Baltimore, Chicago, New York City,
and Washington, D.C., as well as in states like Colorado,
Delaware, Louisiana, and Texas.
In addition, many states and school districts are launching
new efforts and mobilizing in response to federal priorities
and funding. States are developing turnaround strategies,
creating policy (see Exhibit 13), and ?nding new ways to
partner with and build the capacity of districts. Districts are
directly implementing turnaround interventions; addressing
human capital issues; and working with school operators
and school support providers. Notably, states with large
rural populations, such as Mississippi and South Carolina,
are playing more of a “districtlike” role. They are engaging
directly with schools to determine approaches and provide
individualized support, as well as partnering with providers
to develop statewide human capital solutions.
What follows are speci?c examples of actions states and
districts have taken:
• Creating a Supportive Policy and Political Environment
for Turnaround Work. The promise of federal funding
has prompted a number of states to pass new legislation
to create more favorable conditions for turnaround,
which in turn affects district-level policies and
conditions. For example, in Colorado, the Innovation
Schools Act of 2008 strengthens school-based decision
making and offers more autonomy from district and
state education regulations. The act allows schools
to apply for innovation-school or innovation-school-
zone status, which enables them to make their own
decisions on spending, the length of the school day and
year, course content, hiring, and teacher compensation.
“These schools and districts of innovation will have the
potential to instruct students in exciting new ways,”
said Peter Groff, then-president of the Colorado State
Senate, after the legislation passed. “We have the
potential to improve student achievement by offering
32
Secondary research on organizations highlighted by the U.S. Department of Education.
33
2008 Illinois District Report Card, City of Chicago SD 299.
While a number of actors are working in the feld, not enough proven organizations exist to meet
demand. Nor do the existing actors have enough capacity to turn around schools at scale. This section
assesses the landscape of key players shaping the turnaround sector.
26 © 2010 FSG Social Impact Advisors
?exibility in the way education is administered.”
34
While any school may apply for status as an
innovation school or zone, the act was designed to
enable low-performing schools to act swiftly and with
greater autonomy, as well as to attract capable leaders.
Some states and districts are responding to a
growing recognition in the ?eld that turnaround
will not succeed unless accountability structures
and relationships, which have been traditionally
focused on compliance, shift instead to a focus on
building strong partnerships, developing capacity,
and using data to drive improved performance.
For example, the Center for School and District
Accountability of the Massachusetts Department
of Education recently created a new accountability
framework that assesses school effectiveness and
reviews district performance. For districts in
need of intervention, the center collaborates with
districts and the assistance units of state school
boards to develop recovery plans. It also monitors
plan implementation. In addition, the center
plans to train districts to analyze and compare
practices and outcomes according to a common
set of standards. “We want to build the capacity
of districts so that they are leading the work,”
explains Deputy Commissioner Baehr.
• Building the Capacity to Do Turnaround Work.
State and district leaders agree that developing
a human capital pipeline for teachers and
principals is one of the keys to achieving
turnaround success. Developing that talent
pipeline requires a coordinated effort at the state
and district levels. As RAND found in a recent
study about school leadership, “A cohesive
leadership system (CLS), de?ned as well-
coordinated policies and initiatives across state
agencies and between the state and its districts,
appears to be a promising approach to developing
school leaders engaged in improving instruction.”
35
Talent development also requires preparation
for the challenges of a turnaround situation.
Yet few human capital providers — universities
or nonpro?t organizations — are set up to train
the large number of teachers, principals, and
support staff needed to succeed in chronically
low-performing schools. As a result, some
districts and states have integrated professional
development programs into their local turnaround
strategies, while others have partnered with
external human capital providers.
For example, Charlotte-Mecklenburg Schools
launched in 2008-2009 its Strategic Staf?ng
Initiative, which provides a mix of ?nancial and
hiring incentives for principals and their staffs to
build highly effective leadership teams in seven
of the district’s lowest-performing schools. The
principals make a three-year commitment to their
new schools, and receive a 10 percent merit-pay
supplement and bonus if their school shows high
growth by the second year. “Effective leadership
at the school level is essential,” says district
Superintendent Peter Gorman. “We can’t raise
student achievement without strong leadership.”
36
In addition to strengthening human capital within
schools, states and districts are also building
their own, currently limited, capacity to support
turnaround efforts and work directly with schools.
As a speci?c example, Virginia’s Department of
Education requires its districts to develop a plan
for supporting their lowest-performing schools.
The department partners with each district to
monitor implementation of the plan.
To aid this effort, the state has brought in
administrative coaches to work with districts,
and has built a learning community for
turnaround principals to discuss issues and best
practices across districts. “We won’t just work
with the schools — we require the districts to
be a partner,” says Kathleen Smith, director of
Virginia’s Of?ce of School Improvement. “And
I think it’s made all the difference.”
34
Offce of Gov. Bill Ritter of Colorado, “Gov. Ritter Signs Innovation Zones Bill Into Law,” press release, May 28, 2008,
http://www.colorado.gov/cs/Satellite/GovRitter/GOVR/1211966060528.
35
RAND, “Improving School Leadership: The Promise of Cohesive Leadership Systems,” 2009.
36
Charlotte-Mecklenburg Schools, “CMS Names New Leadership at Seven Schools,” press release, February 10, 2009,
http://www.cms.k12.nc.us/news/Pages/CMSnamesnewleadershipatsevenschools.aspx.
27 The School Turnaround Field Guide
Sources: Mass Insight Education; FSG interviews and research; state Web sites; RTTT applications.
Exhibit 13: State Policy Changes to Support School Turnarounds
Over the past year, dramatic changes have taken place in state and local policies related to school
turnaround. The Obama administration’s education priorities and Race to the Top guidelines precipitated
many of these policy changes, which include an expectation that states will create policies that improve
the conditions for school turnaround to take place. The turnaround-related reforms largely fall into two
categories: teacher-tenure and evaluation policies, and implementation policies.
Policies on Teacher Tenure and Evaluation
• Florida’s bill, which did not pass, would have put all teachers on annual contracts. After a
teacher’s ffth year in the district, a further annual contract would only be awarded if the teacher
was ranked within the top-two performance tiers. The legislation would also have required
districts to establish performance-pay plans.
• Colorado’s SB 10-191, which passed, requires tenured teachers earning multiple consecutive
“unsatisfactory” ratings to revert to probationary status, as well as stipulates mutual consent for
teacher placement in schools. It bases more than half of a principal’s evaluation and 50 percent
of a teacher’s evaluation on student-achievement gains.
• Rhode Island passed legislation that allows schools to select their teachers, demands that no
child be taught for two consecutive years by teachers rated ineffective, and requires that teachers
who are rated ineffective two years in a row be released from employment.
• Maryland, Ohio, and Washington passed laws extending the time before a teacher could receive
tenure. Delaware and Tennessee passed laws requiring that student achievement form a
signifcant portion of a teacher’s evaluation.
Policies Governing Implementation
• Colorado’s SB 09-163 (Education Accountability Act) creates a new accountability system
for the state’s schools. Districts will be accredited at different levels, with improvement plans
required and state turnaround assistance offered to districts at the lowest levels. Over time,
new performance measures — such as student and school improvement, dropout rates,
student performance on precollegiate tests, and other measures — will determine a district’s
accreditation, as well as what’s reported to the public. Additionally, Colorado’s SB 08-130
(Innovative Schools Act) allows schools to petition the local school board for increased
autonomy in turnaround schools.
• California’s Open Enrollment and Parent Empowerment Act requires that a turnaround model
be implemented if a school is in corrective action, if it has an API of less than 800, and if at least
50 percent of the parents at the school request the change.
• Illinois established its authority to set up a series of “Partnership Zones,” through which the state
will partner with outside organizations and allow new evaluation systems and staffng autonomy
in failing schools.
• Massachusetts’ SB 2247 increases school-level autonomy in failing schools and doubles the
number of charter schools in its lowest-performing districts.
• Tennessee passed legislation to create an “Achievement School District” akin to the Recovery
School District in Louisiana. Low-performing schools would be removed from their home districts
and placed under the state’s authority.
Additional information on recent state education policies can be found on the Education Commission of
the States Web site at www.ecs.org.
28 © 2010 FSG Social Impact Advisors
Unions
Both unionized and nonunionized states have large
numbers of schools in need of turnaround. The presence
or absence of unions does not in and of itself lead to
the failure of schools. However, unions have been
resistant to many of the changes that are seen as core
to turnaround solutions — changes such as replacing
teachers, extending working hours, linking teacher
compensation to student performance, and creating new
teacher evaluation approaches. Union support for RTTT
applications varied greatly. Some states, like Delaware,
were able to secure broad-based union support, while
other unionized states like Florida had less success.
Despite this, our interviews and research revealed that
unions and districts can and are beginning to ?nd
creative approaches to creating the conditions needed
for turnaround success. For example, in October
2009, teachers in New Haven, Connecticut, rati?ed
a new contract for the district’s lowest-performing
schools. According to the agreement, “Schools deemed
‘turnarounds’ would be reconstituted with new
leadership and staff. Teachers would have to reapply,
and principals would select those to be hired. These
schools would also be freed from most contract
provisions and could be operated by third-party
management organizations, including charter
school operators.”
37
The contract provisions have been criticized for not
tackling tenure and pay-for-performance issues, but
many observers believe that this was a breakthrough
in the dialogue between management and unions. “This
is an incredibly progressive contract,” says Joan Devlin,
senior associate director for the American Federation of
Teachers (AFT). “It addresses teacher voice, and it gives
the district the ?exibility it needs to make [these reforms]
work.”
38
Unions are also beginning to examine other central
issues of high-needs schools, such as teacher evaluation.
The Rhode Island Federation of Teachers and New York
State United Teachers have been awarded an AFT grant
to establish a multidistrict approach for more rigorous
teacher evaluation, in partnership with state education
leaders and local unions. According to the AFT, the
grant will help Rhode Island and New York to “design
an educator-evaluation system based on state teaching
standards, evidence of student learning, and measures of
learning environment conditions.”
39
As seen in the selection of Delaware and Tennessee
as ?rst-round RTTT winners, the U.S. Department
of Education is placing a premium on union and
district buy-in for school turnaround and other reform
approaches. And states, districts, and unions are
responding with an unprecedented level of dialogue.
However, Secretary of Education Arne Duncan’s clear
message to states as they developed their second-
round RTTT applications was that bold reform takes
precedence over district and union consensus. In a recent
Wall Street Journal article, Secretary Duncan said,
“Watered-down proposals with lots of consensus won’t
win, and proposals that drive real reform will win.”
40
School Operators
Outside of the traditional district-managed public
schools, turnaround schools can be run by school
operators, including single-school operators and
school management organizations (SMOs). The latter
group includes for-pro?t and nonpro?t education
management organizations (EMOs) and charter
management organizations (CMOs) that deliver to
a network of schools such management services as
curriculum development, assessment design, professional
development, systems implementation, back-of?ce
services, teacher recruitment, and facility services.
For example, Mastery Charter Schools (Mastery)
currently operates four charter schools in Philadelphia,
three of which are district turnarounds. Mastery’s model
integrates management and educational practices to drive
student achievement. It includes continuous training for
teachers; assessments linked to direct instruction; and
problem-solving, social-emotional, and workplace skills
training for students. Other school operators, such as
AUSL, are not converting schools to charters, but rather
contracting with the district to run turnaround schools
on their behalf. When working with turnaround schools,
operators are typically granted some level of autonomy,
assume responsibility for student results, and are held
accountable through a contract or charter signed with
the district or state agency.
37
Sawchuk, Stephen, “Teacher Contract Called Potential Model for Nation,” Education Week, October 21, 2009,
http://www.edweek.org/ew/articles/2009/10/21/09union.h29.html?r=829946276.
38
Ibid.
39
American Federation of Teachers, AFT Innovation Fund,http://www.aft.org/innovate/ny-ri.htm.
40
King, Neal Jr., and Stephanie Banchero, “Unions, States Clash in Race to Top,” The Wall Street Journal, April 26, 2010.
29 The School Turnaround Field Guide
Supporting Partners
A variety of partner organizations help support school-
reform efforts, and they are evolving to support school
turnaround speci?cally at the school, district, and
state levels. The range of supporting partners currently
working in both school reform and turnaround include:
• Comprehensive School Redesign Specialists.
These organizations work with schools to implement
turnaround strategies. For example, the Institute
for Student Achievement (ISA) partners with
underperforming high schools for a ?ve-year
planning and implementation period, which begins
with the development of a comprehensive school-
design plan and continues with ongoing coaching
and professional development for faculty and
administrators and implementation support. “We
have a wraparound turnaround model,” explains
Gerry House, CEO of ISA. “ISA provides extensive,
customized professional development and on-
the-ground support for districts, principals, and
teachers engaged in school turnaround.”
Similarly, Partners in School Innovation (PSI)
brings together teams of experienced educators to
collaborate with principals and teacher leaders to
improve core instructional programs in high-needs
public schools in the San Francisco Bay Area. PSI
works side by side with turnaround leaders and
teachers on-site and in cross-school networks for
three to ?ve years to drive continuous improvement
adapted to each school’s needs.
These approaches trace their origins back to
the federal Comprehensive School Reform
Demonstration Program. The program identi?ed
the qualities of effective schools and then provided
$50,000 annual grants to Title I schools to
help them align with effective qualities. In the
District of Columbia Public Schools, several
comprehensive school-redesign providers partner
with the district to run turnaround schools, as well
as six other types of whole-school reform models.
Additionally, organizations like Cambridge
Education, B&D Consulting, and SchoolWorks
provide consulting services to districts and school
operators that range from diagnostics to planning
to implementation support.
• Human Capital and Professional Development
Providers. These organizations and programs
work to increase the supply of quality educators in
turnaround schools through recruiting, training,
and supporting turnaround principals and teachers.
Human capital and professional development
organizations working in the turnaround space
include university and district-based programs, as
well as independent nonpro?ts.
For example, the University of Virginia developed
a comprehensive two-year School Turnaround
Specialists Program to provide executive education
and support for leaders in turnaround schools.
The New York City Leadership Academy was
launched as a 501(c)(3) with the explicit purpose
of training leaders to serve the New York City
Department of Education’s low-performing
schools. New Leaders for New Schools (NLNS)
is a national nonpro?t that partners with school
districts in 20 cities to train, place, and support
principals. NLNS requires its partners to provide
high levels of autonomy and ?exibility to its
candidates. What these programs have in common
is their focus on providing not just training, but
also induction support, mentoring, networking
opportunities, and ongoing professional
development to their graduates.
In addition to training candidates, some of these
organizations have also begun to conduct and
publish research to understand what makes their
teachers and leaders successful in turnaround
environments. For example, Teach for America
(TFA) recently published its ?rst book, Teaching
As Leadership: The Highly Effective Teacher’s
Guide to Closing the Achievement Gap, which
presents the organization’s ?ndings on what
distinguishes the TFA teachers who are most
effective at driving dramatic student gains.
The book and its accompanying Web site,
www.teachingasleadership.org, serve as a
how-to guide for new teachers in low-income
communities.
41
NLNS published similar research
on what distinguishes those principals who
achieve “breakthrough gains” in its report
“Principal Effectiveness: A New Principalship to
Drive Student Achievement, Teacher Effectiveness,
and School Turnarounds.”
42
41
Teach for America, “Teaching As Leadership Framework,”http://www.teachforamerica.org/corps/teaching/teaching_leadership_framework.htm.
42
New Leaders for New Schools, “Principal Effectiveness: A New Principalship to Drive Student Achievement, Teacher Effectiveness, and School Turnarounds with Key
Insights from the UEFTM,”http://www.nlns.org/uef.jsp.
30 © 2010 FSG Social Impact Advisors
Many of these organizations have evolved from
focusing on school leader or teacher training
and support to also building the capacity of
districts and states to manage the human capital
pipeline and to ensure that conditions are in
place to support the success of trained educators.
The University of Virginia School Turnaround
Specialists Program has now collaborated in this
way with over 40 school districts across 10 states
and major cities. It most recently partnered at the
state level to work with the Missouri Department
of Education on 29 urban and rural schools across
the state. “Our approach has really evolved over
time,” says Executive Director Leann Buntrock.
“We are now working with not only districts and
schools, but also with states and regional centers.”
Human capital providers focused on professional
development for teachers entering high-needs
schools have also expanded their models. For
example, the New Teacher Project not only offers
programs to train teachers, but also works with
school districts to develop new-teacher recruitment
and hiring strategies for underperforming schools.
• District and School Resource Management
Specialists. District and school resource
management organizations help districts and
schools institute ?nancial and operational policies
and practices to support turnaround. These
organizations offer services that include diagnostic
analyses tailored to district needs, Web-based
tools developed to assess school performance, and
research and training for improved instruction.
For example, Education Resource Strategies
works closely with leaders of urban public-
school systems to rethink the use of district and
school-level resources so as to provide targeted
assistance and increased autonomy to failing
schools. Alvarez and Marsel has worked with
multiple districts across the U.S. since 2003 to
support system-level turnaround through resource
mapping and operations management.
• Integrated Services Providers. Turnaround
schools often have high rates of student violence
and disruptive behavioral issues. Integrated
services providers help schools identify and
address the cultural and mental-health factors that
drive chronically poor performance. Organizations
such as Turnaround (formerly Turnaround USA)
work with school staff to help them understand
child development and to integrate social and
behavioral support directly into the learning
environment. Turnaround’s model is based on
four mechanisms to help students with the highest
needs: partnering with principals to hire social
workers; developing student intervention and
instructional support teams; accessing resources
for extensive case management; and knowledge
and skill building around child development. The
organization works at the individual teacher level,
providing them with training, coaching, and on-
site observation. “Our model looks at the complex
demands in these schools that lead to astoundingly
poor performance,” says Greg Greicius, senior
vice president for education initiatives at
Turnaround. “We address behavioral issues by
addressing student needs — socially, emotionally,
and academically.”
Community-Based Organizations
Community-based organizations can aid turnaround
efforts in a number of important ways. Most
students in turnaround schools are signi?cantly
behind academically. After-school tutoring, summer
academic programs, and mentoring programs can help
accelerate a student’s academic progress. For example,
Boston Public Schools works with Citizen Schools
to implement after-school programs at seven of its
lowest-performing schools. Independent research on
the program suggests that, although participants enter
the program behind their peers on state exam results,
by the end of seventh grade, they outperform their
peers on those same tests.
43
CBOs can also play an important role in working
with the community to build support, or mobilize
pressure, for the district to make dif?cult decisions
like replacing principals and teachers, or even closing
schools. Parent Revolution has built a parent union
in Los Angeles to advocate for dramatic reform. The
group was instrumental in lobbying L.A. Uni?ed
to turn over 250 of the district’s worst-performing
schools to outside operators. America’s Promise has
organized 105 summits across the country to raise
parent and CBO awareness of the local dropout crisis
and to help local partners develop community-action
plans to address the issue. “Engaging the parents and
community deeply is the way to make turnaround
efforts sustainable,” explains Carmita Vaughn, chief
strategy of?cer at America’s Promise.
43
Citizen Schools Web site.
31 The School Turnaround Field Guide
Research and Field-Building
Organizations
These organizations analyze data, extract lessons
and effective practices, and provide tools to support
turnaround work. They also foster partnerships and
dialogue among education decision makers. The
research base to guide the ?eld is limited, given that
many efforts are still in early stages of development.
But some research groups are now turning their
attention to school turnaround. Organizations such as
Mass Insight Education, Public Impact, the Center on
Education Policy, NewSchools Venture Fund, the Aspen
Institute, and the U.S. Department of Education have
been researching and writing about school turnaround.
An appendix lists the turnaround-speci?c reports and
articles we collected as part of our research.
Philanthropic Funders
Private, corporate, and community foundations play a
key role in driving education reform, and turnaround
is no exception. To date, funders have been involved in
the following areas:
• Supporting Research and Knowledge-Sharing.
The Bill & Melinda Gates Foundation was a
lead funder for “The Turnaround Challenge”
report from Mass Insight Education. Similarly, a
collaboration of funders, including The Wallace
Foundation, Carnegie Corporation of New York,
the Stuart Foundation, the Rainwater Charitable
Foundation, and the Bill and Melinda Gates
Foundation, funded this report and the
“Driving Dramatic School Improvement”
conference. Carnegie Corporation of New York
and a number of other funders supported a
recently released study from MDRC about New
York City’s small schools of choice, which have
replaced traditional comprehensive high schools
in historically disadvantaged communities.
44
• Providing Support to Districts and States.
The Bill and Melinda Gates Foundation funded 15
states to employ consulting ?rms to help complete
RTTT applications. Several foundations supported
state applications in their regions, including
the Joyce Foundation in Indiana, the Kauffman
Foundation in Missouri, and the Donnell-Key
Foundation in Colorado.
• Supporting New Turnaround Approaches.
Carnegie Corporation of New York announced
plans in January 2010 to fund Mass Insight
Education’s Partnership Zone Initiative with a $1.5
million, two-year grant that was partially matched
by the Bill and Melinda Gates Foundation. The
funding will support Mass Insight Education and a
group of national collaborators to create scalable
and sustainable strategies for turning around
clusters of the lowest-performing schools in six
states: Colorado, Delaware, Illinois, Louisiana,
Massachusetts, and New York.
• Enhancing the Quality of Teaching and School
Leadership. The Wallace Foundation, the Broad
Foundation, and the Rainwater Charitable
Foundation have all made signi?cant investments
in improving the quality of school leadership,
supporting highly effective training programs, and
working to identify and create systemic conditions
that support school leader success. “As far as we
are aware, there is not a single documented case
of a school successfully turning around its pupil
achievement trajectory in the absence of talented
leadership,” says Ken Leithwood, professor of
educational leadership and policy at the Ontario
Institute for Studies in Education at the University
of Toronto.
45
In line with research ?ndings on
the vital role that quality teaching plays in student
achievement, foundations are making major
investments in improving teacher effectiveness.
The most prominent example is a $335 million
investment announced by the Bill and Melinda
Gates Foundation in 2009 to fund experiments
in tenure, evaluation, compensation, training,
and mentoring.
46
• Funding the Capacity of School Districts and
Human Capital and Technical Assistance
Providers. The Los Angeles Uni?ed School
District received funding for staff positions from
private foundations, including the Wasserman
Foundation, the Walton Family Foundation, the
Hewlett Foundation, and the Ford Foundation,
including one position to oversee the takeover of
low-performing turnaround schools. In Chicago,
Boeing has funded a variety of partners working
on districtwide initiatives, including AUSL, NLNS,
and Renaissance 2010. “We have focused our
giving on a model or idea that will ultimately lead
to a systemic or impactful change,” says Nora
Moreno Cargie, director of global corporate
citizenship at the Boeing Company.
44
MDRC, “Transforming the High School Experience: How New York City’s New Small Schools Are Boosting Student Achievement and Graduation Rates,” June 2010.
45
Leithwood, K., K. Louis, S. Anderson, and K. Wahlstrom, “How Leadership Infuences Student Learning,” Center for Applied Research and Educational Improvement and
Ontario Institute for Studies in Education, September 2004,
http://www.wallacefoundation.org/Kn...s/HowLeadershipInfuencesStudentLearning.aspx.
46
Anderson, Nick, “Gates Foundation Gives $335 Million to Raise Teacher Effectiveness,” The Washington Post, November 20, 2009.
32 © 2010 FSG Social Impact Advisors
Despite the individual grants outlined above, relatively
few foundations have prioritized school turnaround
as a major area of investment or program area. This
may change as federal funding decisions are made and
turnaround work continues to build momentum.
THE LANDSCAPE OF
TURNAROUND ACTORS
Although we have discussed the roles that major
actors play in advancing school-turnaround efforts
separately, these actors are working in close
relationships with each other. Our turnaround
landscape map (see Exhibit 14) depicts this ecosystem
of activity. The map shows the signi?cant actors and
how they relate in terms of their roles and how funds
?ow between them:
• Federal funding is ?owing to states in the
form of RTTT and SIG, as well as to districts
and nonpro?ts in the form of i3 grants and SIG.
The SIG and district funding then ?ows to school
operators. Philanthropic funding is currently
supporting the work of school operators, states,
and districts, as well as an array of support
providers.
• Accountability relationships are re?ected by
the ?ow of data from schools to districts, and
from districts to states. Additionally, district and
state accountability systems analyze that data and
return reports and ?ndings to schools so that they
can understand and improve on their work.
• Conditions at schools are being determined by
school operators, state and district policies, and
the collective-bargaining agreements negotiated
between districts and teachers’ unions.
• Districts and school operators (labeled as school
management organizations on Exhibit 14)
need to build complementary capacity and
accountability systems for turnaround schools.
Districts can either build their own capacity to
do turnaround work or buy that capacity through
partnerships with school operators.
• CBOs and parents can rally to support turnaround
efforts in the school and build public will for
dramatic reform efforts. Districts must work to
engage parents and community groups and raise
their awareness of the opportunity that signi?cant
funding from the federal government presents.
• Philanthropic funders can invest in individual
actors in the ecosystem — states, districts, school
operators, CBOs — who all need to build capacity
for turnaround. Philanthropic funders can also
support the ecosystem as a whole through funding
research and efforts to bring actors together and
share lessons across stakeholders and geographies.
While we have used the map in this section to
highlight relationships between actors, we also
encourage readers to reference the map later in
the report, when we call attention to issues and
capacity gaps.
33 The School Turnaround Field Guide
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Exhibit 14
34 © 2010 FSG Social Impact Advisors
In the second part of this report, we
assess the strategies needed to direct
the trajectory of school turnaround toward
success. Part II covers three major
topics:
• Lessons learned from existing
efforts at schools and systems,
• Issues to be addressed for
turnaround to succeed at scale, and
• Activities that could increase the
likelihood of success
Lessons Learned
from Early Efforts
Although most school turnaround efforts are
at an early stage, FSG spoke with pioneering
practitioners — at the school and system levels
— to identify conditions that drive success
and common lessons learned for effective
turnarounds. There have been pockets of
demonstrated success in turning around
individual schools, with signs of promise that
districts and states are making signifcant
changes in their processes, structures, and
strategies that will support the work of turning
around large numbers of schools. While not a
comprehensive list of all lessons learned from
early efforts, the insights we present are those
that resonated most strongly with stakeholders
across the sector.
SCHOOL-LEVEL
LESSONS LEARNED
Practitioners that have taken on schools in need
of turnaround, even the school operators that
have previously been successful at managing
schools with high-need populations of students,
consistently say that they were unprepared for the
severity of the student need and the school issues
that had to be addressed.
As a result, they have had to make fundamental
changes in their approaches to building school
culture, training and supporting staff, and driving
improved student performance. What follows is
an overview of some of the lessons that school
operators, districts, states, and their partners have
learned for successful turnaround at the school
level. (For a summary, see Exhibit 15.)
Part II:
Shaping the
Future of
Turnaround
35 The School Turnaround Field Guide
Planning
Build in planning time to engage the community,
establish the vision, and create a new school culture.
• Most interviewees, including turnaround
principals and those working in districts and state
central of?ces, agreed that a full “planning year” in
advance of a school’s reopening yields the greatest
likelihood of success, particularly when changing a
large percentage of staff, as in the turnaround and
restart models. NLNS recommends that turnaround
leaders be hired and placed “as early as possible,
preferably at least several months prior to the end
of the school year preceding their formal adoption
of the principalship.”
47
Kenyatta Stansberry-Butler,
principal of Harper High School in Chicago, points
out that the amount of planning time required may
vary “depending on how the turnaround looks.
If the principal is not being replaced, six months
ahead works. But when the entire staff is changing,
including the principal, and you’re working in a high
school situation, you may need a full year.” In the
near term, the timeline for the distribution of SIG
funds may make it dif?cult or impossible to build in
this planning time.
• Successful turnaround principals use this planning
time to build community support, hire staff,
create a vision for change, and align the staff and
leadership team behind that vision, according
to the providers and principals we interviewed.
Interviewees also pointed out that transforming
a school’s culture requires the development of a
coherent and inspirational vision for success
and strong alignment between all adults in the
building to consistently execute, day in and day
out, on the concrete actions needed to instill a
new culture. Frequently cited actions include
modeling behavior, setting high expectations,
and enforcing discipline codes effectively and
positively. “Our biggest success has been based
on our ability to change the culture from day
one,” says Marco Petruzzi, CEO at Green Dot
Public Schools. “Removing an incredibly toxic
culture, and creating a culture of respect, has to
do with professional development for the adults
in the building and consistent discipline.”
47
New Leaders for New Schools, “Principal Effectiveness.”
Exhibit 15: School-Level Lessons Learned
Planning
• Identify school leadership early so as to build in planning time to engage the community,
establish the vision, and create a new school culture.
• Prepare to meet student needs that are severe and pervasive — hire specialized staff, recruit
and train teachers with specifc capabilities, and engage with effective external providers, as
appropriate.
Human Capital
• Provide strong classroom and teamwork skills and additional support to teachers.
• Empower principals and leadership teams with key autonomies over staffng, program, budget,
schedule, and data.
• Ensure principals and school leadership teams have the will, skill, and authority to drive change in
demanding environments.
Maintaining Support and Building Sustainability
• Signal change early and build momentum by delivering and communicating “quick wins.”
• Build capacity for long-term sustainable results.
36 © 2010 FSG Social Impact Advisors
Prepare to meet student needs that are severe
and pervasive.
• While turnaround schools may appear
demographically similar to other schools, years
of chronic failure result in a higher level of student
need. Operators that have taken on turnarounds
expressed surprise about the extent of special-
education needs, the level of violence, the depth
of academic remediation required (particularly
at high schools), and the prevalence of mental-
health issues, even in comparison with other
“high-need” schools they operated. Despite the
fact that Mastery’s turnaround schools had a
similar socioeconomic pro?le as its nonturnaround
schools, the organization had to signi?cantly
revamp its program, staff composition, and staff
training to deliver meaningful results, according
to CEO Scott Gordon.
• School operators note the importance of
providing additional wraparound services and
resources, including guidance counselors, extensive
case management, mental-health services, social
and emotional programming, deeper special-
education services, academic remediation, and
in some cases, increased security. For example,
Greicius at Turnaround points to its four-pronged
model for addressing social, emotional, and
academic needs:
48
m Partnering with principals who agree to hire
a social worker and allocate funds to support
their work,
m Developing systems around a student-
intervention team to identify and deal with
the most disruptive students, an instructional
support team to look at teachers’ knowledge
and classroom skills, and a core team to
examine organizational thinking and identify
problems that may be driven by the school’s
procedures,
m Providing access to resources, including
extensive case management and partnering
with universities to bring in social-work
interns and develop a “small mental health
clinic,” and
m Facilitating knowledge and skill building,
with intensive training in child development
for teachers, social workers, support staff,
and school leaders.
Human Capital
Provide strong classroom and teamwork skills
and additional support to teachers and leaders.
• Interviewees agreed that the quality of the adults
in the building, particularly teachers and the
principal, is one of the most signi?cant drivers of
success in a turnaround situation.
• Teachers in turnaround schools must be able to
meet students’ acute behavioral and academic
needs through effective classroom discipline and
consistent classroom management, and through
remediation approaches targeted at students who
are often signi?cantly below grade level.
• Teachers play an active role in creating a
new school culture in concert with the principal.
Turnaround teachers often work longer hours,
take on additional responsibilities as part of
leadership teams, and work in teams to case
manage the highest-need students. School leaders
must create and sustain professional learning
communities for teachers that allow for mutually
supportive, cross-content area dialogue.
For example, teachers should be provided with
support to ensure classroom consistency in
discipline and lessons and to draw connections
in skills across content areas. Particularly in
the turnaround and transformation models,
professional development for teachers must be
aimed at breaking established routines and norms,
changing entrenched expectations, providing
new instructional approaches, and creating and
enforcing a school culture of high expectations
for all students.
• Interviewees also pointed to the importance for
teachers to have more time with students through
in-school extended-learning-time programs, as
well as after-school and summer programs.
49
48
FSG interviews.
49
Interview with Jeff Riley, the academic superintendent for middle and K-8 schools in Boston.
37 The School Turnaround Field Guide
Empower with key autonomies over staffng,
program, budget,schedule, and data.
• According to recent studies by William Ouchi, the
performance of schools improves measurably when
principals are given autonomy over their schools.
Ouchi studied 442 schools in eight urban districts,
?nding a direct correlation between “how much
control a principal has over his or her budget
and how much that school’s student performance
rises.” According to Ouchi, “School organization
reform alone produces a more potent improvement
in student performance than any other single
factor.”
50
• In line with the study from William Ouchi cited
above, Superintendent Pastorek says: “We believe
that the fundamental underpinning [of turnaround]
is to give the principal responsibility.” In addition
to control over the site-based budget, critical
autonomies pointed out by turnaround operators
and principals also include ?exibility over:
m Staf?ng, including the ability to hire and ?re
staff, evaluate and observe teachers, and select
leadership team members,
m Program, including curriculum and instruction
as well as school support services used, to meet
academic, social, and emotional needs,
m Schedule, including how time is used
throughout the day, as well as the ability
to increase learning and planning time by
expanding the school day or year, and
m Data, including the ability to collect, analyze,
and act on real-time student-performance data.
Ensure that leaders have the will, skill, and authority
to drive change.
• Many of the characteristics and behaviors necessary
in turnaround schools are not very different from
those of any good leader. For example, interviewees
mentioned the importance of stakeholder management
and relationship building, communication, and
instructional leadership. “Whatever intervention
they pick, they work it,” says Ann Duffy, policy
director of the Georgia Leadership Institute for School
Improvement, about successful turnaround leaders.
“They are relentless, and they don’t let success
deviate them from their path. They just layer on
the next thing.”
• Interviewees also highlightened that effective
turnaround leaders must be ruthlessly consistent; willing
to make dif?cult decisions around personnel and resource
allocation; and able to maintain urgency, resolve crises,
and hire and manage a new staff. Public Impact for
the Chicago Public Education Fund de?nes four key
competency clusters that turnaround school leaders must
exhibit to be successful, which include: driving for results,
in?uencing for results, problem solving, and showing the
con?dence to lead.
51
• Successful turnaround leaders are not “lone rangers”
— they develop and rely on leadership teams, distribute
responsibility among staff, and partner with the district
and the community. “The most important thing for a
school to have is adults on the same page,” says Josh
Edelman of the District of Columbia Public Schools.
“The turnaround principal, regardless of the model, has
to see the importance of developing adult capacity. There
are necessary competencies of developing relationships,
using data, coaching people, and knowing how to hire
the right people.”
• The set of skills necessary for turnaround leaders
may be even more pronounced at the high school level,
according to Kathleen Smith of the Virginia Department
of Education: “We’ve had one high school in turnaround
that made it out last year, and it was hugely due to the
culture in the building. In a high school setting, you
need a larger critical mass of teachers who can move the
initiative forward. You need the right leader to pull the
faculty together. Fundamentally, it’s school leadership
that will make the difference at the high school level —
someone who can lead people who are stuck in what they
do to some place far more challenging.”
Maintaining Support and
Building Sustainability
Signal change early and build momentum by
delivering and communicating “quick wins.”
• The 2008 practice guide on turning around
chronically low-performing schools from the U.S.
Department of Education’s Institute of Education
Science (IES) highlights the need to “provide visible
improvements early in the turnaround process” to “
rally staff around the effort and overcome resistance and
inertia.”
52
Quick wins in nonacademic areas signal to
students and the community that a dramatic change
is under way. In the words of a successful turnaround
principal, “It shows that things are different here.”
50
Ouchi, William, The Secret of TSL, The Revolutionary Discovery That Raises School Performance (New York: Simon & Schuster, 2009).
51
Public Impact for the Chicago Public Education Fund, “Leaders for School Turnaround: Competencies for Success,” June 2008.
52
Herman, Rebecca, Priscilla Dawson, Thomas Dee, Jay Greene, Rebecca Maynard, Sam Redding, and Marlene Darwin, “Turning Around Chronically Low-Performing
Schools: A Practice Guide,” National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education, 2008.
38 © 2010 FSG Social Impact Advisors
• Replacing a school’s leader and some staff, as in
the turnaround and restart models, is a powerful
way to signal a dramatic shift in culture to
stakeholders inside and outside of a school, and
the moves can serve as a catalyst for other changes
in the school.
• Quick wins might include improving the physical
condition of the building, reducing disruptive
student behavior, establishing a new disciplinary
plan, improving student and faculty attendance, or
establishing common team processes or planning
time among teachers. These wins often come
before improvements in student achievement, and
they can serve as leading indicators of success.
• Quick wins are also important in order to build
community support for turnaround efforts.
Successful turnaround principals and operators
highlight nonacademic measures of school culture,
such as rising student attendance, falling numbers
of suspensions or expulsions, and upward
movement on student and parent perception
surveys as leading indicators that the turnaround
is gaining commitment and support from parents
and the broader community.
Build capacity for long-term sustainable results.
• Proponents of turnaround at the district and state
levels also encourage school leaders to systematize
and build upon the culture, assessments,
instructional approaches, and programs that
allow schools to dramatically improve student
performance. These efforts ensure that schools
continue to improve and do not lapse back into
failure. The IES practice guide backs this up,
arguing that a “short-term focus on quick wins
can establish a climate for long-term change,”
but cautions that short-term gains must also be
maintained, or else turnarounds risk becoming
“yet another example of the transience of school
reform and fodder for those who resist change.”
• School leaders can build on short-term momentum
and urgency around a school turnaround effort by
simultaneously establishing effective processes and
systems for the long term. For example, a school
leader might establish regular teacher meetings
to allow for continued collaboration; build out
parent and community groups to sustain ongoing
support; strengthen relationships with the district
and state to more effectively access services;
train staff in better use of data to drive improved
instruction; and for independent school operators,
develop a strong board to guide the school’s work.
SYSTEM-LEVEL
LESSONS LEARNED
Successful school-level turnaround efforts must be
sustained and supported with corresponding changes
at the system level. “Turnaround efforts won’t succeed
if they are only school focused and are notcomplemented
by systems change,” says Bob Hughes, president of
New Visions. “No bad school is an island; it exists in
a system.”
A school’s ability to sustain a turnaround effort,
executing upon some of the lessons learned and the
promising practices mentioned earlier, depends on
processes, supports, and structures to enable sets of schools
to turn around successfully. Interviews with districts, states,
and school operators highlighted the following lessons
learned (as summarized in Exhibit 16).
Exhibit 16: System-Level Lessons Learned
Planning
• Articulate a powerful vision for
turnaround and make tough decisions.
• View turnaround as a portfolio of
approaches, with closure as a
viable option.
Creating Conditions and Building
System Capacity
• Create the necessary school-based
conditions for success, partnering with
labor unions as relevant.
• Develop turnaround-specifc capabilities
and capacity.
• Build accountability and data systems
to track progress and inform decisions.
• Build systems and structures that allow
for sharing lessons across schools.
39 The School Turnaround Field Guide
Planning
Articulate a powerful vision for turnaround and
make tough decisions.
• Promising systemic approaches to turnaround
are rooted in a commitment to a powerful
vision of student and school success. Without
such a vision, district and state leaders believe
that reform efforts will be fragmented and will
not engender the political will to make needed,
but dif?cult changes. Kathy Augustine, deputy
superintendent of Atlanta Public Schools,
describes an example: “When [Superintendent]
Hall came in 1999, she set a tone early on that
she was a superintendent focusing on teaching
and learning, and that is our core business. She
put it right out there and tied it to the targets,
making the accountability piece really clear.”
• Further, stakeholders pointed out the necessity of
making politically dif?cult decisions, such as
closing failing schools, replacing principals, or
negotiating with teachers’ unions for needed
autonomies. “A critical challenge is the political
courage on the local level to really do something
different in these schools,” says Ann Whalen
at the U.S. Department of Education. “The
tendency is to do triage instead of whole-school
and system change.” A district or state willing
to make and stand behind politically dif?cult
decisions allows school leaders and operators on
the ground to promote bold changes.
• When making dif?cult decisions, it is helpful
to have support from businesses, philanthropy,
government of?cials, parents, and community-
based organizations. Without communitywide
support, school leaders and operators cautioned
that even promising reform efforts can be put at
risk. For example, the IES practice guide points
to a large urban high school that had recently
begun the turnaround process, but after “a
year in which initial progress had been made,
the district decided to close the school.”
53
By
embarking on a public campaign and generating
broad support, the principal was able to “buy
more time” and persuaded the district to keep
the school open — ultimately leading to gains in
student achievement.
View turnaround as a portfolio of approaches,
with closure as a viable option.
• For many states and districts, the enormity and
urgency of the challenge necessitates a willingness
to consider all four turnaround models. “We need
to be ruthless in our effort to save kids, and look at
every option available to us,” says Paul Pastorek,
state superintendent of Louisiana. In the short term,
however, districts and state interviewees choose
turnaround models based on resource constraints, such
as the availability of human capital and operators. Yet
forward-thinking districts and states are also planning
to track performance and build capacity to use models
in the long term based on the needs of schools and the
ef?cacy of the models.
• Districts and states should view school closure
as a viable option at the system level, particularly
when districts invest in creating new, high-performing
schools. In large urban districts with issues of
underutilization, closing schools and reassigning
students can effectively allow districts to reallocate
per-pupil dollars, offering the opportunity to “right
size” the system.
Recent research from Chicago’s Consortium of School
Research, which studied 18 Chicago public elementary
schools closed between 2001 and 2006 due to
chronically poor academic performance or enrollment
signi?cantly below capacity, found that the “success
of a school-closing policy hinges on the quality of the
receiving schools that accept the displaced students.”
54
Students who were re-enrolled in the strongest
“receiving schools” (with test scores in the top quartile
of all system schools) experienced signi?cant gains in
math and reading achievement. However, displaced
students who were re-enrolled in the weakest receiving
schools (with test scores in the bottom quartile of all
system schools) experienced an achievement loss of
more than a month in reading and half a month in
math, one year after school closings.
Where high-performing options do not exist, states
and districts can play a role in creating new high-
quality options for students, including charter schools.
Furthermore, school closures can be highly political
and controversial, inciting anger and disappointment
at the community level. State education departments
can support districts through strategies that engage
communities, provide “political cover,” and deliver
timely and accessible data about the chronic
underperformance of schools.
53
Ibid.
54
De La Torre, Marisa, and Julia Gwynne. “When Schools Close: Effects on Displaced Students in Chicago Public Schools,” Consortium on Chicago School Research,
October 2009.
Exhibit 16: System-Level Lessons Learned
40 © 2010 FSG Social Impact Advisors
• Viewing the system as a portfolio of schools
enables decision making about the effective
allocation and deployment of resources. In
Montgomery County, Maryland, Superintendent
Jerry Weast recognized that a “majority of
low-income and minority students had been
clustered in about half the district’s schools,
which signi?cantly underperformed the other
half.” By shifting resources from low-need to
high-need schools, Weast and his team enabled
those schools to increase time on task, hire better-
trained teachers, offer early-childhood education,
and reduce class size.
55
Creating Conditions and Building
System Capacity
Create the necessary school conditions for
success, partnering with labor unions as relevant.
• In line with the school-level lessons learned,
school leaders must have site-based autonomy
over staf?ng, program, budget, schedule,
and data.
• Mass Insight Education’s report “The
Turnaround Challenge” underscores the key
levers for autonomy.
56
The six states partnering
with Mass Insight Education in its Partnership
Zone Initiative — Colorado, Delaware, Illinois,
Louisiana, Massachusetts, and New York —
are required to provide lead partners with the
authority to select principals in their schools,
the power to supervise every program or provider
that brings in support services, accountability for
student outcomes in their cluster of schools, and
a staff member on-site at each of the schools.
• But greater autonomy requires people in place
who can use that autonomy successfully. That
said, districts and state interviewees believed
a major challenge for turnaround is attracting,
developing, and retaining the necessary talent.
Central to effective human capital strategies
is the ability to directly put in place policies
or partner with labor unions and negotiate
agreements that affect staff hiring and turnover,
performance pay, teacher evaluation, distribution
of teachers, work rules, and charter policies.
• State education departments can promote
conversations between districts and unions,
as in Massachusetts, where the state education
department has taken on an active role in
convening unions and districts and facilitating
the negotiation process. In Rhode Island, the
state education department has taken a different
approach, working with the Rhode Island
Federation of Teachers to develop a joint-venture
model for site-based management, where labor
gets a “seat at the table” in return for giving up
the existing contract and negotiating a school-
speci?c contract.
The Rhode Island education department, too,
has exercised signi?cant authority under state
law over such labor issues as seniority and
assignment. “When we’ve reached what feels
like an impasse with improvement and we think
human capital is the issue, we haven’t hesitated
to order districts to make that change,” says
David Abbott, deputy commissioner at the
Rhode Island Department of Education.
• Other districts have proactively negotiated with
local labor, as in New Haven, Connecticut, where
teachers rati?ed a new contract aimed at the district’s
lowest-performing schools, as described above.
• In many cases, however, changes to state laws
and regulations have been needed to allow
districts and unions to draft new policies around
labor. For example, Superintendent Pastorek says
Hurricane Katrina allowed for a new model and
approach to labor issues in New Orleans with the
creation of the Recovery School District.
Develop turnaround-specifc capabilities
and capacity.
• A number of states and districts have begun to
dedicate resources and create speci?c units to
oversee turnaround work. This practice was
raised as a key success factor by states, districts,
and turnaround operators and providers alike.
Interviewees also cited the importance of states
and districts taking advantage of current funding
around school turnaround to put long-term
systems and capabilities in place that sustain
their initial turnaround efforts.
55
Childress, Stacey, “Moving Beyond the Conventional Wisdom of Whole-District Reform,” EdWeek, September 14, 2009.
56
Mass Insight Education and Research Institute, “The Turnaround Challenge,” 2007.
41 The School Turnaround Field Guide
• Interviewees also wanted to see states and
districts develop robust human capital pipelines
to support turnaround efforts. In particular,
they wanted to see aligned programs that are
speci?cally designed to recruit, train, certify, and
support teachers and principals for turnaround
schools. This is particularly relevant for building
system capacity to employ the turnaround model
or in rural schools that may have dif?culty
attracting turnaround-ready educators. States and
districts themselves expressed the need to build
their own human capital capacity — bringing in
new staff with relevant turnaround expertise and
enhancing the turnaround knowledge of their
current staff.
• In order to effectively support school leaders and
operators, stakeholders believed central of?ces
need to increase the operational supports they
provide to turnaround schools. Chris Coxon,
chief program of?cer of initiatives at the Texas
High School Project, says that “a critical factor
for turnaround situations is the ability of districts
and states to ‘clear the deck’ for school leaders.”
Anything that takes principals away from their
focus of teaching, learning, and community
engagement — meetings at the state level, dealing
with facilities issues like a broken window,
problems with food services — should be handled
speedily by district or state central-of?ce staff.
For example, work is under way in Washington,
D.C., to build the district’s capacity to take on
noninstructional issues quickly and ef?ciently,
while in Virginia, the state turnaround of?ce
responds to all principal outreach within
24 hours.
• Given the increasing number of new organizations
entering the school turnaround ?eld, principals
and school operators we interviewed frequently
expressed their desire for districts and states to
vet the quality of turnaround providers.
• Districts or school operators should commit
to strategically reallocate resources and empower
school leaders. In New York City, for example,
when resource-mapping exercises revealed that
only half of the budget was being spent in the
schools, a decision was made to decentralize
funding and devolve as much decision making as
possible to schools. “Aligning resources to key
infrastructure and decision points along the way is
necessary,” says Sajan George, managing director
at Alvarez and Marsal. “Rather than overlaying a
new turnaround initiative on top of what exists,
you need to fundamentally change how you do
business as a district.”
Build accountability and data systems to track
progress and inform decisions.
• Interviewees believed that districts, states, and
school operators should invest in data systems
that provide longitudinal as well as formative
real-time data linking student performance with
targeted turnaround interventions. According to
the Data Quality Campaign, 44 states now collect
data that can identify the schools producing the
strongest academic growth for students, up from
21 states in 2005.
57
For example, Chicago has
made a major investment in an online school- and
student-level data system that allows for more
frequent assessments and rapid turnaround of
results to inform decision making. “You need
to have systems built to be able to know what’s
happening, or else how can you effect change?”
asks Alan Anderson, acting deputy CEO for
human capital at Chicago Public Schools.
• Data systems should also be used to track school
performance across the district, assessing where
progress is being made in turnaround schools,
guiding earlier intervention in other schools so
that they do not need turnaround, and ensuring
that interventions in turnaround schools are not
having adverse impacts on other district schools.
Providing central-of?ce staff with real-time,
formative data on school and teacher performance
allows for greater accountability, as well as
enables more effective decision making around
issues like resource allocation and human
capital management.
57
Data Quality Campaign Web site.
42 © 2010 FSG Social Impact Advisors
• Interviewees stressed that accountability systems
need to be structured between states and districts,
between districts and school operators, between
districts/school operators and schools, and
between all of the above and local communities.
The systems should ensure that clear performance
and reporting goals are set and communicated so
that accurate and timely progress and outcome
data can be shared, learned from, and acted upon.
Within good systems, accountability enables
autonomy, and relationships are based on mutual
goals and support instead of on compliance and
consequences.
Build systems and structures that allow for sharing
lessons across schools.
• According to Mass Insight Education, a bene?t of
its cluster-based approach is to facilitate
knowledge and resource sharing. The development
of clusters, organized around identi?ed needs
(such as school type, student characteristics,
feeder patterns, or regions), also has the potential
to provide specialized supports, deliver common
services, develop stronger purchasing power
among schools, and create opportunities for
shared learning and support across schools.
Clustered networks have been introduced in
a number of urban school districts, including
Miami-Dade’s Improvement Zone and Chicago’s
Renaissance 2010 schools. Clusters are also being
formed at the state level, where Mass Insight
Education’s Partnership Zone Initiative is working
with six partner states to ensure they receive
advice and support from national education
organizations in human capital, policy, and
nonacademic supports.
• Cohort-based knowledge sharing can also
happen through district or state efforts to create
communities of practice or working groups
of principals.
58
58
Maxwell, Leslie A., “Six States Sign on to School Turnaround Project,” EdWeek, February 2, 2010.
43 The School Turnaround Field Guide
Key Gaps
Given the early stages of turnaround work, it is not surprising that our research and interviews unearthed
signifcant gaps that must be flled to ensure that school turnarounds can succeed at scale (see Exhibit 17).
GAPS IN CAPACITY
There are not enough high-quality experts or
organizations engaging in school turnaround work
to reach the necessary scale. Existing organizations
are still building their own capacity and expertise,
and district and state of?ces lack the people, tools,
and infrastructure to assess providers and support
turnaround work. The gaps in capacity break down
into four categories:
• Human Capital Capacity. Education leaders point
to human capital at the school and system levels
as a signi?cant concern. At the school level, there
is an insuf?cient supply of high-quality teachers
and leaders who are prepared to take on the
uniquely challenging environments of turnaround
situations. This problem is particularly acute given
that several of the turnaround models require new
leaders and teachers. Many of the organizations
who recruit, train, and support new principals and
teachers are not focused on school turnaround or
are still building their own capacity to identify and
prepare turnaround-ready educators. Although
institutes of higher education have the potential to
provide greater scale in preparing enough teachers
and leaders to go into targeted schools, signi?cant
concerns exist about whether their current
programs can prepare turnaround leaders and
58
Maxwell, Leslie A., “Six States Sign on to School Turnaround Project,” EdWeek, February 2, 2010.
teachers. School operators, districts, states, and
other turnaround providers are also struggling
with ?nding and training the right people to
lead and staff their own turnaround initiatives
and of?ces.
• District and State Capacity. Many states and
districts still have no speci?c department
or staff focused on school turnarounds.
Additionally, they lack turnaround-speci?c
funding streams; structures like data and
accountability systems or rubrics to vet
partners; knowledge of best practices; and
capabilities like engaging unions, partnering
with business and philanthropy, or analyzing
real-time data. Finally, states and districts
have often fallen into relationships based on
compliance, and they now need to build their
capacity to work more effectively as turnaround
collaborators. “We at the state departments
of education need to build our capacity,” says
John King at the New York State Department
of Education. “Federal policy is now asking
states to go from a compliance focus to a
support focus, which is a big transformation
in and of itself.”
Exhibit 17: Key Gaps
Capacity: There are not enough proven turnaround experts or organizations, and existing organizations
are still building capacity and infrastructure. Additionally, there is little capacity to assess the quality of the
large number of new entrants to the school turnaround feld.
Funding: There may be a lack of ongoing operational funding to sustain efforts. Additionally, the
requirements for the distribution of federal funds are putting pressure on states and school districts to act
without adequate planning time.
Public and Political Will: Key actors fnd it challenging to make the diffcult decisions required for
dramatic school turnaround.
Conditions: Policies and conditions in districts and states are frequently at odds with what is necessary
for success in turnaround.
Research and Knowledge Sharing: There is not enough research or evidence to identify, share, and
scale effective turnaround interventions.
High Schools and Rural Schools: While improving the performance of any school is diffcult, it is particularly
challenging to implement and succeed in school turnaround at high schools and at schools in rural areas.
44 © 2010 FSG Social Impact Advisors
• Operator Capacity. Few turnaround-focused
operators exist to serve the market, and most of
those that do are still too early in their work to
have proven results. “I’m not sure we have the
experienced, proven vendors that could do this job
in a suf?ciently critical mass to cover the whole
United States with lead partners,” says Smith at
the Virginia Department of Education. The U.S.
Department of Education has urged CMOs to take
on turnarounds, but for the most part, charter
management organizations and charter operators
have not taken up the challenge en masse. This may
be due to the fact that many charter organizations
are still struggling to reach scale and quality within
their existing models or that their models differ
in important ways from those needed to succeed
in turnarounds.
Provider Capacity. As with operators, there are
not enough proven turnaround-focused providers
to serve the number of schools and districts in
need of turnaround. It may also be a challenge to
convince high-quality human capital and other
service providers to enter this space, because the
work is dif?cult and because turnaround schools
represent only a small sliver of the market that these
organizations can attempt to serve. “The turnaround
market may not be big enough right now to be worth
spending time on it,” says Larry Berger of Wireless
Generation. “Why wouldn’t I rather sell to Buffalo,
New York, than to all the turnaround schools? They
can guarantee demand in a way that the turnaround
space can’t.” This challenge is particularly acute in
rural areas, where providers or operators are unlikely
to be motivated by the possibility of reaching scale.
However, in some areas, the lure of federal funding
is leading to a large number of new entrants into
the school turnaround space. In the long term, this
will be good for the ?eld’s capacity; but, in the short
term, many of these organizations have little direct
turnaround experience and need to build their own
expertise and capacity.
GAPS IN FUNDING
State and district leaders expressed concerns that RTTT
and other federal funding is short term and will not be
available to sustain the work unless turnaround is more
formally built into the reauthorization of the Elementary
and Secondary Education Act. On the positive side,
there is the potential for additional funding in the near
future. In January 2010, President Obama requested
an additional $1.35 billion from Congress to serve as
a Round III of Race to the Top, with pools of money
potentially to be made available to districts as well as
states. The proposal for 2011 funding also speci?cally
calls for $900 million in a reauthorized School
Turnaround Grants program.
There is also great potential for existing federal revenue
streams, such as Title I, Title II, and IDEA, to be
used to greater effectiveness in the lowest-performing
schools. Beyond the federal level though, states are
facing increasingly stretched budgets, and most states
have no speci?c operational funding streams allocated
to support school turnaround. While many states,
districts, operators, service providers, and researchers
are looking to philanthropic sources to ?ll in gaps,
signi?cant concerns remain about the ability to create
or access sustainable long-term operational funding.
59
GAPS IN PUBLIC AND
POLITICAL WILL
State and district departments of education, as well as
school boards, mayors, and other governing bodies,
must be willing to make the dif?cult decisions required
for school turnaround, such as closing failing schools
and negotiating with teachers’ unions to gain more
?exibility over teacher contracts. “We need to use
every ounce of our energy and every bit of political
capital to [make turnaround happen],” says Andres
Alonso, CEO of Baltimore City Public Schools. “It’s
about building the political urgency and the sense that
whoever gets in the way is working against kids.”
60
There is also a need for greater community
engagement, particularly from parents and
community-based organizations, to ensure a
continuous demand for and commitment to dramatic
school improvement. A few districts and states
are beginning to take on some of this community
engagement and empowerment work. The Baltimore
City Public Schools system has taken an active role
in engaging community organizers and assigning
them to schools in an effort to partner grassroots
organizations with the school system. In San Jose,
California, the community launched San Jose 2020, an
effort to bring together the county of?ce of education,
the city of San Jose, educators, business leaders, and
community organizers, with the goal of eliminating
the achievement gap in San Jose by the year 2020.
59
U.S. Department of Education.
60
“Driving Dramatic School Improvement” conference.
45 The School Turnaround Field Guide
In order to effectively mobilize communities to
demand high-quality education for their children,
“We must develop the information to show that
there’s a crisis,” says Bob Wise, president of the
Alliance for Quality Education. “This information is
how we can assist policymakers and school leaders
in generating the necessary public and political will
to drive change.” New York City has introduced an
easy-to-understand school-level grading system that
gives schools annual ratings of A through F and that
is communicated to parents. Gary Huggins of the
Aspen Institute’s No Child Left Behind Commission
echoes the urgent need for community engagement.
“NCLB created this data-rich environment but
parents don’t know the information,” says Huggins.
“We have to get a lot better about making that have
meaning to parents.”
GAPS IN CONDITIONS
Policies and conditions in districts and states across
the country are frequently described, at best, as
unsupportive, and at worst, as roadblocks to
turnaround success. The gaps in conditions break
down into ?ve categories:
• Collective-Bargaining Agreements. Interviewees
point to provisions in agreements that may hinder
turnaround, including hiring, ?ring, and tenure
rules; working hours; teacher distribution; and
restrictions around performance management
and teacher observation and evaluation. These
provisions and policies limit the ability of school
leaders, operators, districts, and states to make
decisions in the best interests of children.
• Data and Accountability Systems. Districts
and states lack effective, timely data systems to
link student performance over time with speci?c
turnaround interventions.
• Operating Flexibility for Management
Organizations. State and district policies,
regulations, and laws frequently do not support
the level of autonomy that schools and operators
need over key dimensions necessary for change —
staf?ng, program, budget, schedule, and data.
• Limitations on Charter Involvement. Many
states still have charter caps, limiting their ability
to employ the restart model. Funding levels
and facilities restrictions can also deter charter
operators from being willing to take over schools
in the restart model.
• Governance and Leadership. In order for
turnaround efforts to be sustained, superintendents
and school boards must align their efforts and be
willing to take on dramatic change. “When the
superintendent and board can build an effective
partnership, the likelihood of changes being
sustained increases,” says Joe Villani, deputy
executive director of the National School Board
Association. However, the average superintendent
stays on the job for less than 3.5 years, and the
vagaries of election cycles can undermine school
board members’ commitment.
61
The challenge,
then, is how to sustain turnaround efforts over
a longer time frame. In some cities, mayoral
control has paved the way for turnaround efforts,
laying the groundwork for bold interventions
around teacher evaluations and dismissals, charter
schools, and contracting with external providers.
GAPS IN RESEARCH AND
KNOWLEDGE SHARING
There is not yet enough evidence to identify the most
effective interventions for turnaround. Unfortunately,
state policies or a lack of student- and teacher-linked
data systems often obstruct the ability to track the
effectiveness of various interventions at the student
level. Given that many states and districts are
employing multiple models for turnaround, it will be
important to develop a clear research agenda that will
allow the ?eld to determine whether or not certain
models outperform others in particular contexts.
“I am worried that we are not going to learn as much
as we could about what works in schools,” says Bryan
Hassel of Public Impact. “Under NCLB, there was
no information gathered on what was tried and what
worked or didn’t work. As we continue with this
work, gathering key data would be really useful.”
Interviewees also voiced the need for further
research into the relative effectiveness of turnaround
approaches for particular student subgroups. “We
need to learn more about the extra focus needed for
high-need populations in these turnaround situations
— English Language Learners students, disabled
students, homeless or underhoused students, and so
on,” says John King of the New York Department
of Education. “What are the best practices regarding
each of these student subpopulations?”
61
Council of the Great City Schools, “Urban Indicator: Urban School Superintendents: Characteristics, Tenure, and Salary Sixth Survey and Report,” Winter 2008/2009,
http://www.cgcs.org/research/research_pub.aspx.
46 © 2010 FSG Social Impact Advisors
At the school level, examples exist of schools that have
been successfully turned around, but stakeholders
across the ?eld point to a greater need for proof
points and evidence to show how to implement at
scale what has worked in the past. As one interviewee
noted, “No model yet exists that is both scalable and
replicable.”At the system level, too, there is a need
to examine and document systems that have been
successfully turned around, and to pinpoint factors
that contributed to turnaround success.
In addition, few mechanisms exist for knowledge
sharing in the ?eld to identify the most effective
practices and tools and bring them to scale. “Who
is going to track who does what with the school
improvement dollars?” asks Laura Weeldreyer,
deputy superintendent of Baltimore City Public
Schools. “Was one of the models more successful than
the others? What processes did districts use to choose
interventions, and did schools have a say? There are
no processes in place to learn what others are doing.”
Fortunately, the U.S. Department of Education’s
Institute of Education Sciences announced in fall 2009
a commitment to evaluate what states are doing with
their stimulus education dollars, whether common
strategies have emerged, and whether the efforts funded
improved schooling. “I certainly don’t want to be here
in three years and have somebody say, ‘What did we get
for that $10 billion?’” says John Easton, director of IES.
“We’ve got to be learning from this.”
Exhibit 18 identi?es the three most commonly cited
questions for a “learning agenda” of the turnaround ?eld.
Exhibit 18: A Learning Agenda for the Turnaround Field
• What does progress and success look like in turning around an individual school and a system
of schools?
• Which models of school turnaround are most effective and effcient given the particular
circumstances, student demographics, geographies, and levels of the school and the district?
Why are they effective?
• Which changes at the local, state, and national levels support success in turning around signifcant
numbers of schools? How do entities at these different levels work together to create systems, build
capacity, and ensure sustainability?
47 The School Turnaround Field Guide
Exhibit 19: A Spotlight on High School Turnarounds
While interviewees acknowledge the diffculty in turning around any school, high schools were singled
out as being particularly challenging. Academic remediation is more diffcult, because students have
accumulated knowledge and skills gaps over many years and have only a few remaining years to
address them. The high school curriculum and schedule are also more complex. Changing school
culture is more diffcult, because the students in the building are nearly adults themselves and may
resist the changes.
High schools also tend to have larger numbers of students and lack the resources to intervene
proactively with students on an individual level. In addition to these challenges, which are relevant to all
of the turnaround models, fewer high school operators exist to support the restart model, and closure is
more diffcult because there are typically few if any additional high-quality high schools in close proximity.
Recognizing the special needs of high schools, a few states, districts, and operators are trying to
develop solutions. One approach is to dramatically redesign high schools — beginning with breaking
them up. For example, New York City has replaced 20 underperforming public high schools with
200 small schools of choice that offer a more personalized learning environment, rigorous academic
standards, student-centered pedagogy, support to meet instructional and developmental goals, and
a focus on connections to college. A recent MDRC evaluation has shown that these schools are
achieving higher graduation rates than comparison schools (a difference of 10 percentage points) and
have closed one-third of the gap in the graduation rate between white students and students of color.
Green Dot has taken a similar approach at the school level, taking over Locke High School in Los
Angeles and reopening it as eight (and now nine) small college-prep academies. A year after the
takeover, Green Dot has seen modest improvements in test scores, but dramatic indicators of a
change in culture, including a more than 58 percent improvement in retention, almost 38 percent
more students taking tests, and a 25 percent increase in the graduation rate.
Another approach is to build specialized capability in the district to support high school turnaround.
“As a district, we’re going to focus on high school turnaround, since there are many more external
turnaround operators out there that can work on elementary and middle schools,” says Don Fraynd of
the Chicago Public Schools Offce of School Turnaround. Chicago Public Schools has had success
in its turnaround of Harper High School by putting in place a capable team of turnaround leaders;
allocating suffcient time for planning; and ensuring access to the right resources for hiring,
professional development, curriculum development, community engagement, and school operations.
The feld has an urgent need for a greater focus on turnaround solutions at the high school level.
Almost 2,000 of the nation’s high schools have been described as “dropout factories,” because they
graduate fewer than 50 percent of their students. A welcome sign is that many states, districts, and
operators are embarking on new approaches to turn around these schools.
GAPS IN HIGH SCHOOL SETTINGS
As we identi?ed gaps, interviewees consistently cited high schools and rural schools as the two settings where the gaps
identi?ed above were most severe and particularly dif?cult to address. Because of that, we have included Exhibits 19
and 20, which speak to high school and rural school turnarounds, respectively.
48 © 2010 FSG Social Impact Advisors
Exhibit 20: A Spotlight on Rural Turnarounds
Rural areas face unique challenges in executing turnaround strategies. Given their widely dispersed
geographies, it can be diffcult to attract new principals and teachers, school operators, or other
turnaround partners. This makes it hard to employ the turnaround or restart models.
Additionally, in rural districts, “Closure is not an option, because there is not an alternative for the
students,” says Amanda Burnette, director of turnaround schools at the South Carolina Department of
Education. “For many of our rural districts, we also can’t even consider the turnaround option, because
we don’t have the teachers to fll vacancies.” Furthermore, for small rural districts, building capacity to
support turnaround can be cost-prohibitive, given the small number of schools.
To address these challenges, some rural areas or smaller states see the need to aggregate or “pool”
demand to create incentives for providers. Some states have determined that turnarounds will only
succeed in rural areas if the state itself implements and supports them directly. For example, the South
Carolina Department of Education has assumed responsibility for turning around certain rural schools.
“Many, many small districts, both rural and exurban, are not going to be able to make the kind of
investment in technology and accountability that’s needed,” says Sajan George of Alvarez and Marsal.
“The state needs to develop an assessment and accountability system that smaller districts can draw on.”
The U.S. Department of Education, in its late-2009 release of fnal SIG regulations, acknowledged the
concerns of rural superintendents, but also stressed the newly available resources: “We understand that
some rural areas may face unique challenges in turning around low-achieving schools, but note that the
signifcant amount of funding available to implement the four models will help to overcome the many
resource limitations that previously have hindered successful rural-school reform in many areas.” Despite
these resources, interviewees consistently expressed concern for how turnaround would be implemented
in rural areas.
49 The School Turnaround Field Guide
Exhibit 21: Collective Actions to Fill Gaps
U.S. DEPARTMENT OF EDUCATION
The Education Department already plays a key
policy-setting and funding role, but can also support
research, rigorous evaluation, and knowledge sharing
to bene?t the turnaround ?eld. Speci?c actions include:
• Ensure adequate funding for states and districts to
build the infrastructure that sustains turnaround
work once federal funds have been expended.
• Ensure that the timeline for distribution of federal
funds allows for states, districts, and schools to have
adequate planning time to develop and employ
successful turnaround interventions.
• Build early learnings from turnaround efforts into
ESEA reauthorization and future funding, potentially
to include:
m Community buy-in, coinvestment, and parental
engagement,
m Turnaround grants made directly to districts,
m Consideration of and provisions to accommodate
the challenges of rural states,
m Additional competitive grant processes, and
m Rewards and incentives for schools, districts,
and states that succeed in turnaround.
Multiple actors across the education sector must commit to a concerted, collaborative effort for turnarounds to
succeed at scale. They must work together to scale nascent efforts, build capacity, and address gaps. Based
on more than 150 individual actions collected at the “Action Planning” session at the “Driving Dramatic School
Improvement” conference, as well as on FSG’s interviews and research, we have identifed the highest-priority steps
that need to be taken collectively and by each type of actor. A table aligning these actions by actor with a summary
of the gaps is included in an appendix. Turnaround actors collectively must develop common metrics for success,
understand and learn from what is and is not working, build capacity and expertise, create conditions for success,
and maintain urgency around turnaround efforts to sustain political will. Exhibit 21 summarizes specifc actions that
need to be taken collectively to address the gaps and is followed by recommendations for individual organizations.
Critical Actions
Gaps Collective Actions
Capacity
Promote the entry of new quality providers and scale proven operators.
Create training and recruitment approaches to attract and develop turnaround talent.
Create and staff distinct turnaround offices or divisions.
Funding
As possible, repurpose current ongoing funding sources to address turnaround needs.
Ensure that specific turnaround funding streams are included in ESEA reauthorization.
Promote the use of one-time funding to build long-term capacity and infrastructure.
Public and
Political Will
Build awareness of the need for change among students, parents, educators, policy makers,
and communities.
Engage and mobilize stakeholders, and build public demand to advocate for needed changes.
Establish laws and policies that support those making difficult decisions.
Conditions
Change the culture of engagement between schools, districts, and states from compliance to
cooperation.
Establish laws and policies that ensure needed school and district autonomies and capacity.
Develop and implement shared accountability systems at the system and school levels.
Research and
Knowledge
Sharing
Ensure funding and attention are directed to rigorously studying and comparing the efficacy of
turnaround interventions.
Document and share turnaround successes and challenges to improve implementation.
Create opportunities and infrastructure to collect, organize, and share research and best practices.
50 © 2010 FSG Social Impact Advisors
• Develop clear standards for student achievement
and turnaround success at the school and
system levels.
• Implement a national evaluation, knowledge-
building, and dissemination initiative that tracks
and reports on the turnaround efforts of states
and districts.
• Support and sustain the development and
implementation of robust state longitudinal
data systems.
• Serve as a voice for urgency around turnaround
efforts, supporting states’ ability to make dif?cult
decisions.
STATES AND STATE
DEPARTMENTS OF EDUCATION
States can focus on developing scalable solutions to
human capital and operator capacity issues, creating
conditions for success through policy change, assessing
the quality of turnaround providers and operators, and
investing in the IT and accountability infrastructure that
supports turnaround success. Speci?c actions include:
• Collaborate with districts to identify where
capacity should be built to effectively execute on
turnaround strategies, and designate a speci?c
of?ce and staff to lead turnaround efforts.
• Use a range of strategies to develop, attract, and
retain principal and teacher talent at the lowest-
performing schools, including:
m Providing professional-development
opportunities,
m Instituting ?nancial incentives or pay for
performance,
m Ensuring equitable teacher distribution,
m Strengthening university and alternate-
certi?cation paths,
m Generating and supporting dialogue with
labor and helping bring districts and labor
“to the table” for negotiations, and
m Providing political cover for districts,
where necessary.
• Create policies that provide districts, turnaround
operators, and turnaround school staff with the
autonomy over staf?ng, program, budget,
schedule, and data that they need to succeed.
• Develop processes for vetting external
turnaround providers.
• Support the sharing of best practices within
and among districts and schools through
clusters, turnaround zones, or other structures.
• Make investments in technology (performance
management and accountability systems),
allowing assessment data to be available
and accessible to districts, schools, and local
communities.
• Provide opportunities for rural districts to
partner with one another to reach greater scale,
or work directly to implement turnaround
strategies in rural areas.
DISTRICTS
Districts can create strong talent pipelines, build
their accountability and school support capacity,
and ensure the availability of critical, high-quality
partners, particularly to ?ll human capital needs and
operate schools. Speci?c actions include:
• Hold leaders of schools and school operators
accountable for turnaround success, while
providing them with the autonomy they need
to succeed.
• Ensure a pipeline of highly effective teachers
and principals who can succeed in turnaround
schools, and then provide them with the
professional development to enable their
success.
• Provide or identify high-quality partners
to offer ef?cient and aligned noninstructional
supports to allow turnaround leaders and
school operators to focus on culture change,
instruction, and community support building.
• Use turnaround as an opportunity to partner
with unions, as relevant, to create the needed
conditions for turnaround success, such as
autonomy over staf?ng, program, budget,
schedule, and data.
51 The School Turnaround Field Guide
• Engage communities, particularly parents and
community-based organizations, to generate
demand for change among stakeholders.
• Collaborate with the state to identify where capacity
should be built to effectively execute on turnaround
strategies, and designate a speci?c of?ce and staff to
lead turnaround efforts.
• Support the sharing of best practices among
schools through clusters, turnaround zones, or
other structures.
UNIONS
Unions can consider turnaround schools as a
“laboratory” in which they are more willing to
experiment with new types of contracts, new ways of
collaboratively partnering with districts, new work rules,
and new teacher-evaluation and pay-for-performance
approaches. Speci?c actions include:
• Engage proactively with states and districts to
develop, attract, and retain principal and teacher
talent to the lowest-performing schools, and create
conditions supporting their success, including:
m Creating ?exibilities within current contracts
around instructional time and other work rules,
and
m Developing new and more ?exible contracts
speci?cally focused on turnaround schools, with
provisions for such elements as data-driven
evaluation, hiring and tenure policies, and
performance pay.
• Serve as an advocate for turnaround teachers
to ensure they receive adequate pay, support,
and professional development, given the demanding
environments in which they are working.
SCHOOL OPERATORS
School operators can scale existing successful models,
identify and train turnaround professionals, and build
organizational capacity to run turnaround schools.
Speci?c actions include:
• Consider entering the turnaround space and
customizing school models — particularly in areas
such as human capital development, curriculum and
instruction, parent outreach, and community
engagement — to succeed in turnaround situations.
• Negotiate the autonomy and authority needed
to succeed, including autonomies over staf?ng,
program, budget, schedule, and data.
• Develop human capital pipelines and on-the-
ground professional development opportunities
for turnaround teachers and leaders.
• Develop consistent and rigorous approaches to
align all school personnel behind a powerful
vision for success and to create positive cultures
of high expectations for students.
• Partner with existing organizations and entities,
such as turnaround supporting partners,
institutes of higher education, districts, and
states.
• Share successes and challenges of turnaround
efforts to increase the ?eld’s knowledge base.
SUPPORTING PARTNERS
School-support partners of all types can build
turnaround-speci?c capacity, services, and expertise.
In particular, the most pressing need is for action
from human capital providers to develop turnaround-
speci?c training, recruitment, and support approaches
for teachers and school leaders that can drive success
in turnaround situations, as well as to partner with
districts on creating robust human capital management
systems. Speci?c actions include:
• Develop turnaround-speci?c training modules
to prepare teachers and leaders for turnaround
schools.
• Identify characteristics of teachers and leaders
who are effective in turnaround situations, and
then adjust recruiting approaches to ?nd and
enroll those individuals.
• Study and evaluate the successes and challenges
of strategies to prepare turnaround teachers
and leaders, based on school and student
outcomes.
• Work with states, districts, and operators to
build aligned, cohesive human capital systems
and pipelines.
• Use evidence-based outcomes (school- and
student-level results) to support districts and
states in the creation of conditions that most
enable turnaround principals and teachers
to succeed.
52 © 2010 FSG Social Impact Advisors
COMMUNITY-BASED
ORGANIZATIONS
Community-based organizations can mobilize
community support for dif?cult decisions and partner
with turnaround schools to help with academic remediation
during out-of-school time. Speci?c actions include:
• Mobilize community support for turnarounds,
working with parents, local businesses, local leaders,
and other community organizations to:
m Demand an excellent public education for all
children, including advocating for schools to be
shut down and teachers and leaders to be replaced
when needed.
m Engage and mobilize stakeholders across the
community as advocates for education.
m Hold district, state, and labor leadership
accountable for a high-quality public education.
• Provide productive out-of-school-time academic and
personal support programs to help students engage
in school and catch up academically.
RESEARCH AND FIELD-
BUILDING ORGANIZATIONS
Research and ?eld-building organizations help move the
?eld forward, studying and evaluating existing efforts,
identifying tools and effective practices, ?lling knowledge
gaps, and disseminating ?ndings so that the turnaround
?eld can learn and grow. Speci?c actions include:
• Analyze themes from successful and unsuccessful
Round I and II Race to the Top applications.
• Document school- and system-level turnaround
successes and failures, and analyze best practices
of turnaround efforts within and across districts
and states.
• Help devise rigorous evaluation approaches to ensure
that the ?eld learns from and spreads what works,
and that resources are not invested in interventions
that don’t work.
• Pool resources and develop channels to share
information, tools, and best practices broadly
and effectively.
PHILANTHROPIC
FUNDERS
Foundations can seed innovative models in
leadership, teaching, curriculum, support
services, community engagement, and other
areas vital to turnaround work, as well as
invest in partnerships with states and districts
in applying these practices at scale. Speci?c
actions include:
• Consider turnaround-speci?c initiatives,
programs, and investments.
• Support the planning and implementation
of state and district turnaround strategies
directly and with matching funds for
certain federal and state investments.
• Help effective turnaround operators scale
and start up new turnaround school
operators.
• Support research and ?eld-building efforts
to drive the effectiveness of the sector as
a whole, including funding evaluation
and research.
Conclusion
Despite the tremendous level of activity currently
happening in the school-turnaround ?eld,
the work is still in its early stages. The ?eld is
growing quickly, but remains highly fragmented.
Interventions are being piloted, but practitioners
lack knowledge of what is working and how to
scale what works. It has many more questions
than it has answers.
We hope that this report increases education
reformers’ awareness of the issues, prompts
members of the ?eld to think about how to
most effectively get involved in or execute on
turnaround work, and encourages practitioners
to work more closely in concert with
others in the ?eld. After all, if the ?eld is to
systemically improve thousands of the nation’s
underperforming schools, everyone must
work together to identify and spread effective
practices, create the policies and conditions
for success, build capacity, and ensure the
sustainability of the work at scale.
53 The School Turnaround Field Guide
Suggested Resources
For more information about federal guidelines, de?nitions, and funding for
turnaround efforts:
• Alliance for Excellent Education, “Reinventing the Federal Role in Education: Supporting the Goal of College
and Career Readiness for All Students,” July 2009.
• Center on Education Policy, “A Brief History of the Federal Role in Education: Why It Began and Why It’s
Still Needed,” 1999.
• Coalition for Student Achievement, “Smart Options: Investing the Recovery Funds for Student Success,”
April 2009.
• Government Accountability Of?ce, “No Child Left Behind: Education Should Clarify Guidance and
Address Potential Compliance Issues for Schools in Corrective Action and Restructuring Status,” 2007.
• Maxwell, Leslie A., “Stimulus Rules on ‘Turnarounds’ Shift,” EdWeek, November 23, 2009.
• McNeil, Michele, “Duncan Carves Deep Mark on Policy in First Year,” EdWeek, January 19, 2010.
• McNeil, Michele, “Obama to Seek $1.35 Billion Race to Top Expansion,” EdWeek, January 12, 2010.
• U.S. Department of Education, “The American Recovery and Reinvestment Act of 2009: Saving and Creating
Jobs and Reforming Education.”
• U.S. Department of Education, “ARRA Uses of Funds and Metrics,” April 24, 2009.
• U.S. Department of Education, “Letter to Chief State School Of?cers from Thelma Melendez.”
• U.S. Department of Education, “Race to the Top Application.”
To read Race to the Top applications that states submitted:http://www2.ed.gov/programs/racetothetop/phase1-applications/index.html.http://www2.ed.gov/programs/racetothetop/phase2-applications/index.html.
For more information about choosing among turnaround models:
• Arkin, Matthew D., and Julie M. Kowal, “School Restructuring Options Under No Child Left Behind: What
Works When? Contracting with External Education Management Providers,” Learning Point Associates, 2005.
• Connell, James P., “What Makes for Sound Investments in Educational Innovation?” Institute for Research
and Reform in Education, 2009.
• Kahlenberg, Richard D., “Turnaround Schools That Work: Moving Beyond Separate but Equal,” The Century
Foundation, 2009.
• Viadero, Debra, “Research Doesn’t Offer Much Guidance on Turnarounds,” EdWeek, August 12, 2009.
54 © 2010 FSG Social Impact Advisors
For more information about states’ roles in turnaround:
• Center on Education Policy, “Beyond the Mountains: An Early Look at Restructuring Results in California,”
2007.
• Center on Education Policy, “Building on State Reform: Maryland School Restructuring,” 2006.
• Center on Education Policy, “Educational Architects: Do State Education Agencies Have the Tools Necessary to
Implement NCLB?” 2007.
• Center on Education Policy, “Hope But No Miracle Cures: Michigan’s Early Restructuring Lessons,” 2005.
• Center on Education Policy, “Makeovers, Facelifts, or Reconstructive Surgery: An Early Look at NCLB School
Restructuring in Michigan,” 2004.
• Center on Education Policy, “Making Midcourse Corrections: School Restructuring in Maryland,” 2007.
• Center on Education Policy, “What Now? Lessons from Michigan about Restructuring Schools and Next Steps
Under NCLB,” 2007.
• Center on Education Policy, “Wrestling the Devil in the Details: An Early Look at Restructuring in California,”
2006.
• DiBiase, Rebecca Wolf, “State Involvement in School Restructuring Under No Child Left Behind,” Education
Commission of the States, 2005.
• LeFloch, Kerstin Carlson, Andrea Boyle, and Susan Bowles Therriault, “Help Wanted: State Capacity for
School Improvement,” American Institutes for Research, 2008.
• Mazzeo, Christopher, and Ilene Berman, “Reaching New Heights: Turning Around Low Performing Schools,”
National Governors Association, Center for Best Practices, 2003.
• McRobbie, Joan, “Can State Intervention Spur Academic Turnaround?” WestEd Policy Center, 1998.
For more information about partners and school operators that support turnaround:
• Arkin, Matthew D., and Julie M. Kowal, “School Restructuring Options Under No Child Left Behind: What
Works When? Contracting with External Education Management Providers,” Learning Point Associates, 2005.
• Blume, Howard, and Jason Song, “Vote Could Open 250 L.A. Schools to Outside Operators,” Los Angeles
Times, August 25, 2009.
• Mass Insight Education, “Creating Internal Lead Partners for Turnarounds,” 2009.
• Mass Insight Education, “Partnership Zones: Selecting and Attracting Lead Partners to Support Turnaround
Schools: A Mass Insight Report Produced with Apollo Philanthropy Partners,” October 2009.
• Ziebarth, Todd, and Priscilla Wohlstetter, “Charters as a ‘School Turnaround’ Strategy,” in R. J. Lake & P.T.
Hill (eds.), Hopes, Fears, and Reality: A Balanced Look at American Charter Schools in 2005, National
Charter School Research Project, Center for Reinventing Public Education, University of Washington, 2005.
For more information about community engagement in turnaround efforts:
• Visithttp://transform-myschool.org for examples of materials that three schools used in the process of
converting from schools in Y4 program improvement to charter schools that increase student achievement,
including parent petitions, a multimedia public-information campaign, timelines, parents’ frequently asked
questions, and parent ?iers.
55 The School Turnaround Field Guide
For more information about human capital for school turnaround:
• Augustine, Catherine H., Gabriella Gonzalez, Gina Schuyler Ikemoto, Jennifer Russell, Gail L. Zellman,
Louay Constant, Jane Armstrong, and Jacob W. Dembosky, “Improving School Leadership: The Promise of
Cohesive Leadership Systems,” RAND Education, Commissioned by the Wallace Foundation, 2009.
• Darden/Curry Partnership for Leaders in Education, “Lift-Off: Launching the School Turnaround Process in
10 Virginia Schools,” September 2005.
• Kowal, Julie M., and Emily A. Hassel, “Turnarounds with New Leaders and Staff,” The Center for
Comprehensive School Reform and Improvement, 2005.
• Legters, Nettie E., Robert Balfanz, Will J. Jordan, and James M. McPartland, Comprehensive Reform for
Urban High Schools: A Talent Development Approach (New York: Teachers College Press, 2002).
• New Leaders for New Schools, “Principal Effectiveness: A New Principalship to Drive Student Achievement,
Teacher Effectiveness, and School Turnarounds with Key Insights from the UEF,” 2009.
• Public Impact, “School Turnaround Leaders: Competencies for Success,” June 2008.
• The Washington Post Editorial Page, “Less Than ‘Courage’ in New Haven,” November 10, 2009.
For more information about school closure as a lever for turnaround:
• De La Torre, Marisa, and Julia Gwynne, “When Schools Close: Effects on Displaced Students in Chicago
Public Schools,” Consortium on Chicago School Research, October 2009.
• Kowal, Julie M., and Bryan Hassel, “Working Papers: Closing Troubled Schools,” National Charter School
Research Project, Center on Reinventing Public Education, 2008.
• Public Impact, “Try, Try Again: How to Triple the Number of Fixed Failing Schools Without Getting Any
Better at Fixing Schools,” August 2009.
• Smarick, Andy, “The Turnaround Fallacy,” EdNext, Winter 2010, Vol. 10, No. 1.
For more information about system-level turnaround lessons learned:
• Balfanz, Robert, Cheryl Almeida, Adria Steinberg, Janet Santos, and Joanna Hornig Fox, “Graduating
America: Meeting the Challenge of Low Graduation Rate High Schools,” Jobs for the Future, July 2009.
• Commission on No Child Left Behind, “Losing Patience with Chronically Low-Performing Schools: How to
Improve School Improvement,” September 2, 2009.
• Gambone, Michelle A., Adena M. Klem, William P. Moore, and Jean A. Summers, “First Things First:
Creating the Conditions and Capacity for Community Wide Reform in an Urban School District,” Gambone
& Associates, 2002.
• Kowal, Julie M., Emily A. Hassel, and Bryan C. Hassel, “Issue Brief: Successful School Turnarounds: Seven
Steps for District Leaders,” Center for Comprehensive School Reform and Innovation, September 15, 2009.
• Learning Point Associates, “School Restructuring Under No Child Left Behind: What Works When?” 2006.
• Mass Insight Education, “The Turnaround Challenge” and “The Turnaround Challenge: Supplement to the
Main Report,” 2007.
• Public Impact, “School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organizational
Improvement,” Center on Innovation and Improvement, 2006.
• Scott, Caitlin, “Improving Low-Performing Schools: Lessons from Five Years of Studying School Restructuring
Under No Child Left Behind,” Center on Education Policy, 2009.
• Vallas, Paul G., and Leslie R. Jacobs, “Race to the Top Lessons from New Orleans,” EdWeek, September 2, 2009.
56 © 2010 FSG Social Impact Advisors
For more information about school-level turnaround lessons learned:
• Duke, Daniel L., “Keys to Sustaining Successful School Turnaround,” Darden/Curry Partnership for Leaders in
Education, Educational Research Service, 2006.
• Herman, Rebecca, Priscilla Dawson, Thomas Dee, Jay Greene, Rebecca Maynard, Sam Redding, and Marlene
Darwin, “Turning Around Chronically Low-Performing Schools: A Practice Guide,” National Center for
Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education, 2008.
• Rivero, Victor, “Turning Around Schools in Need,” District Administration, September 2009.
For more information about the history of school reform:
• Burton, Gary, “History of School Reform Movements Over the Years,” Wicked Local Wayland, July 16, 2009.
• Matthews, Jay, “Small Schools Rising,” Newsweek, May 26, 2008.
• National Commission on Excellence in Education, “A Nation at Risk,” April 1983.
• U.S. Department of Education, “Helping Schools Adopt Comprehensive Improvements With a Track Record of
Success,” January 2002.
57 The School Turnaround Field Guide
Interviewees
Jay Altman FirstLine Schools
Jacqueline Ancess National Center for Restructuring Education, Schools, and Teaching, Teachers College
Alan Anderson Of?ce of Human Capital, Chicago Public Schools
Kathy Augustine Atlanta Public Schools
Ben Austin Parent Revolution
Karla Brooks Baehr Massachusetts Department of Education
Robert Balfanz Everyone Graduates Center, The Johns Hopkins University
Elisa Beard Teach for America
Larry Berger Wireless Generation
Sue Bodilly RAND
Harold Brown EdWorks
LeAnn Buntrock University of Virginia School Turnaround Specialist Program
Amanda Burnette Turnaround Schools Initiative at South Carolina Department of Education
Andy Calkins The Stupski Foundation
Matt Candler Independent Consultant
Karl Cheng Parthenon Group
Dale Chu Indiana Department of Education
Justin Cohen Mass Insight Education
James Connell First Things First/IRRE
Michael Cordell Friendship Public Charter Schools
Chris Coxon Texas High School Project
Jennifer Davis National Center on Time and Learning
Nina de las Alas Council of Chief State School Of?cers
Joan Devlin American Federation of Teachers
Christine Dominguez Long Beach Uni?ed School District
Ann Duffy Georgia Leadership Institute for School Improvement
Josh Edelman District of Columbia Public Schools
Kristin Engel Waters Denver Public Schools
Mary-Beth Fafard The Education Alliance, Brown University
Don Feinstein Academy for Urban School Leadership
Ben Fenton New Leaders for New Schools
Larry Flakne Missouri Department of Elementary and Secondary Education
Don Fraynd Of?ce of School Turnaround, Chicago Public Schools
Sajan George Alvarez and Marsal
Robert Glascock Breakthrough Center, Maryland State Department of Education
Scott Gordon Mastery Charter School
Peter Gorman Charlotte-Mecklenburg Schools
Greg Greicius Turnaround
Leah Hamilton Carnegie Corporation of New York
Bryan C. Hassel Public Impact
Kati Haycock Education Trust
Frederick M. Hess American Enterprise Institute for Public Policy Research
Gerry House Institute for Student Achievement
Name Af?liation
58 © 2010 FSG Social Impact Advisors
Kevin Huffman Teach for America
Gary Huggins Commission on NCLB, Aspen Institute
Bob Hughes New Visions for Public Schools
Rene Islas B&D Consulting
Joanna Jacobson Strategic Grant Partners
Jack Jennings Center on Education Policy
Mike Johnston New Leaders for New Schools
John Jordan Mississippi Department of Education
John King New York State Education Department
Barbara Knaggs Texas Education Agency
Richard Laine The Wallace Foundation
Lillian Lowery Delaware Department of Education
Lisa Margosian KIPP Foundation
Frances McLaughlin Education Pioneers
Jordan Meranus New Schools Venture Fund
Darlene Merry New Leaders for New Schools
Laura Mitchell Cincinnati Public Schools
Nora Moreno Cargie The Boeing Company
Paul Pastorek Louisiana State Department of Education
Marco Petruzzi Green Dot Public Schools
Courtney Philips The Broad Foundation
Eileen Reed Texas Initiatives
Doug Reeves The Leadership and Learning Center
Paul Reville Massachusetts Department of Education
Jim Rex South Carolina Department of Education
Bill Roberti Alvarez and Marsal
Vincent Schoemehl St. Louis Public Schools
Caitlin Scott Center on Education Policy
Kelly Scott The Aspen Institute
Joe Siedlecki Michael and Susan Dell Foundation
Andy Smarick Thomas B. Fordham Institute
Connie Smith Tennessee Department of Education
Kathleen Smith Virginia Department of Education
Nelson Smith National Alliance for Public Charter Schools
Melissa Solomon Atlanta Education Fund
Kenyatta Stansberry-Butler Harper High School, Chicago
Tamar Tamler Resources for Indispensable Schools and Educators (RISE)
Philip Uri Treisman University of Texas at Austin
Victoria Van Cleef The New Teacher Project
Carmita Vaughan America’s Promise Alliance
Joseph Villani National School Boards Association
David Wakelyn National Governors Association
Laura Weeldreyer Baltimore City Public Schools
Courtney Welsh New York City Leadership Academy
Ann Whalen U.S. Department of Education
Bob Wise Alliance for Excellent Education
Kevin Wooldridge Education for Change
Trevor Yates Cambridge Education
Name Af?liation
59 The School Turnaround Field Guide
Organizations That Serve
the Turnaround Sector
Please note that this is not a comprehensive list
School Operators
• Academy for Urban School Leadership
• Education for Change
• Friendship Public Charter Schools
• Green Dot Public Schools
• Mastery Charter Schools
Supporting Partners
• Comprehensive School Redesign
m Cambridge Education
m Edison Learning
m Institute for Student Achievement
m Partners in School Innovation
m Strategic Learning Initiatives
• Human Capital and Professional
Development
m New Leaders for New Schools
m The New Teacher Project
m New York City Leadership Academy
m Teach for America
m University of Virginia School Turnaround
Specialists Program
• District and School Resource
Management
m Alvarez and Marsal
m Education Resource Strategies
• Integrated Services
m Turnaround
m Turnaround for Children
• Parent and Community Organizing
and Engagement
m America’s Promise
m Parent Revolution
Research and Field-Building
Organizations
• The Aspen Institute
• The Center on Education Policy
• Mass Insight Education
• NewSchools Venture Fund
• Public Impact
Philanthropic Funders
• The Broad Foundation
• Carnegie Corporation of New York
• The Ford Foundation
• The Bill and Melinda Gates Foundation
• The Hewlett Foundation
• The Rainwater Charitable Trust
• The Wallace Foundation
• The Walton Family Foundation
• The Wasserman Foundation
60 © 2010 FSG Social Impact Advisors
Detailed Critical Actions Aligned
to Turnaround Gaps
Gaps Addressed
Actor
Action
C
a
p
a
c
i
t
y
F
u
n
d
i
n
g
P
u
b
l
i
c
a
n
d
P
o
l
i
t
i
c
a
l
W
i
l
l
C
o
n
d
i
t
i
o
n
s
R
e
s
e
a
r
c
h
a
n
d
K
n
o
w
l
e
d
g
e
S
h
a
r
i
n
g
Build early learnings from turnaround efforts into ESEA
reauthorization and future funding, potentially to include:
• Community buy-in/coinvestment and parental
engagement,
• Turnaround grants made directly to districts,
• Consideration of and provisions to accommodate the
challenge of rural states, and
• Additional competitive grant processes.
X X X X
Implement a national knowledge-building and dissemination
initiative that tracks and reports on the turnaround efforts of states and
districts, particularly the states that are implementing RTTT plans.
X X
Develop clear standards for student achievement and turnaround
success at the school and system levels.
X X
Support and sustain the development and implementation of robust
state longitudinal-data systems.
X X U
.
S
.
D
e
p
a
r
t
m
e
n
t
o
f
E
d
u
c
a
t
i
o
n
Serve as a voice for urgency around turnaround efforts,
supporting states’ ability to make difficult decisions.
X
Provide opportunities for rural districts to partner with one
another to reach greater scale.
X X X X
Collaborate with districts to identify where capacity should be built
to effectively execute on turnaround strategies, and designate a
specific office and staff to lead turnaround efforts.
X X
Use a range of strategies to develop, attract, and retain principals
and teachers at the lowest-performing schools, including:
• Professional-development opportunities,
• Financial incentives and/or pay for performance,
• More equitable teacher distribution,
• Alternate certification paths,
• Policy change,
• Partnerships with institutes of higher education,
• Generating dialogue with labor,
• Bringing districts and labor “to the table” for negotiations,
• Providing political cover for districts, where necessary,
• Retirement accumulation, and
• Differentiated pay systems.
X X X
Develop processes for vetting external providers. X X X
Support the sharing of best practices among districts and
schools through clusters, turnaround zones, or other structures.
X X
S
t
a
t
e
s
Make investments in technology (performance management and
accountability systems) and make statewide assessment data
available and accessible to districts and local communities.
X X
D
i
s
t
r
i
c
t
s
Engage communities — particularly parents and community-
based organizations — to generate demand and political will
among stakeholders.
X X
61 The School Turnaround Field Guide
Gaps Addressed
Actor
Action
C
a
p
a
c
i
t
y
F
u
n
d
i
n
g
P
u
b
l
i
c
a
n
d
P
o
l
i
t
i
c
a
l
W
i
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C
o
n
d
i
t
i
o
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s
R
e
s
e
a
r
c
h
a
n
d
K
n
o
w
l
e
d
g
e
S
h
a
r
i
n
g
Hold leaders of schools and school operators accountable
for turnaround success, in exchange for greater autonomy
around staffing, program, budget, schedule, and data.
X X
Collaborate with the state to identify where capacity should be built
to effectively execute on turnaround strategies, and designate a
specific office and staff to lead turnaround efforts.
X X
Provide aligned noninstructional supports efficiently to
allow turnaround leaders and school operators to focus on
instructional and community-building work.
X
Support the sharing of best practices among schools
through clusters, turnaround zones, or other structures.
X X
Build skills and capacity to prepare teachers and leaders for
turnaround situations.
X
Identify characteristics of quality teachers and leaders who
succeed in turnaround situations.
X X
Study and evaluate the successes and challenges of
strategies for turnaround teacher and leader preparation, based
on school and student outcomes.
X X
Partner with existing organizations and entities — such as
school operators, districts, and states — to build the human
capital pipeline.
X
H
u
m
a
n
C
a
p
i
t
a
l
P
r
o
v
i
d
e
r
s
Use evidence-based outcomes — school- and student-level
results — to encourage the creation of conditions that most
enable principals and teachers to succeed.
X
Share the successes and challenges of turnaround efforts to
increase the field’s base of knowledge and to build credibility.
X X
Think creatively about solutions for reaching scale, such as
partnering with multiple rural school districts within a state.
X X
Partner with existing organizations and entities, such as
turnaround supporting partners, institutes of higher education,
districts, and states.
X X
Consider entering the turnaround space. X
S
c
h
o
o
l
M
a
n
a
g
e
m
e
n
t
O
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g
a
n
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z
a
t
i
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n
s
,
S
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h
o
o
l
O
p
e
r
a
t
o
r
s
,
a
n
d
S
u
p
p
o
r
t
P
r
o
v
i
d
e
r
s
Develop human capital pipelines and on-the-ground
professional development opportunities for teachers and
leaders.
X
Provide seed funding to providers and help effective
operators reach scale.
X X
Support research and field-building efforts to drive the
effectiveness of the sector as a whole.
X X
P
h
i
l
a
n
t
h
r
o
p
i
c
F
u
n
d
e
r
s
Document and disseminate best practices in turnaround
philanthropy.
X X X
D
i
s
t
r
i
c
t
s
table page 2.pdf 1 8/3/10 9:23 PM
62 © 2010 FSG Social Impact Advisors
Gaps Addressed
Actor
Action
C
a
p
a
c
i
t
y
F
u
n
d
i
n
g
P
u
b
l
i
c
a
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P
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a
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d
K
n
o
w
l
e
d
g
e
S
h
a
r
i
n
g
Engage proactively with states and districts to develop,
attract, and retain principals and teachers at the lowest-
performing schools, and create conditions that support their
success, including:
• Working to identify flexibilities within current contracts,
and
• Being willing to develop new and more flexible
contracts specifically focused on turnaround schools.
X X
U
n
i
o
n
s
Serve as an advocate for turnaround teachers to ensure they
receive adequate support and professional development, given
the demanding environments in which they work.
X X
Demand an excellent public education for children within
local communities.
X
Engage and mobilize stakeholders across the community as
advocates for education.
X
P
a
r
e
n
t
s
a
n
d
C
o
m
m
u
n
i
t
y
-
B
a
s
e
d
O
r
g
a
n
i
z
a
t
i
o
n
s
Hold district and state leadership accountable for
transparency and high-quality public education.
X X
Document school- and system-level turnaround successes
and failures.
X X
Develop channels to share information and best practices
broadly and effectively.
X X
Conduct best-practices analyses of community engagement
in turnaround efforts within and across districts and states.
X X X
R
e
s
e
a
r
c
h
O
r
g
a
n
i
z
a
t
i
o
n
s
Analyze themes from successful and unsuccessful Round I
and II Race to the Top applications.
X X X X X
Collaborate across stakeholder groups and encourage
coordination and conversation among stakeholders.
X X X X X
Generate political will and momentum for school turnaround. X X
Develop metrics for successful turnarounds, allowing states,
schools, school operators, and LEAs to know how they will be
measured.
X X X
Document and share best practices and challenges. X X X X X
C
o
l
l
e
c
t
i
v
e
A
c
t
i
o
n
s
Serve as a voice for urgency around turnaround efforts. X
Advisory Group
An advisory group made up of key practitioners and experts in the education feld provided vital counsel for this project. FSG sincerely
thanks them for their guidance and insight.
– Alan Anderson, Chicago Public Schools
– Karla Brooks Baehr, Massachusetts Department of Elementary and Secondary Education
– Andy Calkins, The Stupski Foundation
– Matt Candler, Candler Consulting
– Justin Cohen, Mass Insight Education
– Josh Edelman, District of Columbia Public Schools
– Donald Feinstein, Academy for Urban School Leadership
– Donald Fraynd, Chicago Public Schools
– Kelly Garrett, Rainwater Charitable Foundation
– Robert Glascock, The Breakthrough Center, Maryland State Department of Education
– Leah Hamilton, Carnegie Corporation of New York
– Jennifer Henry, New Leaders for New Schools
– Jennifer Holleran, Independent Consultant
– Joanna Jacobson, Strategic Grant Partners
– Greg John, The Stuart Foundation
– Richard Laine, The Wallace Foundation
– Frances McLaughlin, Education Pioneers
– Jordan Meranus, NewSchools Venture Fund
– Courtney Philips, KIPP Foundation
– Deborah Stipek, Stanford University School of Education
– Courtney Welsh, New York City Leadership Academy
Acknowledgments
FSG Social Impact Advisors gratefully acknowledges the support of our report and conference sponsors: Carnegie Corporation of New York,
The Bill & Melinda Gates Foundation, Rainwater Charitable Foundation, The Stuart Foundation, and The Wallace Foundation.
This study would not have been possible without the much appreciated assistance of the education practitioners that participated in
interviews and shared their experience in school turnaround. We thank each of them for their generous contributions of time and information.
Authors
Jeff Kutash ([email protected]) is a managing director in FSG’s San Francisco offce and leads FSG’s Education and Youth
Practice. Eva Nico ([email protected]) is a director in FSG’s San Francisco offce. Emily Gorin, Samira Rahmatullah, and Kate
Tallant are consultants at FSG.
Disclaimer
All statements and conclusions, unless specifcally attributed to another source, are those of the authors and do not necessarily refect
those of any individual interviewee, the funders, or members of the advisory group.
To download the full report online, please visit:http://www.fsg-impact.org/ideas/item/school_turnaround_?eld_guide.html
20 Park Plaza, Suite 320, Boston, MA 02116 www.fsg-impact.org tel: 866-351-8484
Boston • Geneva • San Francisco • Seattle
doc_193277526.pdf
The School Turnaround Field Guide
Jeff Kutash
Eva Nico
Emily Gorin
Samira Rahmatullah
Kate Tallant
The School Turnaround
FIELD GUIDE
About FSG Social Impact Advisors
At FSG, we are passionate about fnding better ways to solve social problems. Originally established in 2000 as
Foundation Strategy Group, today FSG works across all sectors by partnering with foundations, corporations, school
systems, nonprofts, and governments in every region of the globe. Our goal is to help organizations — individually and
collectively — create greater social impact.
Our approach is founded on the beliefs that
• Social sector organizations can play a catalytic role, using evidence-based strategies and strategic evaluation to solve
social problems;
• Corporations can create shared value by using their core capabilities in ways that contribute to both social progress and
economic success;
• Better alignment within the social sector can lead to collective impact beyond that which individual organizations alone
could achieve.
Our team brings the right combination of on-the-ground experience and world-class expertise in strategy development to tackle
the world’s most challenging problems in three ways:
• Creating fresh ideas and practical tools that boost the success of change makers in all sectors.
• Consulting with clients to build strategies and practices that lead to powerful results in the areas they care about most.
• Connecting peers and communities to each other and to proven practices, so each gains from the knowledge of all.
FSG’s Education and Youth Practice works with foundations, nonprofts, state agencies, corporations, and school districts
individually and collectively to solve education and youth-related issues. We work with clients on strategy development, learning and
evaluation, operational planning, research and intellectual capital development. The practice is comprised of individuals who have
direct previous experience in the education sector as well as at top strategy consulting frms. The mission of our practice is to improve
the academic and personal outcomes of children and youth.
For more information, see www.fsg-impact.org.
About Carnegie Corporation of New York
Carnegie Corporation of New York is a philanthropic foundation created by Andrew Carnegie in 1911 to do “real and permanent good
in this world.” Throughout its history the Corporation has sought to promote and preserve a robust American democracy by supporting
expanded opportunity through education. Carnegie Corporation’s goal is to generate systemic change throughout the kindergarten to
college continuum, with particular emphasis on secondary and higher education. The Corporation aims to enable many more students,
including historically underserved populations and immigrants, to achieve academic success and perform at the highest levels of creative,
scientifc, and technical knowledge and skill.
About The Wallace Foundation
This report was funded in part by The Wallace Foundation, which seeks to support and share effective ideas and practices to improve
learning and enrichment opportunities for children. The report’s conclusions are the authors’ own. The foundation’s current objectives are
to: improve the quality of schools, primarily by developing and placing effective principals in high-need schools; improve the quality of and
access to out-of-school-time programs through coordinated city systems and by strengthening the fnancial management skills of providers;
integrate in- and out-of-school learning by supporting efforts to reimagine and expand learning time during the traditional school day and
year as well as during the summer months, helping expand access to arts learning, and using technology as a tool for teaching and
promoting creativity and imagination. For more information and research on these and other related topics, please visit its Knowledge Center
at www.wallacefoundation.org.
© FSG Social Impact Advisors
September 2010
1 The School Turnaround Field Guide
TABLE OF CONTENTS
Executive Summary.................................................................................................3
Introduction..............................................................................................................9
PART I: UNDERSTANDING THE LANDSCAPE
Turnaround 101......................................................................................................10
Provides an overview of the turnaround challenge and identifes areas of debate
Measuring Success................................................................................................15
Shares approaches for gauging success at the school and system levels
Federal Funding and the Four Turnaround Models...............................................19
Highlights the role of the federal government and compares turnaround models
Turnaround Actors..................................................................................................25
Articulates the roles of key actors and provides a snapshot of recent activities
PART II: SHAPING THE FUTURE OF TURNAROUND
Lessons Learned from Early Efforts......................................................................34
Highlights school- and system-level insights from the work so far
Key Gaps.................................................................................................................43
Identifes areas that must be addressed for turnaround to succeed at scale
Critical Actions.........................................................................................................49
Recommends activities turnaround actors can take to best ensure success
Conclusion...............................................................................................................52
APPENDICES
Suggested Resources.............................................................................................53
Interviewees.............................................................................................................57
Organizations That Serve the Turnaround Sector..................................................59
Detailed Critical Actions Aligned to Turnaround Gaps..........................................60
2 © 2010 FSG Social Impact Advisors
List of Abbreviations
ARRA — American Recovery and Reinvestment Act
AYP — Adequate Yearly Progress
CBO — Community-Based Organization
CMO — Charter Management Organization
ESEA — Elementary and Secondary Education Act
LEA — Local Education Agency
NCLB — No Child Left Behind
RTTT — Race to the Top
SIG — School Improvement Grants
SMO — School Management Organization
3 The School Turnaround Field Guide 3 The School Turnaround Field Guide
List of Abbreviations
ARRA — American Recovery and Reinvestment Act
AYP — Adequate Yearly Progress
CBO — Community-Based Organization
CMO — Charter Management Organization
ESEA — Elementary and Secondary Education Act
LEA — Local Education Agency
NCLB — No Child Left Behind
RTTT — Race to the Top
SIG — School Improvement Grants
SMO — School Management Organization
Executive Summary
INTRODUCTION
The Need
More than 5,000 schools, representing 5 percent of
schools in the United States, are chronically failing,
according to the latest U.S. Department of Education
statistics. These schools serve an estimated 2.5 million
students. The number of failing schools has doubled
over the last two years, and without successful
interventions, could double again over the next ?ve years.
Bold Action
To combat this problem, the Obama administration
announced its intention to use $5 billion to turn
around the nation’s 5,000 poorest-performing schools
over the next ?ve years. This is a bold challenge
to a system that has succeeded at turning around
individual schools, but has never delivered dramatic
change at a national scale. To foster urgency and
innovation, the federal government is providing
unprecedented levels of funding and strong direction
for policy changes to support school turnaround.
District, state, private, and nonpro?t education
leaders across the country have responded with an
unprecedented level of attention to school turnaround.
The Challenge
The nation is at a critical juncture in its efforts to
turn around schools. Over the past year, states and
districts have been focused on policy change and
planning. With turnaround strategies now in place,
the announcement of the Race to the Top (RTTT)
and Investing in Innovation (i3) winners, and the
distribution of School Improvement Grant (SIG)
funds, the emphasis is switching from planning to
action. However, the ?eld of actors is fragmented.
While a large number of new organizations are
entering the school turnaround ?eld, there remain
only a handful of proven providers — few of whom
are operating at a meaningful scale. The capacity
of state, district, and overall human capital is also
limited, while little research exists to identify what
works and how to succeed at scale.
This Report
FSG’s motivation in writing this report is to ensure that
the school turnaround ?eld is well-coordinated, fueled
by promising practices, and guided by a focus on
results. This report provides an overview of the school
turnaround issue, identi?es measures of success, surveys
the policy and funding environment, compares the major
turnaround models, and provides a guide to important
actors in the ?eld and a highly visual map of their
interrelated roles and funding. We also explore early
lessons learned, as well as key issues and gaps challenging
the school turnaround ?eld. Finally, we suggest a set
of detailed actions that this widely divergent group of
stakeholders could take — collectively and individually
— to ensure that turnaround succeeds at scale. In writing
this report, FSG drew upon more than 100 interviews
with turnaround experts, practitioners, policymakers,
researchers, and funders. Our research also included
an extensive review of secondary reports and articles as
well as a synthesis of discussions among 275 turnaround
focused actors who attended the “Driving Dramatic
School Improvement Conference” on January 11,
2010, cohosted by FSG and Stanford Social Innovation
Review. Finally, FSG drew extensively on the guidance
and feedback of an advisory group consisting of a broad
cross-section of turnaround actors, including state and
district leaders, philanthropic funders, human capital
providers, school operators, education entrepreneurs,
and researchers. Please note that we use the term
“school operator” throughout the paper to represent
charter, private and other nonpro?t school operators
and management organizations. The appendices list
interviewees and research sources, and advisory-group
members are listed on the inside cover of this report.
Despite the tremendous level of activity in the school turnaround feld over the past two years, the effort is still
in its early stages. The feld is growing quickly, but remains highly fragmented. Interventions are moving forward
rapidly, but reformers have little knowledge of what is working and how to scale what works. This report aims to
increase education reformers’ awareness of turnaround issues, to prompt those in the feld to think about how
to most effectively do turnaround work, and to encourage members of the feld to work in concert with each
other. If the U.S. is to transform thousands of its chronically underperforming schools, multiple actors must work
together to identify and spread effective practices, create the policies and conditions for success, build capacity,
and ensure the sustainability of turnaround work at scale.
4 © 2010 FSG Social Impact Advisors
TODAY’S LANDSCAPE
Defning Turnaround
While questions remain about the term “turnaround,”
the de?nition that Mass Insight Education put forward
provides a good beginning:
“Turnaround is a dramatic and comprehensive
intervention in a low-performing school that:
a) produces signi?cant gains in achievement
within two years; and b) readies the school for
the longer process of transformation into
a high-performance organization.”
Based on our analysis we would add to the de?nition
those efforts that take place in the context of
performance improvement for the school system
as a whole. The addition captures the idea that
turnaround should include the work of districts
and states to continually improve all schools.
Finally, we would also recommend expanding this
de?nition beyond individual schools to address the
need to turn around schools at scale.
Measuring Success
While many states and districts have established
criteria to identify schools in need of turnaround,
less clarity exists around how to track progress toward
turnaround, knowing when a school has actually been
turned around, and if that success has happened in
the context of system improvement. Stakeholders also
strongly emphasize that turnaround is only successful
if it achieves gains with the same student population.
We heard broad agreement about the following
themes surrounding measures of success:
• At the School Level. Measure student outcomes
and improvements in the school culture and
learning environment; employ absolute and value-
added measurements; set the bar for success high;
and strive for meaningful improvements within
two to three years.
• At the System Level. Set turnaround-speci?c
goals for students, schools, and the system; track
performance of all schools, not just turnaround
schools; evaluate state and district self-
performance in supporting turnaround efforts;
identify and share best practices.
Federal Funding
The size of the U.S. Department of Education’s
current investments in education, coupled with the
acute need of states and districts for funding, has put
the federal government in a strong position to incent
policy change and to set expectations for the types of
turnaround strategies that states and local education
agencies (LEAs) use. While the amount of funding is
signi?cant, much of it is short term, and states and
districts have expressed concerns about how to
sustain their turnaround efforts in the longer term.
Funding that has an impact on the school turnaround
?eld includes:
• Race to the Top Funds. $4.35 billion in
competitive grants to states, with turnaround
being one of four focus areas. RTTT has already
succeeded in driving state- and district-level
policy change across the nation.
• School Improvement Grants. $3.55 billion
allocated to states according to a formula based
on Title I funding levels, to be granted out
competitively to districts within each state. SIG
guidelines align with those of RTTT, including
the requirement that districts use the four
turnaround models.
• Investing in Innovation Fund (i3). $0.65 billion
in competitive grants awarded to nonpro?ts
and school districts to expand innovative and
evidence-based approaches that signi?cantly
improve student achievement, including those
related to school turnaround.
The Four Turnaround Models
To promote reforms that are dramatic rather than
incremental, the federal government is requiring
LEAs to use the following four approaches:
• Turnarounds. Replace the principal, rehire no
more than 50 percent of the staff, and grant the
principal suf?cient operational ?exibility (including
in staf?ng, calendars, schedules, and budgeting)
to implement fully a comprehensive approach
that substantially improves student outcomes.
• Restarts. Transfer control of, or close and reopen
a school under a school operator that has been
selected through a rigorous review process.
5 The School Turnaround Field Guide
• School Closures. Close the school and enroll
students in higher-achieving schools within the LEA.
• Transformations. Replace the principal, take steps
to increase teacher and school leader effectiveness,
institute comprehensive instructional reforms,
increase learning time, create community-oriented
schools, and provide operational ?exibility and
sustained support.
Signi?cant debate surrounds the models. They vary in
the cost, human capital, provider capacity, and political
will necessary for implementation, and they also may
differ in ef?cacy. Some observers believe the models
that require the fewest changes in staff — especially
the transformation model, which may be the most
widely implemented — are the least effective in turning
schools around. And questions have arisen about how
to align the needs of a school with the appropriate
model and how to implement the models successfully
at scale. Although the models are each being pursued
at individual schools, as of yet, little research-based
evidence exists to help answer these questions.
The Turnaround Sector
While some organizations have been providing
turnaround services, or are now emerging with
programs and services directed toward turnaround,
the number and capacity of proven operators and
providers serving the sector is still inadequate to meet
demand. Additionally, the recent entry of a large
number of new organizations, many of which have
varying degrees of direct turnaround experience, has
made it harder for states and school districts to assess
and select quality turnaround providers. As a result,
we found that states and districts are selecting only a
small percentage of schools in need of turnaround for
active interventions.
Turnaround Actors
In addition to the federal government, whose role
as a funder and a catalyst for policy change has
been summarized above, key players shaping the
turnaround sector include the following organizations:
• States and Districts. States are developing
turnaround strategies, creating policies, and ?nding
new ways to partner with and build the capacity of
districts. Districts are directly implementing
turnaround interventions, working with school
operators and school support providers, and
addressing human capital issues.
• Unions. Unions play a critical role in determining
working conditions for teachers in many states.
While they have been resistant to such approaches
as replacing teachers, extending working hours,
linking teacher compensation to student performance,
and creating new teacher-evaluation approaches,
our research and interviews show that a modest,
but growing number of unions are now beginning
to partner more closely with states and districts to
address these issues, particularly as they apply to
turnaround schools.
• School Operators. Several charter school operators,
as well as public or private school operators, have
begun to adapt their models to manage turnaround
schools. In other cases, new school operators are
being created speci?cally to turn around schools.
In addition to managing individual schools, school
operators that oversee networks of schools often
take on many of the functions that a district
traditionally ful?lls and so need to think about
turnaround at the systemic, as well as at the school
level. When working with turnaround schools,
school operators are typically granted substantial
autonomy and are held accountable for results
through a contract or charter.
• Supporting Partners. A variety of partner
organizations support school reform in general
and are evolving to support school turnaround
speci?cally:
m Comprehensive School Redesign Specialists.
Work with schools to implement
multidimensional turnaround strategies that
begin with whole-school redesign and include
coaching and implementation support.
m Human Capital and Professional Development
Providers. Work to increase the supply of quality
teachers and leaders in turnaround schools,
and work with districts and states to build their
human resources management capacity.
m District and School Resource Management
Specialists. Help districts and schools
institute ?nancial and operational changes to
support turnarounds.
m Integrated Services Providers. Help schools to
identify and address the cultural and mental-
health issues of students, complementing the
changes being made in the learning environment.
6 © 2010 FSG Social Impact Advisors
• Community-Based Organizations. Local nonpro?t
organizations play a variety of roles in supporting
school turnarounds, ranging from providing students
with out-of-school-time academic and nonacademic
programs to engaging with parents and community
members around advocacy issues.
• Research and Field-Building Organizations. These
organizations conduct research and analysis, share
best practices and tools, and help foster dialogue and
partnerships among stakeholders to support
turnaround activities.
• Philanthropic Funders. These organizations
provide support to districts and states in
formulating their turnaround plans; foster
new approaches to turnaround; fund research
and knowledge sharing; support collaboration
among stakeholders; enhance the quality of
teaching and leadership; and build the capacity
of school districts, school operators, and
supporting partners.
Collective Impact
Although we have separately discussed the roles of
major actors in advancing turnaround efforts, our
research and interviews highlight the complexity of the
turnaround ecosystem and the need for actors to work
together in new ways. For example, states should
de?ne relationships with districts that go beyond
compliance. For their part, districts should work with
unions to establish new conditions at schools, and
they should partner with school operators to create
new schools. Greater alignment among key actors
will help ensure that resources are best utilized, that
lessons learned are shared, and that needed conditions
can be put in place.
LESSONS LEARNED
Although many turnaround efforts are in the
early stages, lessons are emerging from the work
of pioneering practitioners. At the school level,
practitioners that have taken on turnaround schools
consistently say that they were unprepared for the
severity of the student needs and school issues that
had to be addressed. As a result, they have had to
make fundamental changes in their approaches to
building school culture, training and supporting
staff, and driving student performance. Exhibit 1
summarizes these school-level lessons learned.
Practitioners also emphasize that successful efforts at
the school level must be supported by corresponding
changes at the system level, as summarized in Exhibit 2.
Exhibit 1: School-Level Lessons Learned
Planning
• Identify school leadership early so as to build in planning time to engage the community,
establish the vision, and create a new school culture.
• Prepare to meet student needs that are severe and pervasive — hire specialized staff, recruit
and train teachers with specifc capabilities, and engage with effective external providers, as
appropriate.
Human Capital
• Provide strong classroom and teamwork skills and additional support to teachers.
• Empower principals and leadership teams with key autonomies over staffng, program, budget,
schedule, and data.
• Ensure principals and school leadership teams have the will, skill, and authority to drive change in
demanding environments.
Maintaining Support and Building Sustainability
• Signal change early and build momentum by delivering and communicating “quick wins.”
• Build capacity for long-term sustainable results.
7 The School Turnaround Field Guide
Planning
• Articulate a powerful vision for turnaround and make tough decisions.
• View turnaround as a portfolio of approaches, with closure as a viable option.
Creating Conditions and Building System Capacity
• Create the necessary school-based conditions for success, partnering with labor unions as relevant.
• Develop turnaround-specifc capabilities and capacity.
• Build accountability and data systems to track progress and inform decisions.
• Build systems and structures that allow for sharing lessons across schools.
KEY GAPS
Our interviews highlight signi?cant gaps that must be addressed to ensure that school turnarounds succeed at scale.
These are summarized in Exhibit 3. While the gaps apply generally to all turnaround schools, our research and
interviews suggest that they are particularly dif?cult to address in rural schools and in high schools.
Exhibit 2: System-Level Lessons Learned
CRITICAL ACTIONS
To turn around thousands of schools, actors should work
collectively and individually to scale nascent efforts, build
capacity, and address key gaps. The entire sector should
develop common metrics for success, understand and
learn from what is and is not working, build capacity
and expertise, create conditions for success, and maintain
urgency around turnaround efforts to sustain political will.
Exhibit 4 summarizes actions that can be taken collectively
to address the gaps.
Through our research, interviews and discussion with
conference participants, we also identi?ed important
actions for each type of actor:
• U.S. Department of Education. The federal
government already plays a key policy-setting
and funding role, but can expand its efforts
to support more research, rigorous evaluation,
and knowledge sharing.
• States. States can focus on developing scalable
solutions to human capital and operator capacity
issues, creating conditions for success through
policy change, assessing the quality of turnaround
providers and operators, and investing in the IT
and accountability infrastructure that underpins
turnaround success.
Exhibit 1: School-Level Lessons Learned
Exhibit 3: Key Gaps
Capacity: There are not enough proven turnaround experts or organizations, and existing organizations
are still building capacity and infrastructure. Additionally, there is little capacity to assess the quality of the
large number of new entrants to the school turnaround feld.
Funding: There may be a lack of ongoing operational funding to sustain efforts. Additionally, the
requirements for the distribution of federal funds are putting pressure on states and school districts to act
without adequate planning time.
Public and Political Will: Key actors fnd it challenging to make the diffcult decisions required for
dramatic school turnaround.
Conditions: Policies and conditions in districts and states are frequently at odds with what is necessary
for success in turnaround.
Research and Knowledge Sharing: There is not enough research or evidence to identify, share, and
scale effective turnaround interventions.
High Schools and Rural Schools: While improving the performance of any school is diffcult, it is particularly
challenging to implement and succeed in school turnaround at high schools and at schools in rural areas.
8 © 2010 FSG Social Impact Advisors
• Districts. Districts need to create strong talent
pipelines, build their accountability and school
support capacity, and ensure the availability
of critical, high-quality partners, particularly
to ?ll human capital needs and operate schools.
• Unions. Unions can consider turnaround
schools as a “laboratory” in which they are
more willing to experiment with new types of
contracts, new ways of collaboratively partnering
with districts, new work rules, and new teacher-
evaluation and pay-for-performance approaches.
• School Operators. School operators can scale
existing successful models, identify and train
turnaround professionals, and build organizational
capacity to run turnaround schools.
• Supporting Partners. Supporting partners can
build turnaround-speci?c services. The most
pressing need is for greater action from human
capital providers. University and alternate-
certi?cation programs should focus on developing
turnaround-speci?c training approaches and
recruiting and training teachers and school leaders
who can drive success in turnaround situations.
• Community-Based Organizations. Community-
based organizations (CBOs) focused on parent
engagement can mobilize community support
for turnaround efforts and the dif?cult political
decisions that often need to be made for those
initiatives to succeed. CBOs focused on providing
out-of-school-time supports should partner
with turnaround schools to improve access to
academic and personal support programs that
help students catch up academically.
• Research and Field-Building Organizations.
Research and ?eld-building organizations
are vital to studying and evaluating existing
efforts, identifying tools and effective
practices, ?lling important knowledge gaps,
and disseminating ?ndings.
• Philanthropic Funders. Foundations can
seed innovative models in leadership, teaching,
curriculum, support services, community
engagement, and other areas vital to turnaround
work, as well as invest in partnerships with states
and districts in applying these practices at scale.
Exhibit 4: Collective Actions to Fill Gaps
Gaps Collective Actions
Capacity
Promote the entry of new quality providers and scale proven operators.
Create training and recruitment approaches to attract and develop turnaround talent.
Create and staff distinct turnaround offices or divisions.
Funding
As possible, repurpose current ongoing funding sources to address turnaround needs.
Ensure that specific turnaround funding streams are included in ESEA reauthorization.
Promote the use of one-time funding to build long-term capacity and infrastructure.
Public and
Political Will
Build awareness of the need for change among students, parents, educators, policy makers,
and communities.
Engage and mobilize stakeholders, and build public demand to advocate for needed changes.
Establish laws and policies that support those making difficult decisions.
Conditions
Change the culture of engagement between schools, districts, and states from compliance to
cooperation.
Establish laws and policies that ensure needed school and district autonomies and capacity.
Develop and implement shared accountability systems at the system and school levels.
Research and
Knowledge
Sharing
Ensure funding and attention are directed to rigorously studying and comparing the efficacy of
turnaround interventions.
Document and share turnaround successes and challenges to improve implementation.
Create opportunities and infrastructure to collect, organize, and share research and best practices.
9 The School Turnaround Field Guide
Introduction
In early 2009, the Obama administration announced
its intention to use $5 billion to turn around the
nation’s 5,000 poorest-performing schools over
the next ?ve years. This was a bold challenge to
an education sector that has had some success at
turning around individual schools, but has not yet
delivered dramatic change at a large scale.
A year and a half later, the school turnaround ?eld
is at a critical juncture. A great deal of debate,
dialogue, and planning has taken place. Now with
federal funds being distributed, as well as turnaround
strategies developed at most states and in many
districts, the emphasis is switching from planning
to action. FSG’s motivation in releasing this report
at this moment in time is to help ensure that actions
taken will be coordinated, fueled by promising
practices, and guided by the evaluation of results.
To those ends, this report provides a guide to the
emerging school turnaround ?eld. It includes an
assessment of the need; a snapshot of key areas of
debate, such as how to measure success; a summary
of the policy and funding environment; and an
assessment of the sector’s capacity, including a map
of turnaround actors and the roles they play. The
report explores early lessons learned from turnaround
practitioners, summarizes key issues challenging the
?eld, and identi?es critical gaps that will need to be
?lled. Finally, the report recommends actions that hold
promise for increasing the likelihood that turnaround
efforts can succeed at scale.
In writing this report, FSG drew upon more than 100
interviews with turnaround experts, practitioners,
policymakers, researchers, and funders. Our research
also included an extensive review of secondary reports
and articles as well as a synthesis of discussions
among 275 turnaround focused actors who attended
the “Driving Dramatic School Improvement
Conference” that FSG cohosted with Stanford Social
Innovation Review on January 11, 2010. The event
included representatives from the U.S. Department
of Education, state and district superintendents and
staff, policymakers, education practitioners, human
capital providers, school principals, researchers, and
philanthropic funders.
Finally, we drew extensively on the guidance and
feedback of an advisory group consisting of a cross-
section of turnaround actors, including district and
state leaders, philanthropic funders, human capital
providers, school operators, and education entrepreneurs
and experts. The appendices list the interviewees and
research sources, and the advisory-group members are
listed on the inside cover of this report.
Given how rapidly the turnaround sector is growing
and evolving, parts of this report will likely become
out of date immediately after it is published.
Regardless, we believe that the main themes, gaps,
and lessons identi?ed can serve the ?eld in three ways:
• We hope that for new actors poised to enter the
turnaround space — school districts, school
operators, education entrepreneurs, funders —
the report highlights the importance of the work
and illustrates the state of the ?eld, and as a result
encourages and eases new entrants.
• We hope that for existing organizations focused
on the dif?cult work of turning around schools,
the report provides new ideas, leads them to
identify new partners, and helps strengthen their
knowledge and capacity.
• Finally, we hope that this report helps the
turnaround ?eld as a whole as it spurs additional
dialogue and connections, facilitates the creation
and sharing of knowledge, and helps multiple
actors better understand their own roles and how
they most effectively work in concert with others
— a prerequisite if the ?eld is to succeed in
turning around thousands of failing schools.
“Instead of funding the status quo, we only invest in reform — reform that raises student achievement …
and turns around failing schools that steal the future of too many young Americans, from rural communities
to the inner city.”
— President Barack Obama, State of the Union Address, January 27, 2010
Exhibit 4: Collective Actions to Fill Gaps
10 © 2010 FSG Social Impact Advisors
In the first part of this report, we paint
a picture of the existing landscape of
turnaround efforts around the country.
Part I covers four major topics:
• The scope of the turnaround challenge
and areas of debate,
• Measures for gauging success in school
turnaround at the school and system levels,
• The role of the federal government and a
comparison of four turnaround models, and
• The roles of key actors and a snapshot of
recent activities.
Turnaround 101
“At the end of the day, who can argue with holding schools
accountable for all children?” asks Paul Vallas, head of the
Recovery School District in New Orleans. “Who can argue
with not tolerating failing schools or with giving poor kids the
kinds of choices that wealthier kids have?”
1
Since the No Child Left Behind Act was passed in 2001,
districts have been identifying failing schools as those that do
not demonstrate Adequate Yearly Progress (AYP) in improving
their performance. These schools face an escalating process of
corrective action, which ultimately might lead to replacing the
school’s leadership or restructuring the school itself. School failure
is a persistent and pervasive reality, as the U.S. Department of
Education’s data show.
2
With more than 5,000 schools in the
restructuring stage in 2010, Mass Insight Education recently
estimated that more than 2.5 million students — particularly
high-poverty students and students of color — are at risk of or
are already receiving a woefully inadequate education.
3
Out of
more than 100,000 schools nationwide, this bottom 5 percent
of schools have failed to make AYP for ?ve or more years and
often have high staff turnover, high rates of violence, and low
graduation rates. The severe impact of school failure on students
and on the nation is well documented. Lack of educational
attainment is highly correlated with lower lifetime earnings,
higher incidences of substance abuse,
higher rates of incarceration,
and poorer health outcomes.
4
As a society, citizens pay the price
in lost tax revenue, forgone GDP growth, and increased costs
related to health care, crime, and social services.
5
As President
Obama said in his January 2010 State of the Union address,
“In the 21st century, the best antipoverty program around is a
world-class education.”
This is also a growing crisis. In the 2008-2009 school year, the
number of schools in restructuring increased 26 percent from
the previous year, and jumped an alarming 325 percent over the
number from ?ve years earlier, as shown in Exhibit 5.
6
Since the number of schools that enter “school improvement”
each year is well over 5,500, combined with low success rates in
turning around schools, more schools will continue to fall into
restructuring. Extrapolating from the latest trends from 2006 to
2009, Exhibit 6 shows that without successful interventions, the
number of schools in restructuring could grow 143 percent over
the next ?ve years, reaching more than 12,000 by 2014-2015.
1
Tehrani, Alex, “How to Fix No Child Left Behind,” Time, May 24, 2007.
2
U.S. Department of Education, EDFacts.
3
Mass Insight Education, “The Turnaround Challenge,” 2007.
4
Cheeseman Day, Jennifer, and Eric C. Newberger, “The Big Payoff: Educational Attainment and Synthetic Estimates of Work-Life Earnings,” U.S. Census Current
Population Reports, July 2002; Offce of Applied Studies, Substance Abuse, and Mental Health Statistics Web site; Department of Justice Web site; Maynard,
Rebecca A., ed., Kids Having Kids: Economic Costs and Social Consequences of Teen Pregnancy (Washington, D.C.: Urban Institute, 1996).
5
Cohen, Mark A., “The Monetary Value of Saving High Risk Youth,” Journal of Quantitative Criminology, Vol. 14, No. 1, 1998; McKinsey & Company, Social Sector Offce,
“The Economic Impact of the Achievement Gap in America’s Schools,” 2009; Maynard, Rebecca A., ed., Kids Having Kids: Economic Costs and Social Consequences
of Teen Pregnancy (Washington, D.C.: Urban Institute, 1996); Department of Justice Web site.
6
U.S. Department of Education, EDFacts.
Part I:
Understanding
the Landscape
11 The School Turnaround Field Guide
Source: U.S. Department of Education, EdFacts.
Exhibit 5: Number of Schools in Need of Improvement, 2004-2009
Source: FSG analysis.
Key Assumptions:
• Schools enter school-improvement status at a slightly declining rate, re?ecting the 2005-2006 to 2008-2009 CAGR of -2 percent.
• An estimated 37 percent of schools progress from improvement to corrective action every year, re?ecting the average rate from 2005 to 2009.
• Fewer and fewer schools exit the restructuring category, re?ecting the 2005 to 2009 trends.
Exhibit 6: Projected Number of Schools in need of Improvement,
Corrective Action, and Restructuring, 2008-2015
N
u
m
b
e
r
o
f
S
c
h
o
o
l
s
33.9%
12.4%
-4.2%
Compound
Annual
Growth Rate
9,323
9,070
10,676
11,660
12,597
Number of Schools Projected to Need Improvement, Corrective Action, and Restructuring
2008-2015
N
u
m
b
e
r
o
f
S
c
h
o
o
l
s
Compound
Annual Growth
Rate
12,597
13,800
14,700
15,700
16,700
17,800
19,100
16%
0%
-2%
12 © 2010 FSG Social Impact Advisors
Of the 5,017 schools currently in restructuring,
72 percent are concentrated in 11 states or territories:
California, Florida, Illinois, Massachusetts, New
Jersey, New Mexico, New York, Ohio, Pennsylvania,
Puerto Rico, and South Carolina. At least 100 schools
in each of these states, shown in Exhibit 7, have failed
to meet AYP for ?ve or more consecutive years, with
California topping the list with 1,183 schools. Four
other areas, while having lower absolute numbers,
have high densities of failing schools: Hawaii (24
percent), the District of Columbia (22 percent),
New Mexico (20 percent), and Alaska (14 percent).
DEFINING TURNAROUND
The word turnaround is used broadly and means
different things to different people. Confusingly, it is
currently applied to both the discipline of improving
school systems and individual schools, as well as to
a particular approach that the U.S. Department of
Education calls the “turnaround model.” Some observers
question the very applicability of this term to describe
schools that have never been highly performing in the
?rst place.
7
Others are skeptical about the comparison
to turnarounds in the private sector, where low rates of
success are the expected norm.
8
7
FSG interviews.
8
Hess, Frederic, and Thomas Gift, “School Turnarounds: Resisting the Hype, Giving Them Hope,” Education Outlook, February 2009.
Exhibit 7: Number of Schools in Need of Restructuring, 2008-2009
MT — 40
(4.8%)
WY — 2
(0.5%)
ID — 16
(2.1%)
WA — 44
(1.9%)
OR — 7
(0.5%)
NV — 24
(3.9%)
UT — 0
CA — 1,183
(11.8%)
AZ — 49
(2.2%)
ND — 14
(2.6%)
SD — 21
(2.8%)
NE — 1
(0.1%)
CO — 52
(2.9%)
NM — 170
(19.9%)
TX — 56
(0.6%)
OK — 8
(0.4%)
KS — 4
(0.2%)
AR —
90
(8.0%)
LA — 57
(3.8%)
MO — 65
(2.6%)
IA — 2
(0.1%)
MN — 20
(0.7%)
WI — 6
(0.2%)
IL — 358
(8.1%)
IN — 31
(1.5%)
KY — 47
(3.0%)
TN — 20
(1.1%)
MS — 9
(0.8%)
AL — 15
(0.9%)
GA — 60
(2.4%)
FL — 640
(15.2%)
SC — 108
(9.0%)
NC — 87
(3.4%)
VA— 11
(0.5%)
WV — 8
(1.0%)
OH — 145
(3.6%)
MI —
66
(1.6%)
NY — 253
(5.4%)
PA— 134
(4.1%)
MD — 51
(3.5%)
DE — 2 (0.8%)
NJ — 100 (3.8%)
CT — 77 (6.8%)
RI — 10 (3.0%)
MA — 205 (10.9%)
ME — 5
(0.7%)
VT - 7
(2.1%)
NH — 6 (1.2%)
AK — 70
(13.9%)
HI — 69
(24%)
DC — 54
(22.1%)
PUERTO RICO — 438
(27.8%)
1 - 10
11 - 100
> 100
Source: U.S. Department of Education, EDFacts.
13 The School Turnaround Field Guide
Some have even called turnaround a “fallacy,” at
least at the school level.
9
“The history of urban
education tells us emphatically that turnarounds are
not a reliable strategy for improving our very worst
schools,” writes Andy Smarick, a former distinguished
visiting fellow at the Thomas B. Fordham Institute.
10
He suggests that the best way to ensure an effective,
well-functioning school is to start one from scratch.
Justin Cohen, president of the turnaround division
at Mass Insight Education, believes schools can be
turned around with strategies that create clusters of
schools within a district that operate with charterlike
conditions and are managed through lead partners.
Brian Hassel, codirector of Public Impact, argues
that the key to success is to deploy multiple strategies
and intervene quickly if early indicators fail to show
promising signs of success.
Even as the means continue to be debated, the term
“turnaround” has quickly gained traction and is now
used broadly to describe a movement to positively
transform the performance of chronically failing
school systems and schools.
To ensure that we are collectively working to solve the
same problem, FSG tested Mass Insight Education’s
de?nition of turnaround with interviewees:
11
“Turnaround is a dramatic and comprehensive
intervention in a low-performing school that:
a) produces signi?cant gains in achievement
within two years; and b) readies the school
for the longer process of transformation into a
high-performing organization.”
While we heard general support for this de?nition,
interviewees also identi?ed areas where debate
exists about particular components (see Exhibit 8).
Additionally, based on our interviews and research
?ndings, we would add this phrase to the Mass Insight
Education de?nition:
“c) takes place in the context of performance
improvement for the school system as a whole.”
The addition captures the emerging consensus that
turnaround should not be a zero-sum game in
which one school succeeds at the expense of
others. Districts and states must focus continually
on improving all schools. Finally, we would also
recommend expanding this de?nition beyond
individual schools to address the need to turn
around schools at scale.
Exhibit 7: Number of Schools in Need of Restructuring, 2008-2009
9
Smarick, Andy, “The Turnaround Fallacy,” EducationNext, Winter 2010, Vol. 10, No. 1,http://educationnext.org/the-turnaround-fallacy/.
10
Ibid.
11
See appendices for a list of all interviewees.
Exhibit 8: The Definition of Turnaround
Will a focus on quick results
overshadow capacity building
to sustain improvements?
Is turnaround part of an
ongoing performance-
management system at the
district level?
Should building district
and state capacity also be
addressed?
Is the time frame longer? Does
it vary by type of school?
How do you determine
what is significant?
“Turnaround is a dramatic and comprehensive intervention in a low-performing school
that: a) produces significant gains in achievement within two years; and, b) readies the
school for the longer process of transformation into a high-performance organization.”
14 © 2010 FSG Social Impact Advisors
While the debate continues, the current set of
prevailing perspectives can be summarized into the
following set of questions and suggested answers:
• Is turnaround part of an ongoing performance-
management system at the district level? Yes.
Turnaround strategies are at the extreme end of,
but nevertheless a part of, a continuum of school
improvement. Districts need to turn around failing
schools, ensure low-performing schools don’t fall
into turnaround status, and improve the quality of
every school.
• Should building district and state capacity also
be addressed? Yes. Although focused on school-
level interventions, turnarounds must be
supported with increased capacity at the district
and state levels. Otherwise, the underlying
conditions that led to chronically underperforming
schools will continue to result in repeated failures.
• How do you determine what are signi?cant
gains? We are not sure yet. This is an area
currently generating signi?cant debate in the
?eld. There is agreement that the ultimate
indicator of turnaround success is student
academic results. Stakeholders also agree that
measuring both growth rates and absolute results
are important. However, indicators of progress
and the end point at which a school can be
considered to be turned around are still being
broadly discussed. The next section on measuring
success explores this debate more fully.
• Is the time frame longer? Does it vary by school
type? We are not sure yet. Many people argue that
academic improvements should be seen in the ?rst
two years of a turnaround for an elementary
or middle school, and within three years for a
high school. However, the absolute performance
of the school may still take an additional two
to three years to reach district and state standards
(depending on the rigor of the standards). Many
believe that the insistence on a shorter time frame
lies at the heart of differentiating turnaround
from other, slower improvement strategies and is
a key step in maintaining political will and
funding for turnaround efforts.
• Will a focus on quick results overshadow
capacity building to sustain improvements?
Hopefully not, but interviewees cited this as a
danger the ?eld is paying close attention to. Most
stakeholders believed that quick results are needed
to ensure the long-term sustainability of funding,
political will, and community support.
15 The School Turnaround Field Guide
Measuring Success
Our interviews unearthed four themes around
measuring school-level success:
• Determining What to Measure. Schools should
track interim progress and ultimate outcomes
related to both school environment (including
school culture, connectivity, and teacher and
leader engagement and effectiveness) and student
performance (including student progress and
student outcomes). Stakeholders emphasize that
a turnaround is only successful if it achieves gains
with the same student population.
Examples of school environment metrics that
demonstrate progress include lower rates of
violence or suspension, increased student and
faculty attendance, lower dropout rates, and
higher retention of effective staff. Examples of
student performance metrics that demonstrate
progress include increases in student performance
on formative assessments, improved standardized
test results, and higher graduation rates.
Interviewees also emphasized that results not only
should be evaluated in absolute terms, but also
should be benchmarked against past performance
and expected performance using value-added
measures. Exhibit 9 summarizes commonly
referenced measures of school improvement.
12
• Identifying How to Measure. A school undergoing
turnaround needs timely access to information
about student performance and turnaround
implementation. “Annual achievement data comes
out too late,” says Eileen Reed, deputy executive
director of the Region XIII Education Service
Center at the Texas Education Agency. “We
need to invest in early-warning systems to get
data along the way to see if students are making
progress. Are they advancing at a fast enough
rate to catch up on their de?cits? Are they on
track to make graduation requirements?”
Timely feedback can be collected through
classroom observation and through tools —
often electronic — that provide interim
assessments of whether students are mastering
course content. Nontraditional methods are
often used in turnarounds to re-engage students
in learning and address long-standing de?cits,
so the ?eld needs new cross-content measures
that go beyond test scores to evaluate such areas
as student work and performance, interactions
between teachers and students, and improvements
in critical thinking. Information about the progress
of implementation can be collected through staff,
parent, and student surveys and measures of
observed behavior.
States and districts, meanwhile, need ef?cient
assessment processes that enable comparisons
and allow them to learn about what works
in turning around schools. This is a challenge,
as interviewees noted that known measures have
variable levels of sophistication and are often
inconsistently collected across schools, districts,
and states.
12
Sources of these measures include scorecards from Chicago Public Schools and the Texas Education Agency, as well as discussions among “Driving Dramatic
School Improvement” conference attendees.
While many states and districts have established criteria to identify schools in need of turnaround,
there is less clarity around how to track progress toward turnaround, knowing when a school has
actually been turned around, and if that success has happened in the context of system improvement.
The feld should identify clear interim and long-term success metrics at the school, district, and state levels.
Without expectations for success at both the school and system levels, resources may be withdrawn before
gains are made or solidifed.
DEFINING SUCCESS FOR SCHOOLS
16 © 2010 FSG Social Impact Advisors
• Setting the Bar. How high to set the standard for
whether a school has been turned around is an
area of ongoing debate. Some people fear that if the
bar is set too high, not enough schools will succeed
and the entire turnaround movement will be viewed
as a failure.
13
Others fear that an insuf?ciently
ambitious de?nition will lead to efforts that are
not aggressive enough to achieve meaningful results.
14
There are a number of options for setting the bar.
For some, making AYP is a good starting point.
However, many actors spoke more ambitiously
about goals for dramatic improvement, such as
a 50 percent improvement in graduation rates or
double-digit gains on state performance tests. As
one of its goals, Mastery Charter Schools aims
for at least 85 percent of graduates to enroll in
13
“Driving Dramatic School Improvement” conference discussion.
14
Ibid.
Exhibit 9: Measures of School Improvement
I. School Environment
School Culture
• Student attendance rates
• Rates of serious misconduct and violence
• Assessments of follow-through on implementation plans by school administration and staff
• Infrastructure improvement (such as dollars invested and response time to maintenance problems)
School Connectivity
• Parent engagement and satisfaction metrics (such as participation in meetings)
• Partnerships (such as funding raised from philanthropy and community satisfaction survey metrics)
Teacher and School Leader Engagement and Effectiveness
• Teacher attendance and retention rates of effective staff
• Rates of participation in collaborative decision making and planning time
• Desire for and implementation of targeted professional development
• Focus on student learning based on content and time on task
• Value-added academic measures based on interim assessments of student progress
• Use of data to improve the quality of teaching
• Amount of principal’s time spent on improving teaching and learning
II. Student Performance
Measures of Student Progress
• Rates of earning credits and grade-level advancement
• Absenteeism and dropout rates
Outcomes for Students
• Rates of students performing at grade level by subject area
• Rates of profciency on state assessments
• Graduation and college-going rates
17 The School Turnaround Field Guide
higher education.
15
Many interviewees went so
far as to say that even large gains were not
enough — a school was not truly turned around
until it had completely closed the achievement
gap when compared with other schools in the
state. Closing the gap used such measures as
exit exams, standardized assessments, ACT/SAT
scores, and graduation rates.
• Timeline to Success. In general, interviewees
believed schools can be turned around in two
to four years, with improvement in the school
environment and culture occurring within
two years and improvements in student
performance starting by the second or third
year. However, this timeline will vary and is
expected to be longer in high schools.
Practitioners urge patience in the ?rst year
or two of turnaround, as some performance
indicators may actually decline once
signi?cant changes are enacted in a school.
“We have seen a school look quantitatively
worse before it improves,” says Don Fraynd,
turnaround of?cer at the Chicago Public
Schools. “We have seen huge spikes in
suspensions while discipline in the building
was being reset. We aren’t going to expect
a jump in test scores in the ?rst year.”
Some signs of progress may also look
counterintuitive. For example, increased
attendance and participation, which in the
long term will improve student performance,
may in the short term lead to a decline
in average test scores, as students with
poor attendance, who are often far behind
their peers academically, begin to regularly
attend school.
Beyond the importance of de?ning, tracking,
and learning from measurable indicators, many
experienced practitioners note that a successful
turnaround can be palpably sensed upon entering
the school. Practitioners note visible changes in
students, who positively interact with their peers,
are more fully engaged in classroom activities, and
express optimism and pride in their conversations
with teachers and other adults in the building.
They describe hallways and lunchrooms that
are peaceful and ordered. They see evidence of a
positive culture and high expectations for students
in posted goals and progress reports, in classroom-
management systems, and in how teachers speak
about their students.
DEFINING SUCCESS FOR
SCHOOL SYSTEMS
We heard broad agreement around the importance
of tracking success at the system level. Still, few
states and districts have established speci?c goals.
Emerging themes include:
• Setting Turnaround-Speci?c Goals for the System.
Districts should set speci?c goals and af?liated
measures of progress and success for students and
schools, as described in the previous section. At
the system level, districts and states need to set
improvement goals for themselves, along with
corresponding milestones and timelines across
their portfolio of schools, and then compare
results across schools and districts.
The Massachusetts Department of Education is
sending a clear message to its districts, for example.
“Our idea about turnaround is that the district has
ultimate responsibility to turn around its schools,”
says Karla Baehr, deputy commissioner for the
Massachusetts Department of Elementary and
Secondary Education. “For us, a district earns
the label of its lowest-performing school — clearly
sending the message that each district is only as
strong as its weakest school.”
• Tracking the Performance of All Schools, Not
Just Turnaround Schools. Districts need to
ensure that while some schools are being turned
around, others do not themselves become
turnaround candidates. Additionally, districts
should be careful that interventions at turnaround
schools, such as teacher replacement, do not
adversely affect other schools in the system.
Interviewees consistently stated that turnaround
schools need to be managed within the context
of overall district performance and that districts
need to track performance across and between
all schools.
• Evaluating the District’s Performance in
Supporting Turnaround Efforts. Districts and
states need to evaluate themselves on their
ability to lay the foundation for turnaround
success with governance, ?nancial, human
resources, and leadership systems that enable
schools to achieve sustained improvement. “Fixing
individual schools is not going to ?x the issue,”
says Cohen of Mass Insight Education. “We need
to measure system performance and conditions.”
15
Mastery Charter Schools, “2008-2009 Mastery Charter School Overview.”
18 © 2010 FSG Social Impact Advisors 18 © 2010 FSG Social Impact Advisors
While not a supporter of turnaround, Smarick
argues that success at the systems level includes
closing low-performing schools and providing
high-performing alternatives to replace them.
16
Exhibit 10 provides an example of measures that
one state department of education has used to
evaluate district turnaround capacity.
• Finding and Sharing Best Practices. It is clear
from stakeholder interviews that practitioners in
the ?eld do not feel they know enough about how
to do turnaround work at scale. To compound
the challenge, turnaround work requires new
behaviors and capabilities.
These two challenges are fueling a strong
imperative for ?nding and sharing effective
practices, as well as comparing results of
different interventions to identify what is and
is not working and why. This should happen
at the local level, at the state level, and across
geographic boundaries.
16
Smarick, Andy, “The Turnaround Fallacy,” EducationNext.
Exhibit 10: Sample Measures of Success at the District Level
Criteria for a District to Exit Turnaround from the Massachusetts Department of
Elementary and Secondary Education
# 1: Improved Student Achievement
Evidence that student achievement has been on the rise for three years for students overall and for
each subgroup of students:
• Increased student achievement as measured by state testing (such as average student growth,
third-grade reading, eight grade mathematics, frst-time 10th-grade profciency rate)
• Higher graduation and higher-education-enrollment rates
# 2: District Systems and Practices That Meet State Standards
Evidence that the district can continue to improve student achievement, because it has well-functioning
and sustainable district systems and practices in the areas of:
• Curriculum and instruction
• Leadership and governance
• Human-resource development
• Financial and operational management
• Student support.
# 3: School Conditions That Support Student Learning
Evidence that the district will continue to improve student achievement, because the conditions for
school effectiveness are in place in schools and classrooms, with particularly strong evidence of:
• Effective leadership
• Effective instruction
• An aligned taught curriculum
Source: Massachusetts DESE District Standards and Indicators,http://www.doe.mass.edu/sda/review/district/
19 The School Turnaround Field Guide
FEDERAL FUNDING
Education-reform efforts are hardly new (see
Exhibit 11). However, the Obama administration’s
unprecedented investment in education reform
through the American Recovery and Reinvestment
Act (ARRA) of 2009 has signi?cantly, if temporarily,
expanded the federal role in education. The sheer
size of the investment, coupled with the magnitude of
the budget de?cits facing states and districts, has put
the federal government in a position to incent policy
change at the state level and to set guidelines for the
turnaround strategies of states and LEAs. Funding that
has an impact on turnaround efforts includes:
• Race to the Top Fund. $4.35 billion in competitive
grants to states, with turnaround being a key
focus. Guidelines for the turnaround section
specify that LEAs must implement at least one
of the four turnaround models outlined below.
LEAs with nine or more turnaround schools
must use multiple models. Of the 41 applications
submitted in the ?rst phase of RTTT, 16
applicants proceeded to the ?nal round: Colorado,
Delaware, the District of Columbia, Florida,
Georgia, Illinois, Kentucky, Louisiana,
Massachusetts, New York, North Carolina,
Ohio, Pennsylvania, Rhode Island, South
Carolina, and Tennessee. Of the 16 ?nalists,
Delaware and Tennessee were the winners of
the ?rst phase of RTTT. The three states with
the highest scores on the turnaround section
of the application were Washington, D.C. (50.0),
Illinois (49.4), and Tennessee (48.0).
17
Thirty-six
states submitted Round 2 applications. Of the
19 states that were selected as second-round
?nalists, 10 were awarded grants, including
the District of Columbia, Florida, Georgia,
Hawaii, Maryland, Massachusetts, New York,
North Carolina, Ohio, and Rhode Island.
• School Improvement Grants. $3.55 billion
allocated to states according to a Title I formula,
with the funds to be granted out competitively
to districts. Guidelines align with RTTT, including
the need to use the four turnaround models. SIG
funds may be awarded to all Title I schools, as
well as schools that are eligible for but do not
receive Title I, Part A funds, if those schools have
not made AYP for at least two years or are in the
state’s lowest-performance quintile. States decide
the amount of SIG funding an individual school
receives, based on district applications, and
funding can range from $50,000 to $2 million.
• Investing in Innovation Fund (i3). $650 million
in competitive grants awarded to nonpro?t-LEA
partnerships to expand innovative and evidence-
based approaches that improve student
achievement, close achievement gaps, and improve
teacher and principal effectiveness — all areas
related to turnaround. Of nearly 1,700 applicants,
49 were chosen as winners – four at the up-to-
$50 million “scale-up” level, 15 at the up-to-
$30 million “validation” level, and 30 at the
up-to-$5 million “development” level. Of the
winners, 13 were primarily focused on turning
around the lowest-performing schools.
All told as a result of ARRA, schools received
approximately $14 billion over their regular
Elementary and Secondary Education Act (ESEA)
appropriation. School-improvement funding received
an additional $5 billion boost in 2009 due to RTTT
and i3 funding. However, ESEA funding in 2010 is
expected to drop to its previous levels.
17
U.S. Department of Education.
Federal Funding and the Four
Turnaround Models
The federal government — with signifcant funding and strong policy direction — is setting the pace
for school turnaround. This section outlines the sources of federal funding for school turnaround
efforts, as well as the four approaches to turnaround that the U.S. Department of Education expects
LEAs to follow as they put RTTT and SIG funds to work.
20 © 2010 FSG Social Impact Advisors
This speaks to the concerns that states and districts
express about the “funding cliff” that will follow the
sudden and signi?cant infusion of federal education
dollars in 2009, as well as the urgent need for this
funding to be invested in developing long-term
capacity rather than being allocated to ongoing
operational costs. An additional concern is that
the federally mandated timing for distributing and
employing SIG and other turnaround-related funding
does not provide states and school districts with
adequate time to develop and implement thoughtful
turnaround plans for high-need schools.
Schools may receive another infusion of funding in
2011 from a potential increase in i3 and SIG funds
and a proposed $1.35 billion extension of RTTT, with
competition extended to include districts.
18
President
Obama is also seeking an additional $900 million for
School Turnaround Grants available for the districts
that are home to the 2,000 schools which produce
more than half of the nation’s dropouts. “We know
that the success of every American will be tied more
closely than ever to the level of education that they
achieve,” Obama said in March 2010 at an America’s
Promise Alliance event.
19
The sizable federal-government investment in
education, as well as the competition for RTTT
(where turnaround accounts for 10 percent of the
RTTT application-scoring rubric), has already driven
state- and district-level policy change across the nation.
Many states, such as California, Colorado, Florida,
Illinois, Indiana, Louisiana, Rhode Island, and Tennessee,
have passed legislation to link teacher evaluation and
student data. Illinois raised its charter cap.
20
Lawmakers in Massachusetts passed a major bill
granting the state education commissioner authority
to intervene in low-performing schools when local
district and union leaders are unable to agree on issues,
such as replacing teachers and lengthening the school
day.
21
Illinois has created 12 “super LEAs” in which
superintendents and union leaders have agreed to work
around existing collective-bargaining agreements to
adopt new evaluation systems and implement more
aggressive reform in low-performing schools.
22
18
McNeil, Michele, “Obama to Seek $1.35 Billion Race to Top Expansion,” Education Week, January 19, 2010,
http://www.edweek.org/ew/articles/2...tml?tkn=ZLWFbhgvmHK9uODtQEYiVGhxmOdOs5npKgH6.
19
“Remarks by the President at the America’s Promise Alliance Education Event,” The White House, Offce of the Press Secretary, March 1, 2010,
http://www.whitehouse.gov/the-press...nt-americas-promise-alliance-education-event.
20
Maxwell, Lesli, “Digging Through States’ Race to Top Bids,” State EdWatch blog, Education Week, January 27, 2010,
http://blogs.edweek.org/edweek/state_edwatch/2010/01/from_my_notebook_colleague_stephen.html; Robelen, Eric W., “‘Race to Top’ Driving Policy Action Across
States,” Education Week, December 23, 2009,http://www.edweek.org/ew/articles/2009/12/23/16states.h29.html?qs=race+to+top; Sawchuk, Stephen, and
Lesli A. Maxwell, “States Vie to Stand Out in Race to Top Proposals,” Education Week, January 27, 2010,
http://www.edweek.org/ew/articles/2...tml?tkn=NMPF6aXGRAGbnWrCck/tVrI0kQ2YiqlVFQf3.
21
Maxwell, Lesli, “Digging Through States’ Race to Top Bids,” State EdWatch blog, Education Week, January 27, 2010,
http://blogs.edweek.org/edweek/state_edwatch/2010/01/from_my_notebook_colleague_stephen.html.
22
Race to the Top Fund, “Applicant Info: States’ Applications, Scores, and Comments for Phase 1,”
http://www2.ed.gov/programs/racetothetop/phase1-applications/index.html.
21 The School Turnaround Field Guide
Source: FSG research and analysis.
Exhibit 11: The Link to Past Reform Efforts
The Obama administration is attempting to both build on the lessons of past education reforms and to
distinguish itself from them. The current reform effort has differentiated itself from previous initiatives through
its use of large pools of funding (RTTT, SIG, i3), a competitive process to allocate education dollars to states
and districts, and more prescriptive guidelines to dictate the reform strategy. At the “Driving Dramatic School
Improvement” conference, Joanne Weiss, former director of RTTT, summarized the current approach:
“[The federal government] is thinking about competition as a force for change — as a way to maximize impact.”
The major previous reform efforts since the infuential 1983 “A Nation at Risk” report are listed below,
along with examples of how they have shaped today’s thinking:
• Effective Schools Research. In the 1980s, a team of researchers led by Ronald Edmonds, director
of the Center of Urban Studies at Harvard University, identifed seven “correlates” that determine a
school’s success: clear mission; high expectations; instructional leadership; frequent monitoring of
student progress; opportunity to learn and student time on task; safe and orderly environment; and
home-school relations. Edmonds’ research helped shape current thinking about what makes schools
effective and provided an early basis for many of the requirements of the current reform initiative.
• School Choice. The school choice program gained momentum in the 1990s and empowered students
and parents with options that in turn raised the standard of education. It introduced a philosophy of
competition to the effort and a belief that students should have compelling options for education.
These ideas have carried through to the development of the four current turnaround models and the
use of charter, private and public contract, and district providers to serve as turnaround operators.
• Charter School Movement. Charter schools are free from the staffng, curriculum, and programmatic
restrictions imposed on most traditional district schools. They are viewed as prime candidates to take
over and turn around failing schools, given the autonomy and fexibility they bring to budget, staffng,
curriculum, and schedule.
• Small Schools. The Small Schools Movement was predicated upon the belief that a personalized
learning environment in small schools can make a signifcant difference in the academic achievement
of high-needs students. When implemented effectively, this personal attention can have positive
results. Operators like Green Dot demonstrated the approach when it broke up Locke High School in
Los Angeles into smaller units as part of its turnaround plan for the school, for example.
• No Child Left Behind (NCLB). The federal government’s NCLB Act of 2001 required all public schools
to administer statewide standardized tests annually to students in certain grades and subjects. NCLB
represented the most sweeping changes to ESEA since its 1965 enactment. In addition to a focus
on stronger accountability, the act increased school choice and local control, and placed an emphasis
on proven teaching methods.
• Comprehensive School Reform (CSR). The federally backed CSR Program began in 1998.
It helps public schools raise student achievement as they implement effective, comprehensive models.
The current reform initiative builds on the CSR Program’s strengths: its philosophy of dramatic and
systemic reform; and its expectation that districts integrate specifc components into their reform
plans to qualify for funding. At the same time, the current effort provides states and districts with
more detailed guidance about turnaround approaches, and signifcantly more funding to support
reform efforts — two areas where critics of the CSR Program have often focused.
22 © 2010 FSG Social Impact Advisors
THE FOUR
TURNAROUND MODELS
The federal government is requiring LEAs to use the
following four turnaround models in order to qualify
for RTTT and SIG funding:
• Turnarounds. Replace the principal and rehire
no more than 50 percent of the school’s staff;
adopt a new governance structure; provide job-
embedded professional development; offer staff
?nancial and career-advancement incentives;
implement a research-based, aligned instructional
program; extend learning and teacher planning
time; create a community-orientation; and provide
operating ?exibility.
Case Example: Highland Elementary School
in Montgomery County, Maryland, replaced its
principal and half its staff, as well as introduced
new instruction methods, data analysis for
student instruction, and staff accountability
for student achievement. As a result of this
intervention, the school performed strongly
enough to receive the 2009 National Blue Ribbon
awarded for placement in the top 10 percent of
state assessments or dramatic improvement in
assessment scores over a ?ve-year period.
23
• Restarts. Transfer control of, or close and reopen,
a school under a school operator that has been
selected through a rigorous review process. A
restart model must enroll, within the grades it
serves, any former student who wishes to attend.
Case Example: Mastery Charter School
Shoemaker Campus in West Philadelphia,
Pennsylvania, was taken over by Mastery Public
Charter Schools in 2006. Mastery’s model includes
a strong focus on individualized instruction,
teacher coaching and professional development,
a culture of high expectations, rigorous academic
standards, and problem-solving and social-
emotional skills. In three years, the school more
than tripled reading scores from 20 percent
pro?cient to 71 percent pro?cient and raised math
scores from 15 percent pro?cient to 88 percent
pro?cient — completely closing the achievement
gap and even outperforming state averages.
24
• Transformations. Replace the principal (no
requirement for staff replacement); provide job-
embedded professional development; implement a
rigorous teacher-evaluation and reward system;
offer ?nancial and career advancement incentives;
implement comprehensive instructional reform;
extend learning- and teacher-planning time; create
a community-orientation; and provide operating
?exibility and sustained support.
Case Example: Benwood Schools in Chattanooga,
Tennessee, introduced merit-pay plans, teacher-
linked data collection, teacher evaluation,
embedded professional development, teacher
coaching on using student data, and leadership
development. As a result, the percentage of third-
graders scoring pro?cient or advanced in reading
jumped from 53 percent in 2003 to 81 percent
in 2007, and the Benwood schools outgained 90
percent of all schools on the state’s value-added test
scores.
25
• School Closures. Close the school and enroll
students in other, higher-achieving schools.
Case Example: In 2007, the Denver Public
School District (DPS) closed eight schools due to
underenrollment and poor student performance,
relocating 2,000 students to three schools within
DPS. The closures generated $3.5 million in
savings, of which $2 million was directed to the
three middle schools where students were relocated.
The 2008-2009 Colorado Student Assessment
Program indicates that the relocated students are
showing increased academic growth in their new
schools, although not to the extent the school
district had hoped.
26
23
FSG research.
24
Ibid.
25
Ibid.
26
Ibid.
23 The School Turnaround Field Guide
Comparing the Models
The federal government introduced these four models so as
to ensure that RTTT and SIG funding is spent on dramatic
rather than incremental reform.
27
However, signi?cant
debate surrounds the models — and around school closure,
in particular, as summarized in Exhibit 12. Concerns have
been raised that the overall framework of options does not
adequately address the operating constraints of rural states
and does not re?ect other important elements of a turnaround
strategy, such as the need for parent and community
involvement.
28
Also, interviewees said the timetable for the
distribution and use of SIG funds is causing states and school
districts to employ less dramatic turnaround approaches.
Many questions also surround the use of the models: How
to implement them, how effective they are in turning around
schools, and how to choose the right model to ?t school and
local conditions. Little research-based evidence exists to
answer any of these questions, representing a signi?cant gap
for the ?eld.
29
When comparing the models, at this time we
can only offer observations based on their speci?cations and
on a limited number of experiences that interviewees shared:
By de?nition, he four models have different requirements for
new principals and teachers:
• Turnarounds and restarts require the replacement
of the principal and many teachers.
• Transformations require replacement of the principal.
• School closures do not necessitate new staff on site.
In addition, the four models also have different
requirements for providers and school operators:
• Restarts depend on outside providers who can
take over the school.
• Transformations and turnarounds rely on
organizations that can provide professional
development tailored to the severity of the
turnaround situation.
• School closures do not depend on outside
providers, but do depend on the availability
of higher-performing schools.
• The four models may differ in start-up and
ongoing operating costs:
• Restarts can be costly, as districts may need to
do capital improvement and perhaps even donate
property, as well as pass on potentially
augmentedper-student funding to the school
operator brought in to run the turnaround
school. The district incurs the cost of planning
for the transfer and may pay the school operator
ongoing management fees. However, the same
operator may have the ability to attract additional
resources to the school from philanthropic or
private funding and may contract with the
district and pay for some district services.
27
U.S. Department of Education.
28
Klein, Alyson, “School Turnaround Models Draw Bipartisan Concern,” Education Week, May 21, 2010.
29
See the appendices for a list of research reports that specifcally address turnaround options.
Exhibit 12: Is School Closure a Turnaround Strategy?
Of the four models, school closure has generated the most signifcant debate. Educators point to its
demoralizing effect on the community and the lack of high-quality alternative schools to which students from
the closed school can be moved. Many opponents of the model even question whether it can be considered
a turnaround strategy, given that it advocates shutting down a school rather than improving its performance.
Proponents of school closure say it is an important turnaround approach at the district or system level. “When
conscientiously applied strategies fail to drastically improve America’s lowest-performing schools, we need to
close them,” writes Smarick. “Done right, not only will this strategy help the students assigned to these failing
schools, it will also have a cascading effect on other policies and practices, ultimately helping to bring about
healthy systems of urban public schools.” Proponents argue that districts must look at their schools as part of
a portfolio, and that closing down some schools may enable the district to improve its overall performance.
When districts close schools, particularly in districts that face declining student enrollment, they are able to
concentrate limited fnancial and staff resources on fewer schools. Proponents recognize that it is always
diffcult for parents and students of the schools targeted for closure, but point out that these schools have
been chronically underperforming for years. Closing the school may be the best thing for students, who may
be moved immediately to a more productive learning environment.
Source: FSG interviews; Smarick, Andy, “The Turnaround Fallacy,” EdNext, Winter 2010.
24 © 2010 FSG Social Impact Advisors
• Turnaround costs are largely the responsibility
of districts, including compensation for new
principals and teachers, costs connected with
the release of current tenured teachers
(which depend on the terms of collective-
bargaining agreements), capital-improvement
costs for site renovation, and other supports
for new staff in the building. In the near term,
SIG funding is expected to cover a large
portion of these costs, which allows districts
to do this work in-house. Over time, districts
that choose this model must realize economies
of scale to lower their costs.
• Transformations require districts to provide
professional development to teachers (paying
for the expert advice and compensating
teachers for time spent on professional
development), as well as to change evaluation
systems and implement instructional reform.
• School closures have the lowest cost in the
long term and may conserve district resources
if consolidation is needed based on enrollment
trends. However, initial costs to release
tenured teachers as part of school closure
could be signi?cant and could linger two
to three years, depending on the speci?c
terms of a district’s collective-bargaining
agreements. Another hidden cost is the
need to guard against theft and ensure that
school resources are liquidated or distributed.
Finally, districts may incur signi?cant
transportation costs if higher-performing
schools are not available in the neighborhood
of the school to be closed.
• The cost to implement each of the models will
vary state to state and even district to district due
to different labor costs, labor contract terms,
agreements with school operators and service
providers, and facilities and renovation costs.
The four models differ, as well, in the need for political
will to overcome resistance to implementation:
• School closures, for many community
stakeholders, signal that the district has
given up on that school’s staff, students,
families, and community, and causes students
to transfer and travel to new schools.
• Restarts involve transferring control of a
school outside of district control, frequently to
a charter operator.
• Turnarounds generate resistance given the
requirement for staff replacement.
• Transformations are less controversial because they
require the least disruption to school operations or staff.
Finally, the models may vary in how quickly and deeply they
affect school culture, and ultimately, student achievement:
• Restarts may have the greatest potential for rapid
impact in terms of culture and academic achievement,
because a third-party school operator brings with it an
entirely new staff, a fresh culture, and in the case of
experienced operators, tested techniques for improving
school and student performance.
• Turnarounds may potentially generate the second-
highest level of impact, due to the large changes in
staff and the ability to reset the culture of the school.
• Transformations are perceived to have lower potential
for impact than other models. They are seen as most
similar to many of the restructuring reforms tried,
unsuccessfully, under NCLB, and many observers do
not view them as a dramatic enough intervention to
achieve signi?cant results.
• School closures’ impact is entirely dependent on
the ability to relocate students to more highly
performing schools.
The models requiring fewer resources are also the ones
perceived to have lower potential for impact.
30
This
relationship is troubling, if the evidence collected in the future
substantiates it, because transformations are the most commonly
implemented strategy among states and districts. Currently,
this choice is being made largely based on resource constraints,
such as the availability of new principals or high-quality school
operators, and on the need to quickly employ SIG funds. In their
RTTT applications, many states — particularly rural states like
Idaho, Iowa, Oregon, and West Virginia — wrote that human
capital challenges limit their ability to pursue turnaround and
restart models. Closure is likely not an option, given the limited
number of schools in rural areas.
In spite of these limitations, some rural states have proposed
to leverage all of the models. Georgia is entering into
partnerships with Teach for America, the New Teachers
Project, and UTeach to build its teacher pipeline speci?cally
to help rural areas adopt the turnaround and restart models.
31
Our interviewees consistently cited a desire to build enough
capacity and to perform enough evaluation so that in the future
they could choose a model for individual schools based on its
potential for impact.
30
FSG interviews.
31
Ibid.
25 The School Turnaround Field Guide
Turnaround Actors
THE SECTOR
The vast majority of states and districts are just beginning
to develop the infrastructure, accountability systems, and
partnerships to launch and implement turnaround strategies.
A handful of school operators and supporting partners
already provide school turnaround services, and new
organizations are now emerging to offer their services, as well.
However, the number and capacity of proven operators and
providers serving the turnaround sector is still inadequate
to meet the demand. For example, our research and
interviews identi?ed fewer than 15 turnaround-focused
school operators managing multiple schools, none of which
were managing more than 10 schools.
32
Finally, the recent
entry of many new organizations with varying degrees
of turnaround experience is making it more complicated
for states and districts to assess and identify high-quality
partners and providers.
Given limited internal and external capacity, states and
districts are targeting only a small subset of schools for
turnaround. Based on our interviews, FSG found that states
and districts are currently selecting few schools in need
of turnaround for active interventions. At Chicago Public
Schools, just 13 of the district’s 241 schools in restructuring
have been selected for turnaround, and in South Carolina,
only four of the state’s 108 schools in restructuring have
been selected for turnaround in the 2009-2010 school year.
33
THE ACTORS
In addition to funding and catalyzing policy change, the
federal government has recently indicated that it may play
a role in vetting the quality of the many new entrants to
the school turnaround space. Other key players shaping
the turnaround sector include states and districts, unions,
school operators, supporting partners, research and ?eld-
building organizations, and philanthropic funders.
The sections that follow provide a high-level summary
of activities under way among these groups. As you read
through the examples, please keep in mind that the ?eld is
rapidly evolving and the effectiveness of highlighted and
emerging efforts will need to be assessed over time.
States and Districts
Across the country, state and district education leaders are
playing central roles in school turnaround. Increases in
funding are fueling greater momentum among established
efforts in cities like Baltimore, Chicago, New York City,
and Washington, D.C., as well as in states like Colorado,
Delaware, Louisiana, and Texas.
In addition, many states and school districts are launching
new efforts and mobilizing in response to federal priorities
and funding. States are developing turnaround strategies,
creating policy (see Exhibit 13), and ?nding new ways to
partner with and build the capacity of districts. Districts are
directly implementing turnaround interventions; addressing
human capital issues; and working with school operators
and school support providers. Notably, states with large
rural populations, such as Mississippi and South Carolina,
are playing more of a “districtlike” role. They are engaging
directly with schools to determine approaches and provide
individualized support, as well as partnering with providers
to develop statewide human capital solutions.
What follows are speci?c examples of actions states and
districts have taken:
• Creating a Supportive Policy and Political Environment
for Turnaround Work. The promise of federal funding
has prompted a number of states to pass new legislation
to create more favorable conditions for turnaround,
which in turn affects district-level policies and
conditions. For example, in Colorado, the Innovation
Schools Act of 2008 strengthens school-based decision
making and offers more autonomy from district and
state education regulations. The act allows schools
to apply for innovation-school or innovation-school-
zone status, which enables them to make their own
decisions on spending, the length of the school day and
year, course content, hiring, and teacher compensation.
“These schools and districts of innovation will have the
potential to instruct students in exciting new ways,”
said Peter Groff, then-president of the Colorado State
Senate, after the legislation passed. “We have the
potential to improve student achievement by offering
32
Secondary research on organizations highlighted by the U.S. Department of Education.
33
2008 Illinois District Report Card, City of Chicago SD 299.
While a number of actors are working in the feld, not enough proven organizations exist to meet
demand. Nor do the existing actors have enough capacity to turn around schools at scale. This section
assesses the landscape of key players shaping the turnaround sector.
26 © 2010 FSG Social Impact Advisors
?exibility in the way education is administered.”
34
While any school may apply for status as an
innovation school or zone, the act was designed to
enable low-performing schools to act swiftly and with
greater autonomy, as well as to attract capable leaders.
Some states and districts are responding to a
growing recognition in the ?eld that turnaround
will not succeed unless accountability structures
and relationships, which have been traditionally
focused on compliance, shift instead to a focus on
building strong partnerships, developing capacity,
and using data to drive improved performance.
For example, the Center for School and District
Accountability of the Massachusetts Department
of Education recently created a new accountability
framework that assesses school effectiveness and
reviews district performance. For districts in
need of intervention, the center collaborates with
districts and the assistance units of state school
boards to develop recovery plans. It also monitors
plan implementation. In addition, the center
plans to train districts to analyze and compare
practices and outcomes according to a common
set of standards. “We want to build the capacity
of districts so that they are leading the work,”
explains Deputy Commissioner Baehr.
• Building the Capacity to Do Turnaround Work.
State and district leaders agree that developing
a human capital pipeline for teachers and
principals is one of the keys to achieving
turnaround success. Developing that talent
pipeline requires a coordinated effort at the state
and district levels. As RAND found in a recent
study about school leadership, “A cohesive
leadership system (CLS), de?ned as well-
coordinated policies and initiatives across state
agencies and between the state and its districts,
appears to be a promising approach to developing
school leaders engaged in improving instruction.”
35
Talent development also requires preparation
for the challenges of a turnaround situation.
Yet few human capital providers — universities
or nonpro?t organizations — are set up to train
the large number of teachers, principals, and
support staff needed to succeed in chronically
low-performing schools. As a result, some
districts and states have integrated professional
development programs into their local turnaround
strategies, while others have partnered with
external human capital providers.
For example, Charlotte-Mecklenburg Schools
launched in 2008-2009 its Strategic Staf?ng
Initiative, which provides a mix of ?nancial and
hiring incentives for principals and their staffs to
build highly effective leadership teams in seven
of the district’s lowest-performing schools. The
principals make a three-year commitment to their
new schools, and receive a 10 percent merit-pay
supplement and bonus if their school shows high
growth by the second year. “Effective leadership
at the school level is essential,” says district
Superintendent Peter Gorman. “We can’t raise
student achievement without strong leadership.”
36
In addition to strengthening human capital within
schools, states and districts are also building
their own, currently limited, capacity to support
turnaround efforts and work directly with schools.
As a speci?c example, Virginia’s Department of
Education requires its districts to develop a plan
for supporting their lowest-performing schools.
The department partners with each district to
monitor implementation of the plan.
To aid this effort, the state has brought in
administrative coaches to work with districts,
and has built a learning community for
turnaround principals to discuss issues and best
practices across districts. “We won’t just work
with the schools — we require the districts to
be a partner,” says Kathleen Smith, director of
Virginia’s Of?ce of School Improvement. “And
I think it’s made all the difference.”
34
Offce of Gov. Bill Ritter of Colorado, “Gov. Ritter Signs Innovation Zones Bill Into Law,” press release, May 28, 2008,
http://www.colorado.gov/cs/Satellite/GovRitter/GOVR/1211966060528.
35
RAND, “Improving School Leadership: The Promise of Cohesive Leadership Systems,” 2009.
36
Charlotte-Mecklenburg Schools, “CMS Names New Leadership at Seven Schools,” press release, February 10, 2009,
http://www.cms.k12.nc.us/news/Pages/CMSnamesnewleadershipatsevenschools.aspx.
27 The School Turnaround Field Guide
Sources: Mass Insight Education; FSG interviews and research; state Web sites; RTTT applications.
Exhibit 13: State Policy Changes to Support School Turnarounds
Over the past year, dramatic changes have taken place in state and local policies related to school
turnaround. The Obama administration’s education priorities and Race to the Top guidelines precipitated
many of these policy changes, which include an expectation that states will create policies that improve
the conditions for school turnaround to take place. The turnaround-related reforms largely fall into two
categories: teacher-tenure and evaluation policies, and implementation policies.
Policies on Teacher Tenure and Evaluation
• Florida’s bill, which did not pass, would have put all teachers on annual contracts. After a
teacher’s ffth year in the district, a further annual contract would only be awarded if the teacher
was ranked within the top-two performance tiers. The legislation would also have required
districts to establish performance-pay plans.
• Colorado’s SB 10-191, which passed, requires tenured teachers earning multiple consecutive
“unsatisfactory” ratings to revert to probationary status, as well as stipulates mutual consent for
teacher placement in schools. It bases more than half of a principal’s evaluation and 50 percent
of a teacher’s evaluation on student-achievement gains.
• Rhode Island passed legislation that allows schools to select their teachers, demands that no
child be taught for two consecutive years by teachers rated ineffective, and requires that teachers
who are rated ineffective two years in a row be released from employment.
• Maryland, Ohio, and Washington passed laws extending the time before a teacher could receive
tenure. Delaware and Tennessee passed laws requiring that student achievement form a
signifcant portion of a teacher’s evaluation.
Policies Governing Implementation
• Colorado’s SB 09-163 (Education Accountability Act) creates a new accountability system
for the state’s schools. Districts will be accredited at different levels, with improvement plans
required and state turnaround assistance offered to districts at the lowest levels. Over time,
new performance measures — such as student and school improvement, dropout rates,
student performance on precollegiate tests, and other measures — will determine a district’s
accreditation, as well as what’s reported to the public. Additionally, Colorado’s SB 08-130
(Innovative Schools Act) allows schools to petition the local school board for increased
autonomy in turnaround schools.
• California’s Open Enrollment and Parent Empowerment Act requires that a turnaround model
be implemented if a school is in corrective action, if it has an API of less than 800, and if at least
50 percent of the parents at the school request the change.
• Illinois established its authority to set up a series of “Partnership Zones,” through which the state
will partner with outside organizations and allow new evaluation systems and staffng autonomy
in failing schools.
• Massachusetts’ SB 2247 increases school-level autonomy in failing schools and doubles the
number of charter schools in its lowest-performing districts.
• Tennessee passed legislation to create an “Achievement School District” akin to the Recovery
School District in Louisiana. Low-performing schools would be removed from their home districts
and placed under the state’s authority.
Additional information on recent state education policies can be found on the Education Commission of
the States Web site at www.ecs.org.
28 © 2010 FSG Social Impact Advisors
Unions
Both unionized and nonunionized states have large
numbers of schools in need of turnaround. The presence
or absence of unions does not in and of itself lead to
the failure of schools. However, unions have been
resistant to many of the changes that are seen as core
to turnaround solutions — changes such as replacing
teachers, extending working hours, linking teacher
compensation to student performance, and creating new
teacher evaluation approaches. Union support for RTTT
applications varied greatly. Some states, like Delaware,
were able to secure broad-based union support, while
other unionized states like Florida had less success.
Despite this, our interviews and research revealed that
unions and districts can and are beginning to ?nd
creative approaches to creating the conditions needed
for turnaround success. For example, in October
2009, teachers in New Haven, Connecticut, rati?ed
a new contract for the district’s lowest-performing
schools. According to the agreement, “Schools deemed
‘turnarounds’ would be reconstituted with new
leadership and staff. Teachers would have to reapply,
and principals would select those to be hired. These
schools would also be freed from most contract
provisions and could be operated by third-party
management organizations, including charter
school operators.”
37
The contract provisions have been criticized for not
tackling tenure and pay-for-performance issues, but
many observers believe that this was a breakthrough
in the dialogue between management and unions. “This
is an incredibly progressive contract,” says Joan Devlin,
senior associate director for the American Federation of
Teachers (AFT). “It addresses teacher voice, and it gives
the district the ?exibility it needs to make [these reforms]
work.”
38
Unions are also beginning to examine other central
issues of high-needs schools, such as teacher evaluation.
The Rhode Island Federation of Teachers and New York
State United Teachers have been awarded an AFT grant
to establish a multidistrict approach for more rigorous
teacher evaluation, in partnership with state education
leaders and local unions. According to the AFT, the
grant will help Rhode Island and New York to “design
an educator-evaluation system based on state teaching
standards, evidence of student learning, and measures of
learning environment conditions.”
39
As seen in the selection of Delaware and Tennessee
as ?rst-round RTTT winners, the U.S. Department
of Education is placing a premium on union and
district buy-in for school turnaround and other reform
approaches. And states, districts, and unions are
responding with an unprecedented level of dialogue.
However, Secretary of Education Arne Duncan’s clear
message to states as they developed their second-
round RTTT applications was that bold reform takes
precedence over district and union consensus. In a recent
Wall Street Journal article, Secretary Duncan said,
“Watered-down proposals with lots of consensus won’t
win, and proposals that drive real reform will win.”
40
School Operators
Outside of the traditional district-managed public
schools, turnaround schools can be run by school
operators, including single-school operators and
school management organizations (SMOs). The latter
group includes for-pro?t and nonpro?t education
management organizations (EMOs) and charter
management organizations (CMOs) that deliver to
a network of schools such management services as
curriculum development, assessment design, professional
development, systems implementation, back-of?ce
services, teacher recruitment, and facility services.
For example, Mastery Charter Schools (Mastery)
currently operates four charter schools in Philadelphia,
three of which are district turnarounds. Mastery’s model
integrates management and educational practices to drive
student achievement. It includes continuous training for
teachers; assessments linked to direct instruction; and
problem-solving, social-emotional, and workplace skills
training for students. Other school operators, such as
AUSL, are not converting schools to charters, but rather
contracting with the district to run turnaround schools
on their behalf. When working with turnaround schools,
operators are typically granted some level of autonomy,
assume responsibility for student results, and are held
accountable through a contract or charter signed with
the district or state agency.
37
Sawchuk, Stephen, “Teacher Contract Called Potential Model for Nation,” Education Week, October 21, 2009,
http://www.edweek.org/ew/articles/2009/10/21/09union.h29.html?r=829946276.
38
Ibid.
39
American Federation of Teachers, AFT Innovation Fund,http://www.aft.org/innovate/ny-ri.htm.
40
King, Neal Jr., and Stephanie Banchero, “Unions, States Clash in Race to Top,” The Wall Street Journal, April 26, 2010.
29 The School Turnaround Field Guide
Supporting Partners
A variety of partner organizations help support school-
reform efforts, and they are evolving to support school
turnaround speci?cally at the school, district, and
state levels. The range of supporting partners currently
working in both school reform and turnaround include:
• Comprehensive School Redesign Specialists.
These organizations work with schools to implement
turnaround strategies. For example, the Institute
for Student Achievement (ISA) partners with
underperforming high schools for a ?ve-year
planning and implementation period, which begins
with the development of a comprehensive school-
design plan and continues with ongoing coaching
and professional development for faculty and
administrators and implementation support. “We
have a wraparound turnaround model,” explains
Gerry House, CEO of ISA. “ISA provides extensive,
customized professional development and on-
the-ground support for districts, principals, and
teachers engaged in school turnaround.”
Similarly, Partners in School Innovation (PSI)
brings together teams of experienced educators to
collaborate with principals and teacher leaders to
improve core instructional programs in high-needs
public schools in the San Francisco Bay Area. PSI
works side by side with turnaround leaders and
teachers on-site and in cross-school networks for
three to ?ve years to drive continuous improvement
adapted to each school’s needs.
These approaches trace their origins back to
the federal Comprehensive School Reform
Demonstration Program. The program identi?ed
the qualities of effective schools and then provided
$50,000 annual grants to Title I schools to
help them align with effective qualities. In the
District of Columbia Public Schools, several
comprehensive school-redesign providers partner
with the district to run turnaround schools, as well
as six other types of whole-school reform models.
Additionally, organizations like Cambridge
Education, B&D Consulting, and SchoolWorks
provide consulting services to districts and school
operators that range from diagnostics to planning
to implementation support.
• Human Capital and Professional Development
Providers. These organizations and programs
work to increase the supply of quality educators in
turnaround schools through recruiting, training,
and supporting turnaround principals and teachers.
Human capital and professional development
organizations working in the turnaround space
include university and district-based programs, as
well as independent nonpro?ts.
For example, the University of Virginia developed
a comprehensive two-year School Turnaround
Specialists Program to provide executive education
and support for leaders in turnaround schools.
The New York City Leadership Academy was
launched as a 501(c)(3) with the explicit purpose
of training leaders to serve the New York City
Department of Education’s low-performing
schools. New Leaders for New Schools (NLNS)
is a national nonpro?t that partners with school
districts in 20 cities to train, place, and support
principals. NLNS requires its partners to provide
high levels of autonomy and ?exibility to its
candidates. What these programs have in common
is their focus on providing not just training, but
also induction support, mentoring, networking
opportunities, and ongoing professional
development to their graduates.
In addition to training candidates, some of these
organizations have also begun to conduct and
publish research to understand what makes their
teachers and leaders successful in turnaround
environments. For example, Teach for America
(TFA) recently published its ?rst book, Teaching
As Leadership: The Highly Effective Teacher’s
Guide to Closing the Achievement Gap, which
presents the organization’s ?ndings on what
distinguishes the TFA teachers who are most
effective at driving dramatic student gains.
The book and its accompanying Web site,
www.teachingasleadership.org, serve as a
how-to guide for new teachers in low-income
communities.
41
NLNS published similar research
on what distinguishes those principals who
achieve “breakthrough gains” in its report
“Principal Effectiveness: A New Principalship to
Drive Student Achievement, Teacher Effectiveness,
and School Turnarounds.”
42
41
Teach for America, “Teaching As Leadership Framework,”http://www.teachforamerica.org/corps/teaching/teaching_leadership_framework.htm.
42
New Leaders for New Schools, “Principal Effectiveness: A New Principalship to Drive Student Achievement, Teacher Effectiveness, and School Turnarounds with Key
Insights from the UEFTM,”http://www.nlns.org/uef.jsp.
30 © 2010 FSG Social Impact Advisors
Many of these organizations have evolved from
focusing on school leader or teacher training
and support to also building the capacity of
districts and states to manage the human capital
pipeline and to ensure that conditions are in
place to support the success of trained educators.
The University of Virginia School Turnaround
Specialists Program has now collaborated in this
way with over 40 school districts across 10 states
and major cities. It most recently partnered at the
state level to work with the Missouri Department
of Education on 29 urban and rural schools across
the state. “Our approach has really evolved over
time,” says Executive Director Leann Buntrock.
“We are now working with not only districts and
schools, but also with states and regional centers.”
Human capital providers focused on professional
development for teachers entering high-needs
schools have also expanded their models. For
example, the New Teacher Project not only offers
programs to train teachers, but also works with
school districts to develop new-teacher recruitment
and hiring strategies for underperforming schools.
• District and School Resource Management
Specialists. District and school resource
management organizations help districts and
schools institute ?nancial and operational policies
and practices to support turnaround. These
organizations offer services that include diagnostic
analyses tailored to district needs, Web-based
tools developed to assess school performance, and
research and training for improved instruction.
For example, Education Resource Strategies
works closely with leaders of urban public-
school systems to rethink the use of district and
school-level resources so as to provide targeted
assistance and increased autonomy to failing
schools. Alvarez and Marsel has worked with
multiple districts across the U.S. since 2003 to
support system-level turnaround through resource
mapping and operations management.
• Integrated Services Providers. Turnaround
schools often have high rates of student violence
and disruptive behavioral issues. Integrated
services providers help schools identify and
address the cultural and mental-health factors that
drive chronically poor performance. Organizations
such as Turnaround (formerly Turnaround USA)
work with school staff to help them understand
child development and to integrate social and
behavioral support directly into the learning
environment. Turnaround’s model is based on
four mechanisms to help students with the highest
needs: partnering with principals to hire social
workers; developing student intervention and
instructional support teams; accessing resources
for extensive case management; and knowledge
and skill building around child development. The
organization works at the individual teacher level,
providing them with training, coaching, and on-
site observation. “Our model looks at the complex
demands in these schools that lead to astoundingly
poor performance,” says Greg Greicius, senior
vice president for education initiatives at
Turnaround. “We address behavioral issues by
addressing student needs — socially, emotionally,
and academically.”
Community-Based Organizations
Community-based organizations can aid turnaround
efforts in a number of important ways. Most
students in turnaround schools are signi?cantly
behind academically. After-school tutoring, summer
academic programs, and mentoring programs can help
accelerate a student’s academic progress. For example,
Boston Public Schools works with Citizen Schools
to implement after-school programs at seven of its
lowest-performing schools. Independent research on
the program suggests that, although participants enter
the program behind their peers on state exam results,
by the end of seventh grade, they outperform their
peers on those same tests.
43
CBOs can also play an important role in working
with the community to build support, or mobilize
pressure, for the district to make dif?cult decisions
like replacing principals and teachers, or even closing
schools. Parent Revolution has built a parent union
in Los Angeles to advocate for dramatic reform. The
group was instrumental in lobbying L.A. Uni?ed
to turn over 250 of the district’s worst-performing
schools to outside operators. America’s Promise has
organized 105 summits across the country to raise
parent and CBO awareness of the local dropout crisis
and to help local partners develop community-action
plans to address the issue. “Engaging the parents and
community deeply is the way to make turnaround
efforts sustainable,” explains Carmita Vaughn, chief
strategy of?cer at America’s Promise.
43
Citizen Schools Web site.
31 The School Turnaround Field Guide
Research and Field-Building
Organizations
These organizations analyze data, extract lessons
and effective practices, and provide tools to support
turnaround work. They also foster partnerships and
dialogue among education decision makers. The
research base to guide the ?eld is limited, given that
many efforts are still in early stages of development.
But some research groups are now turning their
attention to school turnaround. Organizations such as
Mass Insight Education, Public Impact, the Center on
Education Policy, NewSchools Venture Fund, the Aspen
Institute, and the U.S. Department of Education have
been researching and writing about school turnaround.
An appendix lists the turnaround-speci?c reports and
articles we collected as part of our research.
Philanthropic Funders
Private, corporate, and community foundations play a
key role in driving education reform, and turnaround
is no exception. To date, funders have been involved in
the following areas:
• Supporting Research and Knowledge-Sharing.
The Bill & Melinda Gates Foundation was a
lead funder for “The Turnaround Challenge”
report from Mass Insight Education. Similarly, a
collaboration of funders, including The Wallace
Foundation, Carnegie Corporation of New York,
the Stuart Foundation, the Rainwater Charitable
Foundation, and the Bill and Melinda Gates
Foundation, funded this report and the
“Driving Dramatic School Improvement”
conference. Carnegie Corporation of New York
and a number of other funders supported a
recently released study from MDRC about New
York City’s small schools of choice, which have
replaced traditional comprehensive high schools
in historically disadvantaged communities.
44
• Providing Support to Districts and States.
The Bill and Melinda Gates Foundation funded 15
states to employ consulting ?rms to help complete
RTTT applications. Several foundations supported
state applications in their regions, including
the Joyce Foundation in Indiana, the Kauffman
Foundation in Missouri, and the Donnell-Key
Foundation in Colorado.
• Supporting New Turnaround Approaches.
Carnegie Corporation of New York announced
plans in January 2010 to fund Mass Insight
Education’s Partnership Zone Initiative with a $1.5
million, two-year grant that was partially matched
by the Bill and Melinda Gates Foundation. The
funding will support Mass Insight Education and a
group of national collaborators to create scalable
and sustainable strategies for turning around
clusters of the lowest-performing schools in six
states: Colorado, Delaware, Illinois, Louisiana,
Massachusetts, and New York.
• Enhancing the Quality of Teaching and School
Leadership. The Wallace Foundation, the Broad
Foundation, and the Rainwater Charitable
Foundation have all made signi?cant investments
in improving the quality of school leadership,
supporting highly effective training programs, and
working to identify and create systemic conditions
that support school leader success. “As far as we
are aware, there is not a single documented case
of a school successfully turning around its pupil
achievement trajectory in the absence of talented
leadership,” says Ken Leithwood, professor of
educational leadership and policy at the Ontario
Institute for Studies in Education at the University
of Toronto.
45
In line with research ?ndings on
the vital role that quality teaching plays in student
achievement, foundations are making major
investments in improving teacher effectiveness.
The most prominent example is a $335 million
investment announced by the Bill and Melinda
Gates Foundation in 2009 to fund experiments
in tenure, evaluation, compensation, training,
and mentoring.
46
• Funding the Capacity of School Districts and
Human Capital and Technical Assistance
Providers. The Los Angeles Uni?ed School
District received funding for staff positions from
private foundations, including the Wasserman
Foundation, the Walton Family Foundation, the
Hewlett Foundation, and the Ford Foundation,
including one position to oversee the takeover of
low-performing turnaround schools. In Chicago,
Boeing has funded a variety of partners working
on districtwide initiatives, including AUSL, NLNS,
and Renaissance 2010. “We have focused our
giving on a model or idea that will ultimately lead
to a systemic or impactful change,” says Nora
Moreno Cargie, director of global corporate
citizenship at the Boeing Company.
44
MDRC, “Transforming the High School Experience: How New York City’s New Small Schools Are Boosting Student Achievement and Graduation Rates,” June 2010.
45
Leithwood, K., K. Louis, S. Anderson, and K. Wahlstrom, “How Leadership Infuences Student Learning,” Center for Applied Research and Educational Improvement and
Ontario Institute for Studies in Education, September 2004,
http://www.wallacefoundation.org/Kn...s/HowLeadershipInfuencesStudentLearning.aspx.
46
Anderson, Nick, “Gates Foundation Gives $335 Million to Raise Teacher Effectiveness,” The Washington Post, November 20, 2009.
32 © 2010 FSG Social Impact Advisors
Despite the individual grants outlined above, relatively
few foundations have prioritized school turnaround
as a major area of investment or program area. This
may change as federal funding decisions are made and
turnaround work continues to build momentum.
THE LANDSCAPE OF
TURNAROUND ACTORS
Although we have discussed the roles that major
actors play in advancing school-turnaround efforts
separately, these actors are working in close
relationships with each other. Our turnaround
landscape map (see Exhibit 14) depicts this ecosystem
of activity. The map shows the signi?cant actors and
how they relate in terms of their roles and how funds
?ow between them:
• Federal funding is ?owing to states in the
form of RTTT and SIG, as well as to districts
and nonpro?ts in the form of i3 grants and SIG.
The SIG and district funding then ?ows to school
operators. Philanthropic funding is currently
supporting the work of school operators, states,
and districts, as well as an array of support
providers.
• Accountability relationships are re?ected by
the ?ow of data from schools to districts, and
from districts to states. Additionally, district and
state accountability systems analyze that data and
return reports and ?ndings to schools so that they
can understand and improve on their work.
• Conditions at schools are being determined by
school operators, state and district policies, and
the collective-bargaining agreements negotiated
between districts and teachers’ unions.
• Districts and school operators (labeled as school
management organizations on Exhibit 14)
need to build complementary capacity and
accountability systems for turnaround schools.
Districts can either build their own capacity to
do turnaround work or buy that capacity through
partnerships with school operators.
• CBOs and parents can rally to support turnaround
efforts in the school and build public will for
dramatic reform efforts. Districts must work to
engage parents and community groups and raise
their awareness of the opportunity that signi?cant
funding from the federal government presents.
• Philanthropic funders can invest in individual
actors in the ecosystem — states, districts, school
operators, CBOs — who all need to build capacity
for turnaround. Philanthropic funders can also
support the ecosystem as a whole through funding
research and efforts to bring actors together and
share lessons across stakeholders and geographies.
While we have used the map in this section to
highlight relationships between actors, we also
encourage readers to reference the map later in
the report, when we call attention to issues and
capacity gaps.
33 The School Turnaround Field Guide
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Exhibit 14
34 © 2010 FSG Social Impact Advisors
In the second part of this report, we
assess the strategies needed to direct
the trajectory of school turnaround toward
success. Part II covers three major
topics:
• Lessons learned from existing
efforts at schools and systems,
• Issues to be addressed for
turnaround to succeed at scale, and
• Activities that could increase the
likelihood of success
Lessons Learned
from Early Efforts
Although most school turnaround efforts are
at an early stage, FSG spoke with pioneering
practitioners — at the school and system levels
— to identify conditions that drive success
and common lessons learned for effective
turnarounds. There have been pockets of
demonstrated success in turning around
individual schools, with signs of promise that
districts and states are making signifcant
changes in their processes, structures, and
strategies that will support the work of turning
around large numbers of schools. While not a
comprehensive list of all lessons learned from
early efforts, the insights we present are those
that resonated most strongly with stakeholders
across the sector.
SCHOOL-LEVEL
LESSONS LEARNED
Practitioners that have taken on schools in need
of turnaround, even the school operators that
have previously been successful at managing
schools with high-need populations of students,
consistently say that they were unprepared for the
severity of the student need and the school issues
that had to be addressed.
As a result, they have had to make fundamental
changes in their approaches to building school
culture, training and supporting staff, and driving
improved student performance. What follows is
an overview of some of the lessons that school
operators, districts, states, and their partners have
learned for successful turnaround at the school
level. (For a summary, see Exhibit 15.)
Part II:
Shaping the
Future of
Turnaround
35 The School Turnaround Field Guide
Planning
Build in planning time to engage the community,
establish the vision, and create a new school culture.
• Most interviewees, including turnaround
principals and those working in districts and state
central of?ces, agreed that a full “planning year” in
advance of a school’s reopening yields the greatest
likelihood of success, particularly when changing a
large percentage of staff, as in the turnaround and
restart models. NLNS recommends that turnaround
leaders be hired and placed “as early as possible,
preferably at least several months prior to the end
of the school year preceding their formal adoption
of the principalship.”
47
Kenyatta Stansberry-Butler,
principal of Harper High School in Chicago, points
out that the amount of planning time required may
vary “depending on how the turnaround looks.
If the principal is not being replaced, six months
ahead works. But when the entire staff is changing,
including the principal, and you’re working in a high
school situation, you may need a full year.” In the
near term, the timeline for the distribution of SIG
funds may make it dif?cult or impossible to build in
this planning time.
• Successful turnaround principals use this planning
time to build community support, hire staff,
create a vision for change, and align the staff and
leadership team behind that vision, according
to the providers and principals we interviewed.
Interviewees also pointed out that transforming
a school’s culture requires the development of a
coherent and inspirational vision for success
and strong alignment between all adults in the
building to consistently execute, day in and day
out, on the concrete actions needed to instill a
new culture. Frequently cited actions include
modeling behavior, setting high expectations,
and enforcing discipline codes effectively and
positively. “Our biggest success has been based
on our ability to change the culture from day
one,” says Marco Petruzzi, CEO at Green Dot
Public Schools. “Removing an incredibly toxic
culture, and creating a culture of respect, has to
do with professional development for the adults
in the building and consistent discipline.”
47
New Leaders for New Schools, “Principal Effectiveness.”
Exhibit 15: School-Level Lessons Learned
Planning
• Identify school leadership early so as to build in planning time to engage the community,
establish the vision, and create a new school culture.
• Prepare to meet student needs that are severe and pervasive — hire specialized staff, recruit
and train teachers with specifc capabilities, and engage with effective external providers, as
appropriate.
Human Capital
• Provide strong classroom and teamwork skills and additional support to teachers.
• Empower principals and leadership teams with key autonomies over staffng, program, budget,
schedule, and data.
• Ensure principals and school leadership teams have the will, skill, and authority to drive change in
demanding environments.
Maintaining Support and Building Sustainability
• Signal change early and build momentum by delivering and communicating “quick wins.”
• Build capacity for long-term sustainable results.
36 © 2010 FSG Social Impact Advisors
Prepare to meet student needs that are severe
and pervasive.
• While turnaround schools may appear
demographically similar to other schools, years
of chronic failure result in a higher level of student
need. Operators that have taken on turnarounds
expressed surprise about the extent of special-
education needs, the level of violence, the depth
of academic remediation required (particularly
at high schools), and the prevalence of mental-
health issues, even in comparison with other
“high-need” schools they operated. Despite the
fact that Mastery’s turnaround schools had a
similar socioeconomic pro?le as its nonturnaround
schools, the organization had to signi?cantly
revamp its program, staff composition, and staff
training to deliver meaningful results, according
to CEO Scott Gordon.
• School operators note the importance of
providing additional wraparound services and
resources, including guidance counselors, extensive
case management, mental-health services, social
and emotional programming, deeper special-
education services, academic remediation, and
in some cases, increased security. For example,
Greicius at Turnaround points to its four-pronged
model for addressing social, emotional, and
academic needs:
48
m Partnering with principals who agree to hire
a social worker and allocate funds to support
their work,
m Developing systems around a student-
intervention team to identify and deal with
the most disruptive students, an instructional
support team to look at teachers’ knowledge
and classroom skills, and a core team to
examine organizational thinking and identify
problems that may be driven by the school’s
procedures,
m Providing access to resources, including
extensive case management and partnering
with universities to bring in social-work
interns and develop a “small mental health
clinic,” and
m Facilitating knowledge and skill building,
with intensive training in child development
for teachers, social workers, support staff,
and school leaders.
Human Capital
Provide strong classroom and teamwork skills
and additional support to teachers and leaders.
• Interviewees agreed that the quality of the adults
in the building, particularly teachers and the
principal, is one of the most signi?cant drivers of
success in a turnaround situation.
• Teachers in turnaround schools must be able to
meet students’ acute behavioral and academic
needs through effective classroom discipline and
consistent classroom management, and through
remediation approaches targeted at students who
are often signi?cantly below grade level.
• Teachers play an active role in creating a
new school culture in concert with the principal.
Turnaround teachers often work longer hours,
take on additional responsibilities as part of
leadership teams, and work in teams to case
manage the highest-need students. School leaders
must create and sustain professional learning
communities for teachers that allow for mutually
supportive, cross-content area dialogue.
For example, teachers should be provided with
support to ensure classroom consistency in
discipline and lessons and to draw connections
in skills across content areas. Particularly in
the turnaround and transformation models,
professional development for teachers must be
aimed at breaking established routines and norms,
changing entrenched expectations, providing
new instructional approaches, and creating and
enforcing a school culture of high expectations
for all students.
• Interviewees also pointed to the importance for
teachers to have more time with students through
in-school extended-learning-time programs, as
well as after-school and summer programs.
49
48
FSG interviews.
49
Interview with Jeff Riley, the academic superintendent for middle and K-8 schools in Boston.
37 The School Turnaround Field Guide
Empower with key autonomies over staffng,
program, budget,schedule, and data.
• According to recent studies by William Ouchi, the
performance of schools improves measurably when
principals are given autonomy over their schools.
Ouchi studied 442 schools in eight urban districts,
?nding a direct correlation between “how much
control a principal has over his or her budget
and how much that school’s student performance
rises.” According to Ouchi, “School organization
reform alone produces a more potent improvement
in student performance than any other single
factor.”
50
• In line with the study from William Ouchi cited
above, Superintendent Pastorek says: “We believe
that the fundamental underpinning [of turnaround]
is to give the principal responsibility.” In addition
to control over the site-based budget, critical
autonomies pointed out by turnaround operators
and principals also include ?exibility over:
m Staf?ng, including the ability to hire and ?re
staff, evaluate and observe teachers, and select
leadership team members,
m Program, including curriculum and instruction
as well as school support services used, to meet
academic, social, and emotional needs,
m Schedule, including how time is used
throughout the day, as well as the ability
to increase learning and planning time by
expanding the school day or year, and
m Data, including the ability to collect, analyze,
and act on real-time student-performance data.
Ensure that leaders have the will, skill, and authority
to drive change.
• Many of the characteristics and behaviors necessary
in turnaround schools are not very different from
those of any good leader. For example, interviewees
mentioned the importance of stakeholder management
and relationship building, communication, and
instructional leadership. “Whatever intervention
they pick, they work it,” says Ann Duffy, policy
director of the Georgia Leadership Institute for School
Improvement, about successful turnaround leaders.
“They are relentless, and they don’t let success
deviate them from their path. They just layer on
the next thing.”
• Interviewees also highlightened that effective
turnaround leaders must be ruthlessly consistent; willing
to make dif?cult decisions around personnel and resource
allocation; and able to maintain urgency, resolve crises,
and hire and manage a new staff. Public Impact for
the Chicago Public Education Fund de?nes four key
competency clusters that turnaround school leaders must
exhibit to be successful, which include: driving for results,
in?uencing for results, problem solving, and showing the
con?dence to lead.
51
• Successful turnaround leaders are not “lone rangers”
— they develop and rely on leadership teams, distribute
responsibility among staff, and partner with the district
and the community. “The most important thing for a
school to have is adults on the same page,” says Josh
Edelman of the District of Columbia Public Schools.
“The turnaround principal, regardless of the model, has
to see the importance of developing adult capacity. There
are necessary competencies of developing relationships,
using data, coaching people, and knowing how to hire
the right people.”
• The set of skills necessary for turnaround leaders
may be even more pronounced at the high school level,
according to Kathleen Smith of the Virginia Department
of Education: “We’ve had one high school in turnaround
that made it out last year, and it was hugely due to the
culture in the building. In a high school setting, you
need a larger critical mass of teachers who can move the
initiative forward. You need the right leader to pull the
faculty together. Fundamentally, it’s school leadership
that will make the difference at the high school level —
someone who can lead people who are stuck in what they
do to some place far more challenging.”
Maintaining Support and
Building Sustainability
Signal change early and build momentum by
delivering and communicating “quick wins.”
• The 2008 practice guide on turning around
chronically low-performing schools from the U.S.
Department of Education’s Institute of Education
Science (IES) highlights the need to “provide visible
improvements early in the turnaround process” to “
rally staff around the effort and overcome resistance and
inertia.”
52
Quick wins in nonacademic areas signal to
students and the community that a dramatic change
is under way. In the words of a successful turnaround
principal, “It shows that things are different here.”
50
Ouchi, William, The Secret of TSL, The Revolutionary Discovery That Raises School Performance (New York: Simon & Schuster, 2009).
51
Public Impact for the Chicago Public Education Fund, “Leaders for School Turnaround: Competencies for Success,” June 2008.
52
Herman, Rebecca, Priscilla Dawson, Thomas Dee, Jay Greene, Rebecca Maynard, Sam Redding, and Marlene Darwin, “Turning Around Chronically Low-Performing
Schools: A Practice Guide,” National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education, 2008.
38 © 2010 FSG Social Impact Advisors
• Replacing a school’s leader and some staff, as in
the turnaround and restart models, is a powerful
way to signal a dramatic shift in culture to
stakeholders inside and outside of a school, and
the moves can serve as a catalyst for other changes
in the school.
• Quick wins might include improving the physical
condition of the building, reducing disruptive
student behavior, establishing a new disciplinary
plan, improving student and faculty attendance, or
establishing common team processes or planning
time among teachers. These wins often come
before improvements in student achievement, and
they can serve as leading indicators of success.
• Quick wins are also important in order to build
community support for turnaround efforts.
Successful turnaround principals and operators
highlight nonacademic measures of school culture,
such as rising student attendance, falling numbers
of suspensions or expulsions, and upward
movement on student and parent perception
surveys as leading indicators that the turnaround
is gaining commitment and support from parents
and the broader community.
Build capacity for long-term sustainable results.
• Proponents of turnaround at the district and state
levels also encourage school leaders to systematize
and build upon the culture, assessments,
instructional approaches, and programs that
allow schools to dramatically improve student
performance. These efforts ensure that schools
continue to improve and do not lapse back into
failure. The IES practice guide backs this up,
arguing that a “short-term focus on quick wins
can establish a climate for long-term change,”
but cautions that short-term gains must also be
maintained, or else turnarounds risk becoming
“yet another example of the transience of school
reform and fodder for those who resist change.”
• School leaders can build on short-term momentum
and urgency around a school turnaround effort by
simultaneously establishing effective processes and
systems for the long term. For example, a school
leader might establish regular teacher meetings
to allow for continued collaboration; build out
parent and community groups to sustain ongoing
support; strengthen relationships with the district
and state to more effectively access services;
train staff in better use of data to drive improved
instruction; and for independent school operators,
develop a strong board to guide the school’s work.
SYSTEM-LEVEL
LESSONS LEARNED
Successful school-level turnaround efforts must be
sustained and supported with corresponding changes
at the system level. “Turnaround efforts won’t succeed
if they are only school focused and are notcomplemented
by systems change,” says Bob Hughes, president of
New Visions. “No bad school is an island; it exists in
a system.”
A school’s ability to sustain a turnaround effort,
executing upon some of the lessons learned and the
promising practices mentioned earlier, depends on
processes, supports, and structures to enable sets of schools
to turn around successfully. Interviews with districts, states,
and school operators highlighted the following lessons
learned (as summarized in Exhibit 16).
Exhibit 16: System-Level Lessons Learned
Planning
• Articulate a powerful vision for
turnaround and make tough decisions.
• View turnaround as a portfolio of
approaches, with closure as a
viable option.
Creating Conditions and Building
System Capacity
• Create the necessary school-based
conditions for success, partnering with
labor unions as relevant.
• Develop turnaround-specifc capabilities
and capacity.
• Build accountability and data systems
to track progress and inform decisions.
• Build systems and structures that allow
for sharing lessons across schools.
39 The School Turnaround Field Guide
Planning
Articulate a powerful vision for turnaround and
make tough decisions.
• Promising systemic approaches to turnaround
are rooted in a commitment to a powerful
vision of student and school success. Without
such a vision, district and state leaders believe
that reform efforts will be fragmented and will
not engender the political will to make needed,
but dif?cult changes. Kathy Augustine, deputy
superintendent of Atlanta Public Schools,
describes an example: “When [Superintendent]
Hall came in 1999, she set a tone early on that
she was a superintendent focusing on teaching
and learning, and that is our core business. She
put it right out there and tied it to the targets,
making the accountability piece really clear.”
• Further, stakeholders pointed out the necessity of
making politically dif?cult decisions, such as
closing failing schools, replacing principals, or
negotiating with teachers’ unions for needed
autonomies. “A critical challenge is the political
courage on the local level to really do something
different in these schools,” says Ann Whalen
at the U.S. Department of Education. “The
tendency is to do triage instead of whole-school
and system change.” A district or state willing
to make and stand behind politically dif?cult
decisions allows school leaders and operators on
the ground to promote bold changes.
• When making dif?cult decisions, it is helpful
to have support from businesses, philanthropy,
government of?cials, parents, and community-
based organizations. Without communitywide
support, school leaders and operators cautioned
that even promising reform efforts can be put at
risk. For example, the IES practice guide points
to a large urban high school that had recently
begun the turnaround process, but after “a
year in which initial progress had been made,
the district decided to close the school.”
53
By
embarking on a public campaign and generating
broad support, the principal was able to “buy
more time” and persuaded the district to keep
the school open — ultimately leading to gains in
student achievement.
View turnaround as a portfolio of approaches,
with closure as a viable option.
• For many states and districts, the enormity and
urgency of the challenge necessitates a willingness
to consider all four turnaround models. “We need
to be ruthless in our effort to save kids, and look at
every option available to us,” says Paul Pastorek,
state superintendent of Louisiana. In the short term,
however, districts and state interviewees choose
turnaround models based on resource constraints, such
as the availability of human capital and operators. Yet
forward-thinking districts and states are also planning
to track performance and build capacity to use models
in the long term based on the needs of schools and the
ef?cacy of the models.
• Districts and states should view school closure
as a viable option at the system level, particularly
when districts invest in creating new, high-performing
schools. In large urban districts with issues of
underutilization, closing schools and reassigning
students can effectively allow districts to reallocate
per-pupil dollars, offering the opportunity to “right
size” the system.
Recent research from Chicago’s Consortium of School
Research, which studied 18 Chicago public elementary
schools closed between 2001 and 2006 due to
chronically poor academic performance or enrollment
signi?cantly below capacity, found that the “success
of a school-closing policy hinges on the quality of the
receiving schools that accept the displaced students.”
54
Students who were re-enrolled in the strongest
“receiving schools” (with test scores in the top quartile
of all system schools) experienced signi?cant gains in
math and reading achievement. However, displaced
students who were re-enrolled in the weakest receiving
schools (with test scores in the bottom quartile of all
system schools) experienced an achievement loss of
more than a month in reading and half a month in
math, one year after school closings.
Where high-performing options do not exist, states
and districts can play a role in creating new high-
quality options for students, including charter schools.
Furthermore, school closures can be highly political
and controversial, inciting anger and disappointment
at the community level. State education departments
can support districts through strategies that engage
communities, provide “political cover,” and deliver
timely and accessible data about the chronic
underperformance of schools.
53
Ibid.
54
De La Torre, Marisa, and Julia Gwynne. “When Schools Close: Effects on Displaced Students in Chicago Public Schools,” Consortium on Chicago School Research,
October 2009.
Exhibit 16: System-Level Lessons Learned
40 © 2010 FSG Social Impact Advisors
• Viewing the system as a portfolio of schools
enables decision making about the effective
allocation and deployment of resources. In
Montgomery County, Maryland, Superintendent
Jerry Weast recognized that a “majority of
low-income and minority students had been
clustered in about half the district’s schools,
which signi?cantly underperformed the other
half.” By shifting resources from low-need to
high-need schools, Weast and his team enabled
those schools to increase time on task, hire better-
trained teachers, offer early-childhood education,
and reduce class size.
55
Creating Conditions and Building
System Capacity
Create the necessary school conditions for
success, partnering with labor unions as relevant.
• In line with the school-level lessons learned,
school leaders must have site-based autonomy
over staf?ng, program, budget, schedule,
and data.
• Mass Insight Education’s report “The
Turnaround Challenge” underscores the key
levers for autonomy.
56
The six states partnering
with Mass Insight Education in its Partnership
Zone Initiative — Colorado, Delaware, Illinois,
Louisiana, Massachusetts, and New York —
are required to provide lead partners with the
authority to select principals in their schools,
the power to supervise every program or provider
that brings in support services, accountability for
student outcomes in their cluster of schools, and
a staff member on-site at each of the schools.
• But greater autonomy requires people in place
who can use that autonomy successfully. That
said, districts and state interviewees believed
a major challenge for turnaround is attracting,
developing, and retaining the necessary talent.
Central to effective human capital strategies
is the ability to directly put in place policies
or partner with labor unions and negotiate
agreements that affect staff hiring and turnover,
performance pay, teacher evaluation, distribution
of teachers, work rules, and charter policies.
• State education departments can promote
conversations between districts and unions,
as in Massachusetts, where the state education
department has taken on an active role in
convening unions and districts and facilitating
the negotiation process. In Rhode Island, the
state education department has taken a different
approach, working with the Rhode Island
Federation of Teachers to develop a joint-venture
model for site-based management, where labor
gets a “seat at the table” in return for giving up
the existing contract and negotiating a school-
speci?c contract.
The Rhode Island education department, too,
has exercised signi?cant authority under state
law over such labor issues as seniority and
assignment. “When we’ve reached what feels
like an impasse with improvement and we think
human capital is the issue, we haven’t hesitated
to order districts to make that change,” says
David Abbott, deputy commissioner at the
Rhode Island Department of Education.
• Other districts have proactively negotiated with
local labor, as in New Haven, Connecticut, where
teachers rati?ed a new contract aimed at the district’s
lowest-performing schools, as described above.
• In many cases, however, changes to state laws
and regulations have been needed to allow
districts and unions to draft new policies around
labor. For example, Superintendent Pastorek says
Hurricane Katrina allowed for a new model and
approach to labor issues in New Orleans with the
creation of the Recovery School District.
Develop turnaround-specifc capabilities
and capacity.
• A number of states and districts have begun to
dedicate resources and create speci?c units to
oversee turnaround work. This practice was
raised as a key success factor by states, districts,
and turnaround operators and providers alike.
Interviewees also cited the importance of states
and districts taking advantage of current funding
around school turnaround to put long-term
systems and capabilities in place that sustain
their initial turnaround efforts.
55
Childress, Stacey, “Moving Beyond the Conventional Wisdom of Whole-District Reform,” EdWeek, September 14, 2009.
56
Mass Insight Education and Research Institute, “The Turnaround Challenge,” 2007.
41 The School Turnaround Field Guide
• Interviewees also wanted to see states and
districts develop robust human capital pipelines
to support turnaround efforts. In particular,
they wanted to see aligned programs that are
speci?cally designed to recruit, train, certify, and
support teachers and principals for turnaround
schools. This is particularly relevant for building
system capacity to employ the turnaround model
or in rural schools that may have dif?culty
attracting turnaround-ready educators. States and
districts themselves expressed the need to build
their own human capital capacity — bringing in
new staff with relevant turnaround expertise and
enhancing the turnaround knowledge of their
current staff.
• In order to effectively support school leaders and
operators, stakeholders believed central of?ces
need to increase the operational supports they
provide to turnaround schools. Chris Coxon,
chief program of?cer of initiatives at the Texas
High School Project, says that “a critical factor
for turnaround situations is the ability of districts
and states to ‘clear the deck’ for school leaders.”
Anything that takes principals away from their
focus of teaching, learning, and community
engagement — meetings at the state level, dealing
with facilities issues like a broken window,
problems with food services — should be handled
speedily by district or state central-of?ce staff.
For example, work is under way in Washington,
D.C., to build the district’s capacity to take on
noninstructional issues quickly and ef?ciently,
while in Virginia, the state turnaround of?ce
responds to all principal outreach within
24 hours.
• Given the increasing number of new organizations
entering the school turnaround ?eld, principals
and school operators we interviewed frequently
expressed their desire for districts and states to
vet the quality of turnaround providers.
• Districts or school operators should commit
to strategically reallocate resources and empower
school leaders. In New York City, for example,
when resource-mapping exercises revealed that
only half of the budget was being spent in the
schools, a decision was made to decentralize
funding and devolve as much decision making as
possible to schools. “Aligning resources to key
infrastructure and decision points along the way is
necessary,” says Sajan George, managing director
at Alvarez and Marsal. “Rather than overlaying a
new turnaround initiative on top of what exists,
you need to fundamentally change how you do
business as a district.”
Build accountability and data systems to track
progress and inform decisions.
• Interviewees believed that districts, states, and
school operators should invest in data systems
that provide longitudinal as well as formative
real-time data linking student performance with
targeted turnaround interventions. According to
the Data Quality Campaign, 44 states now collect
data that can identify the schools producing the
strongest academic growth for students, up from
21 states in 2005.
57
For example, Chicago has
made a major investment in an online school- and
student-level data system that allows for more
frequent assessments and rapid turnaround of
results to inform decision making. “You need
to have systems built to be able to know what’s
happening, or else how can you effect change?”
asks Alan Anderson, acting deputy CEO for
human capital at Chicago Public Schools.
• Data systems should also be used to track school
performance across the district, assessing where
progress is being made in turnaround schools,
guiding earlier intervention in other schools so
that they do not need turnaround, and ensuring
that interventions in turnaround schools are not
having adverse impacts on other district schools.
Providing central-of?ce staff with real-time,
formative data on school and teacher performance
allows for greater accountability, as well as
enables more effective decision making around
issues like resource allocation and human
capital management.
57
Data Quality Campaign Web site.
42 © 2010 FSG Social Impact Advisors
• Interviewees stressed that accountability systems
need to be structured between states and districts,
between districts and school operators, between
districts/school operators and schools, and
between all of the above and local communities.
The systems should ensure that clear performance
and reporting goals are set and communicated so
that accurate and timely progress and outcome
data can be shared, learned from, and acted upon.
Within good systems, accountability enables
autonomy, and relationships are based on mutual
goals and support instead of on compliance and
consequences.
Build systems and structures that allow for sharing
lessons across schools.
• According to Mass Insight Education, a bene?t of
its cluster-based approach is to facilitate
knowledge and resource sharing. The development
of clusters, organized around identi?ed needs
(such as school type, student characteristics,
feeder patterns, or regions), also has the potential
to provide specialized supports, deliver common
services, develop stronger purchasing power
among schools, and create opportunities for
shared learning and support across schools.
Clustered networks have been introduced in
a number of urban school districts, including
Miami-Dade’s Improvement Zone and Chicago’s
Renaissance 2010 schools. Clusters are also being
formed at the state level, where Mass Insight
Education’s Partnership Zone Initiative is working
with six partner states to ensure they receive
advice and support from national education
organizations in human capital, policy, and
nonacademic supports.
• Cohort-based knowledge sharing can also
happen through district or state efforts to create
communities of practice or working groups
of principals.
58
58
Maxwell, Leslie A., “Six States Sign on to School Turnaround Project,” EdWeek, February 2, 2010.
43 The School Turnaround Field Guide
Key Gaps
Given the early stages of turnaround work, it is not surprising that our research and interviews unearthed
signifcant gaps that must be flled to ensure that school turnarounds can succeed at scale (see Exhibit 17).
GAPS IN CAPACITY
There are not enough high-quality experts or
organizations engaging in school turnaround work
to reach the necessary scale. Existing organizations
are still building their own capacity and expertise,
and district and state of?ces lack the people, tools,
and infrastructure to assess providers and support
turnaround work. The gaps in capacity break down
into four categories:
• Human Capital Capacity. Education leaders point
to human capital at the school and system levels
as a signi?cant concern. At the school level, there
is an insuf?cient supply of high-quality teachers
and leaders who are prepared to take on the
uniquely challenging environments of turnaround
situations. This problem is particularly acute given
that several of the turnaround models require new
leaders and teachers. Many of the organizations
who recruit, train, and support new principals and
teachers are not focused on school turnaround or
are still building their own capacity to identify and
prepare turnaround-ready educators. Although
institutes of higher education have the potential to
provide greater scale in preparing enough teachers
and leaders to go into targeted schools, signi?cant
concerns exist about whether their current
programs can prepare turnaround leaders and
58
Maxwell, Leslie A., “Six States Sign on to School Turnaround Project,” EdWeek, February 2, 2010.
teachers. School operators, districts, states, and
other turnaround providers are also struggling
with ?nding and training the right people to
lead and staff their own turnaround initiatives
and of?ces.
• District and State Capacity. Many states and
districts still have no speci?c department
or staff focused on school turnarounds.
Additionally, they lack turnaround-speci?c
funding streams; structures like data and
accountability systems or rubrics to vet
partners; knowledge of best practices; and
capabilities like engaging unions, partnering
with business and philanthropy, or analyzing
real-time data. Finally, states and districts
have often fallen into relationships based on
compliance, and they now need to build their
capacity to work more effectively as turnaround
collaborators. “We at the state departments
of education need to build our capacity,” says
John King at the New York State Department
of Education. “Federal policy is now asking
states to go from a compliance focus to a
support focus, which is a big transformation
in and of itself.”
Exhibit 17: Key Gaps
Capacity: There are not enough proven turnaround experts or organizations, and existing organizations
are still building capacity and infrastructure. Additionally, there is little capacity to assess the quality of the
large number of new entrants to the school turnaround feld.
Funding: There may be a lack of ongoing operational funding to sustain efforts. Additionally, the
requirements for the distribution of federal funds are putting pressure on states and school districts to act
without adequate planning time.
Public and Political Will: Key actors fnd it challenging to make the diffcult decisions required for
dramatic school turnaround.
Conditions: Policies and conditions in districts and states are frequently at odds with what is necessary
for success in turnaround.
Research and Knowledge Sharing: There is not enough research or evidence to identify, share, and
scale effective turnaround interventions.
High Schools and Rural Schools: While improving the performance of any school is diffcult, it is particularly
challenging to implement and succeed in school turnaround at high schools and at schools in rural areas.
44 © 2010 FSG Social Impact Advisors
• Operator Capacity. Few turnaround-focused
operators exist to serve the market, and most of
those that do are still too early in their work to
have proven results. “I’m not sure we have the
experienced, proven vendors that could do this job
in a suf?ciently critical mass to cover the whole
United States with lead partners,” says Smith at
the Virginia Department of Education. The U.S.
Department of Education has urged CMOs to take
on turnarounds, but for the most part, charter
management organizations and charter operators
have not taken up the challenge en masse. This may
be due to the fact that many charter organizations
are still struggling to reach scale and quality within
their existing models or that their models differ
in important ways from those needed to succeed
in turnarounds.
Provider Capacity. As with operators, there are
not enough proven turnaround-focused providers
to serve the number of schools and districts in
need of turnaround. It may also be a challenge to
convince high-quality human capital and other
service providers to enter this space, because the
work is dif?cult and because turnaround schools
represent only a small sliver of the market that these
organizations can attempt to serve. “The turnaround
market may not be big enough right now to be worth
spending time on it,” says Larry Berger of Wireless
Generation. “Why wouldn’t I rather sell to Buffalo,
New York, than to all the turnaround schools? They
can guarantee demand in a way that the turnaround
space can’t.” This challenge is particularly acute in
rural areas, where providers or operators are unlikely
to be motivated by the possibility of reaching scale.
However, in some areas, the lure of federal funding
is leading to a large number of new entrants into
the school turnaround space. In the long term, this
will be good for the ?eld’s capacity; but, in the short
term, many of these organizations have little direct
turnaround experience and need to build their own
expertise and capacity.
GAPS IN FUNDING
State and district leaders expressed concerns that RTTT
and other federal funding is short term and will not be
available to sustain the work unless turnaround is more
formally built into the reauthorization of the Elementary
and Secondary Education Act. On the positive side,
there is the potential for additional funding in the near
future. In January 2010, President Obama requested
an additional $1.35 billion from Congress to serve as
a Round III of Race to the Top, with pools of money
potentially to be made available to districts as well as
states. The proposal for 2011 funding also speci?cally
calls for $900 million in a reauthorized School
Turnaround Grants program.
There is also great potential for existing federal revenue
streams, such as Title I, Title II, and IDEA, to be
used to greater effectiveness in the lowest-performing
schools. Beyond the federal level though, states are
facing increasingly stretched budgets, and most states
have no speci?c operational funding streams allocated
to support school turnaround. While many states,
districts, operators, service providers, and researchers
are looking to philanthropic sources to ?ll in gaps,
signi?cant concerns remain about the ability to create
or access sustainable long-term operational funding.
59
GAPS IN PUBLIC AND
POLITICAL WILL
State and district departments of education, as well as
school boards, mayors, and other governing bodies,
must be willing to make the dif?cult decisions required
for school turnaround, such as closing failing schools
and negotiating with teachers’ unions to gain more
?exibility over teacher contracts. “We need to use
every ounce of our energy and every bit of political
capital to [make turnaround happen],” says Andres
Alonso, CEO of Baltimore City Public Schools. “It’s
about building the political urgency and the sense that
whoever gets in the way is working against kids.”
60
There is also a need for greater community
engagement, particularly from parents and
community-based organizations, to ensure a
continuous demand for and commitment to dramatic
school improvement. A few districts and states
are beginning to take on some of this community
engagement and empowerment work. The Baltimore
City Public Schools system has taken an active role
in engaging community organizers and assigning
them to schools in an effort to partner grassroots
organizations with the school system. In San Jose,
California, the community launched San Jose 2020, an
effort to bring together the county of?ce of education,
the city of San Jose, educators, business leaders, and
community organizers, with the goal of eliminating
the achievement gap in San Jose by the year 2020.
59
U.S. Department of Education.
60
“Driving Dramatic School Improvement” conference.
45 The School Turnaround Field Guide
In order to effectively mobilize communities to
demand high-quality education for their children,
“We must develop the information to show that
there’s a crisis,” says Bob Wise, president of the
Alliance for Quality Education. “This information is
how we can assist policymakers and school leaders
in generating the necessary public and political will
to drive change.” New York City has introduced an
easy-to-understand school-level grading system that
gives schools annual ratings of A through F and that
is communicated to parents. Gary Huggins of the
Aspen Institute’s No Child Left Behind Commission
echoes the urgent need for community engagement.
“NCLB created this data-rich environment but
parents don’t know the information,” says Huggins.
“We have to get a lot better about making that have
meaning to parents.”
GAPS IN CONDITIONS
Policies and conditions in districts and states across
the country are frequently described, at best, as
unsupportive, and at worst, as roadblocks to
turnaround success. The gaps in conditions break
down into ?ve categories:
• Collective-Bargaining Agreements. Interviewees
point to provisions in agreements that may hinder
turnaround, including hiring, ?ring, and tenure
rules; working hours; teacher distribution; and
restrictions around performance management
and teacher observation and evaluation. These
provisions and policies limit the ability of school
leaders, operators, districts, and states to make
decisions in the best interests of children.
• Data and Accountability Systems. Districts
and states lack effective, timely data systems to
link student performance over time with speci?c
turnaround interventions.
• Operating Flexibility for Management
Organizations. State and district policies,
regulations, and laws frequently do not support
the level of autonomy that schools and operators
need over key dimensions necessary for change —
staf?ng, program, budget, schedule, and data.
• Limitations on Charter Involvement. Many
states still have charter caps, limiting their ability
to employ the restart model. Funding levels
and facilities restrictions can also deter charter
operators from being willing to take over schools
in the restart model.
• Governance and Leadership. In order for
turnaround efforts to be sustained, superintendents
and school boards must align their efforts and be
willing to take on dramatic change. “When the
superintendent and board can build an effective
partnership, the likelihood of changes being
sustained increases,” says Joe Villani, deputy
executive director of the National School Board
Association. However, the average superintendent
stays on the job for less than 3.5 years, and the
vagaries of election cycles can undermine school
board members’ commitment.
61
The challenge,
then, is how to sustain turnaround efforts over
a longer time frame. In some cities, mayoral
control has paved the way for turnaround efforts,
laying the groundwork for bold interventions
around teacher evaluations and dismissals, charter
schools, and contracting with external providers.
GAPS IN RESEARCH AND
KNOWLEDGE SHARING
There is not yet enough evidence to identify the most
effective interventions for turnaround. Unfortunately,
state policies or a lack of student- and teacher-linked
data systems often obstruct the ability to track the
effectiveness of various interventions at the student
level. Given that many states and districts are
employing multiple models for turnaround, it will be
important to develop a clear research agenda that will
allow the ?eld to determine whether or not certain
models outperform others in particular contexts.
“I am worried that we are not going to learn as much
as we could about what works in schools,” says Bryan
Hassel of Public Impact. “Under NCLB, there was
no information gathered on what was tried and what
worked or didn’t work. As we continue with this
work, gathering key data would be really useful.”
Interviewees also voiced the need for further
research into the relative effectiveness of turnaround
approaches for particular student subgroups. “We
need to learn more about the extra focus needed for
high-need populations in these turnaround situations
— English Language Learners students, disabled
students, homeless or underhoused students, and so
on,” says John King of the New York Department
of Education. “What are the best practices regarding
each of these student subpopulations?”
61
Council of the Great City Schools, “Urban Indicator: Urban School Superintendents: Characteristics, Tenure, and Salary Sixth Survey and Report,” Winter 2008/2009,
http://www.cgcs.org/research/research_pub.aspx.
46 © 2010 FSG Social Impact Advisors
At the school level, examples exist of schools that have
been successfully turned around, but stakeholders
across the ?eld point to a greater need for proof
points and evidence to show how to implement at
scale what has worked in the past. As one interviewee
noted, “No model yet exists that is both scalable and
replicable.”At the system level, too, there is a need
to examine and document systems that have been
successfully turned around, and to pinpoint factors
that contributed to turnaround success.
In addition, few mechanisms exist for knowledge
sharing in the ?eld to identify the most effective
practices and tools and bring them to scale. “Who
is going to track who does what with the school
improvement dollars?” asks Laura Weeldreyer,
deputy superintendent of Baltimore City Public
Schools. “Was one of the models more successful than
the others? What processes did districts use to choose
interventions, and did schools have a say? There are
no processes in place to learn what others are doing.”
Fortunately, the U.S. Department of Education’s
Institute of Education Sciences announced in fall 2009
a commitment to evaluate what states are doing with
their stimulus education dollars, whether common
strategies have emerged, and whether the efforts funded
improved schooling. “I certainly don’t want to be here
in three years and have somebody say, ‘What did we get
for that $10 billion?’” says John Easton, director of IES.
“We’ve got to be learning from this.”
Exhibit 18 identi?es the three most commonly cited
questions for a “learning agenda” of the turnaround ?eld.
Exhibit 18: A Learning Agenda for the Turnaround Field
• What does progress and success look like in turning around an individual school and a system
of schools?
• Which models of school turnaround are most effective and effcient given the particular
circumstances, student demographics, geographies, and levels of the school and the district?
Why are they effective?
• Which changes at the local, state, and national levels support success in turning around signifcant
numbers of schools? How do entities at these different levels work together to create systems, build
capacity, and ensure sustainability?
47 The School Turnaround Field Guide
Exhibit 19: A Spotlight on High School Turnarounds
While interviewees acknowledge the diffculty in turning around any school, high schools were singled
out as being particularly challenging. Academic remediation is more diffcult, because students have
accumulated knowledge and skills gaps over many years and have only a few remaining years to
address them. The high school curriculum and schedule are also more complex. Changing school
culture is more diffcult, because the students in the building are nearly adults themselves and may
resist the changes.
High schools also tend to have larger numbers of students and lack the resources to intervene
proactively with students on an individual level. In addition to these challenges, which are relevant to all
of the turnaround models, fewer high school operators exist to support the restart model, and closure is
more diffcult because there are typically few if any additional high-quality high schools in close proximity.
Recognizing the special needs of high schools, a few states, districts, and operators are trying to
develop solutions. One approach is to dramatically redesign high schools — beginning with breaking
them up. For example, New York City has replaced 20 underperforming public high schools with
200 small schools of choice that offer a more personalized learning environment, rigorous academic
standards, student-centered pedagogy, support to meet instructional and developmental goals, and
a focus on connections to college. A recent MDRC evaluation has shown that these schools are
achieving higher graduation rates than comparison schools (a difference of 10 percentage points) and
have closed one-third of the gap in the graduation rate between white students and students of color.
Green Dot has taken a similar approach at the school level, taking over Locke High School in Los
Angeles and reopening it as eight (and now nine) small college-prep academies. A year after the
takeover, Green Dot has seen modest improvements in test scores, but dramatic indicators of a
change in culture, including a more than 58 percent improvement in retention, almost 38 percent
more students taking tests, and a 25 percent increase in the graduation rate.
Another approach is to build specialized capability in the district to support high school turnaround.
“As a district, we’re going to focus on high school turnaround, since there are many more external
turnaround operators out there that can work on elementary and middle schools,” says Don Fraynd of
the Chicago Public Schools Offce of School Turnaround. Chicago Public Schools has had success
in its turnaround of Harper High School by putting in place a capable team of turnaround leaders;
allocating suffcient time for planning; and ensuring access to the right resources for hiring,
professional development, curriculum development, community engagement, and school operations.
The feld has an urgent need for a greater focus on turnaround solutions at the high school level.
Almost 2,000 of the nation’s high schools have been described as “dropout factories,” because they
graduate fewer than 50 percent of their students. A welcome sign is that many states, districts, and
operators are embarking on new approaches to turn around these schools.
GAPS IN HIGH SCHOOL SETTINGS
As we identi?ed gaps, interviewees consistently cited high schools and rural schools as the two settings where the gaps
identi?ed above were most severe and particularly dif?cult to address. Because of that, we have included Exhibits 19
and 20, which speak to high school and rural school turnarounds, respectively.
48 © 2010 FSG Social Impact Advisors
Exhibit 20: A Spotlight on Rural Turnarounds
Rural areas face unique challenges in executing turnaround strategies. Given their widely dispersed
geographies, it can be diffcult to attract new principals and teachers, school operators, or other
turnaround partners. This makes it hard to employ the turnaround or restart models.
Additionally, in rural districts, “Closure is not an option, because there is not an alternative for the
students,” says Amanda Burnette, director of turnaround schools at the South Carolina Department of
Education. “For many of our rural districts, we also can’t even consider the turnaround option, because
we don’t have the teachers to fll vacancies.” Furthermore, for small rural districts, building capacity to
support turnaround can be cost-prohibitive, given the small number of schools.
To address these challenges, some rural areas or smaller states see the need to aggregate or “pool”
demand to create incentives for providers. Some states have determined that turnarounds will only
succeed in rural areas if the state itself implements and supports them directly. For example, the South
Carolina Department of Education has assumed responsibility for turning around certain rural schools.
“Many, many small districts, both rural and exurban, are not going to be able to make the kind of
investment in technology and accountability that’s needed,” says Sajan George of Alvarez and Marsal.
“The state needs to develop an assessment and accountability system that smaller districts can draw on.”
The U.S. Department of Education, in its late-2009 release of fnal SIG regulations, acknowledged the
concerns of rural superintendents, but also stressed the newly available resources: “We understand that
some rural areas may face unique challenges in turning around low-achieving schools, but note that the
signifcant amount of funding available to implement the four models will help to overcome the many
resource limitations that previously have hindered successful rural-school reform in many areas.” Despite
these resources, interviewees consistently expressed concern for how turnaround would be implemented
in rural areas.
49 The School Turnaround Field Guide
Exhibit 21: Collective Actions to Fill Gaps
U.S. DEPARTMENT OF EDUCATION
The Education Department already plays a key
policy-setting and funding role, but can also support
research, rigorous evaluation, and knowledge sharing
to bene?t the turnaround ?eld. Speci?c actions include:
• Ensure adequate funding for states and districts to
build the infrastructure that sustains turnaround
work once federal funds have been expended.
• Ensure that the timeline for distribution of federal
funds allows for states, districts, and schools to have
adequate planning time to develop and employ
successful turnaround interventions.
• Build early learnings from turnaround efforts into
ESEA reauthorization and future funding, potentially
to include:
m Community buy-in, coinvestment, and parental
engagement,
m Turnaround grants made directly to districts,
m Consideration of and provisions to accommodate
the challenges of rural states,
m Additional competitive grant processes, and
m Rewards and incentives for schools, districts,
and states that succeed in turnaround.
Multiple actors across the education sector must commit to a concerted, collaborative effort for turnarounds to
succeed at scale. They must work together to scale nascent efforts, build capacity, and address gaps. Based
on more than 150 individual actions collected at the “Action Planning” session at the “Driving Dramatic School
Improvement” conference, as well as on FSG’s interviews and research, we have identifed the highest-priority steps
that need to be taken collectively and by each type of actor. A table aligning these actions by actor with a summary
of the gaps is included in an appendix. Turnaround actors collectively must develop common metrics for success,
understand and learn from what is and is not working, build capacity and expertise, create conditions for success,
and maintain urgency around turnaround efforts to sustain political will. Exhibit 21 summarizes specifc actions that
need to be taken collectively to address the gaps and is followed by recommendations for individual organizations.
Critical Actions
Gaps Collective Actions
Capacity
Promote the entry of new quality providers and scale proven operators.
Create training and recruitment approaches to attract and develop turnaround talent.
Create and staff distinct turnaround offices or divisions.
Funding
As possible, repurpose current ongoing funding sources to address turnaround needs.
Ensure that specific turnaround funding streams are included in ESEA reauthorization.
Promote the use of one-time funding to build long-term capacity and infrastructure.
Public and
Political Will
Build awareness of the need for change among students, parents, educators, policy makers,
and communities.
Engage and mobilize stakeholders, and build public demand to advocate for needed changes.
Establish laws and policies that support those making difficult decisions.
Conditions
Change the culture of engagement between schools, districts, and states from compliance to
cooperation.
Establish laws and policies that ensure needed school and district autonomies and capacity.
Develop and implement shared accountability systems at the system and school levels.
Research and
Knowledge
Sharing
Ensure funding and attention are directed to rigorously studying and comparing the efficacy of
turnaround interventions.
Document and share turnaround successes and challenges to improve implementation.
Create opportunities and infrastructure to collect, organize, and share research and best practices.
50 © 2010 FSG Social Impact Advisors
• Develop clear standards for student achievement
and turnaround success at the school and
system levels.
• Implement a national evaluation, knowledge-
building, and dissemination initiative that tracks
and reports on the turnaround efforts of states
and districts.
• Support and sustain the development and
implementation of robust state longitudinal
data systems.
• Serve as a voice for urgency around turnaround
efforts, supporting states’ ability to make dif?cult
decisions.
STATES AND STATE
DEPARTMENTS OF EDUCATION
States can focus on developing scalable solutions to
human capital and operator capacity issues, creating
conditions for success through policy change, assessing
the quality of turnaround providers and operators, and
investing in the IT and accountability infrastructure that
supports turnaround success. Speci?c actions include:
• Collaborate with districts to identify where
capacity should be built to effectively execute on
turnaround strategies, and designate a speci?c
of?ce and staff to lead turnaround efforts.
• Use a range of strategies to develop, attract, and
retain principal and teacher talent at the lowest-
performing schools, including:
m Providing professional-development
opportunities,
m Instituting ?nancial incentives or pay for
performance,
m Ensuring equitable teacher distribution,
m Strengthening university and alternate-
certi?cation paths,
m Generating and supporting dialogue with
labor and helping bring districts and labor
“to the table” for negotiations, and
m Providing political cover for districts,
where necessary.
• Create policies that provide districts, turnaround
operators, and turnaround school staff with the
autonomy over staf?ng, program, budget,
schedule, and data that they need to succeed.
• Develop processes for vetting external
turnaround providers.
• Support the sharing of best practices within
and among districts and schools through
clusters, turnaround zones, or other structures.
• Make investments in technology (performance
management and accountability systems),
allowing assessment data to be available
and accessible to districts, schools, and local
communities.
• Provide opportunities for rural districts to
partner with one another to reach greater scale,
or work directly to implement turnaround
strategies in rural areas.
DISTRICTS
Districts can create strong talent pipelines, build
their accountability and school support capacity,
and ensure the availability of critical, high-quality
partners, particularly to ?ll human capital needs and
operate schools. Speci?c actions include:
• Hold leaders of schools and school operators
accountable for turnaround success, while
providing them with the autonomy they need
to succeed.
• Ensure a pipeline of highly effective teachers
and principals who can succeed in turnaround
schools, and then provide them with the
professional development to enable their
success.
• Provide or identify high-quality partners
to offer ef?cient and aligned noninstructional
supports to allow turnaround leaders and
school operators to focus on culture change,
instruction, and community support building.
• Use turnaround as an opportunity to partner
with unions, as relevant, to create the needed
conditions for turnaround success, such as
autonomy over staf?ng, program, budget,
schedule, and data.
51 The School Turnaround Field Guide
• Engage communities, particularly parents and
community-based organizations, to generate
demand for change among stakeholders.
• Collaborate with the state to identify where capacity
should be built to effectively execute on turnaround
strategies, and designate a speci?c of?ce and staff to
lead turnaround efforts.
• Support the sharing of best practices among
schools through clusters, turnaround zones, or
other structures.
UNIONS
Unions can consider turnaround schools as a
“laboratory” in which they are more willing to
experiment with new types of contracts, new ways of
collaboratively partnering with districts, new work rules,
and new teacher-evaluation and pay-for-performance
approaches. Speci?c actions include:
• Engage proactively with states and districts to
develop, attract, and retain principal and teacher
talent to the lowest-performing schools, and create
conditions supporting their success, including:
m Creating ?exibilities within current contracts
around instructional time and other work rules,
and
m Developing new and more ?exible contracts
speci?cally focused on turnaround schools, with
provisions for such elements as data-driven
evaluation, hiring and tenure policies, and
performance pay.
• Serve as an advocate for turnaround teachers
to ensure they receive adequate pay, support,
and professional development, given the demanding
environments in which they are working.
SCHOOL OPERATORS
School operators can scale existing successful models,
identify and train turnaround professionals, and build
organizational capacity to run turnaround schools.
Speci?c actions include:
• Consider entering the turnaround space and
customizing school models — particularly in areas
such as human capital development, curriculum and
instruction, parent outreach, and community
engagement — to succeed in turnaround situations.
• Negotiate the autonomy and authority needed
to succeed, including autonomies over staf?ng,
program, budget, schedule, and data.
• Develop human capital pipelines and on-the-
ground professional development opportunities
for turnaround teachers and leaders.
• Develop consistent and rigorous approaches to
align all school personnel behind a powerful
vision for success and to create positive cultures
of high expectations for students.
• Partner with existing organizations and entities,
such as turnaround supporting partners,
institutes of higher education, districts, and
states.
• Share successes and challenges of turnaround
efforts to increase the ?eld’s knowledge base.
SUPPORTING PARTNERS
School-support partners of all types can build
turnaround-speci?c capacity, services, and expertise.
In particular, the most pressing need is for action
from human capital providers to develop turnaround-
speci?c training, recruitment, and support approaches
for teachers and school leaders that can drive success
in turnaround situations, as well as to partner with
districts on creating robust human capital management
systems. Speci?c actions include:
• Develop turnaround-speci?c training modules
to prepare teachers and leaders for turnaround
schools.
• Identify characteristics of teachers and leaders
who are effective in turnaround situations, and
then adjust recruiting approaches to ?nd and
enroll those individuals.
• Study and evaluate the successes and challenges
of strategies to prepare turnaround teachers
and leaders, based on school and student
outcomes.
• Work with states, districts, and operators to
build aligned, cohesive human capital systems
and pipelines.
• Use evidence-based outcomes (school- and
student-level results) to support districts and
states in the creation of conditions that most
enable turnaround principals and teachers
to succeed.
52 © 2010 FSG Social Impact Advisors
COMMUNITY-BASED
ORGANIZATIONS
Community-based organizations can mobilize
community support for dif?cult decisions and partner
with turnaround schools to help with academic remediation
during out-of-school time. Speci?c actions include:
• Mobilize community support for turnarounds,
working with parents, local businesses, local leaders,
and other community organizations to:
m Demand an excellent public education for all
children, including advocating for schools to be
shut down and teachers and leaders to be replaced
when needed.
m Engage and mobilize stakeholders across the
community as advocates for education.
m Hold district, state, and labor leadership
accountable for a high-quality public education.
• Provide productive out-of-school-time academic and
personal support programs to help students engage
in school and catch up academically.
RESEARCH AND FIELD-
BUILDING ORGANIZATIONS
Research and ?eld-building organizations help move the
?eld forward, studying and evaluating existing efforts,
identifying tools and effective practices, ?lling knowledge
gaps, and disseminating ?ndings so that the turnaround
?eld can learn and grow. Speci?c actions include:
• Analyze themes from successful and unsuccessful
Round I and II Race to the Top applications.
• Document school- and system-level turnaround
successes and failures, and analyze best practices
of turnaround efforts within and across districts
and states.
• Help devise rigorous evaluation approaches to ensure
that the ?eld learns from and spreads what works,
and that resources are not invested in interventions
that don’t work.
• Pool resources and develop channels to share
information, tools, and best practices broadly
and effectively.
PHILANTHROPIC
FUNDERS
Foundations can seed innovative models in
leadership, teaching, curriculum, support
services, community engagement, and other
areas vital to turnaround work, as well as
invest in partnerships with states and districts
in applying these practices at scale. Speci?c
actions include:
• Consider turnaround-speci?c initiatives,
programs, and investments.
• Support the planning and implementation
of state and district turnaround strategies
directly and with matching funds for
certain federal and state investments.
• Help effective turnaround operators scale
and start up new turnaround school
operators.
• Support research and ?eld-building efforts
to drive the effectiveness of the sector as
a whole, including funding evaluation
and research.
Conclusion
Despite the tremendous level of activity currently
happening in the school-turnaround ?eld,
the work is still in its early stages. The ?eld is
growing quickly, but remains highly fragmented.
Interventions are being piloted, but practitioners
lack knowledge of what is working and how to
scale what works. It has many more questions
than it has answers.
We hope that this report increases education
reformers’ awareness of the issues, prompts
members of the ?eld to think about how to
most effectively get involved in or execute on
turnaround work, and encourages practitioners
to work more closely in concert with
others in the ?eld. After all, if the ?eld is to
systemically improve thousands of the nation’s
underperforming schools, everyone must
work together to identify and spread effective
practices, create the policies and conditions
for success, build capacity, and ensure the
sustainability of the work at scale.
53 The School Turnaround Field Guide
Suggested Resources
For more information about federal guidelines, de?nitions, and funding for
turnaround efforts:
• Alliance for Excellent Education, “Reinventing the Federal Role in Education: Supporting the Goal of College
and Career Readiness for All Students,” July 2009.
• Center on Education Policy, “A Brief History of the Federal Role in Education: Why It Began and Why It’s
Still Needed,” 1999.
• Coalition for Student Achievement, “Smart Options: Investing the Recovery Funds for Student Success,”
April 2009.
• Government Accountability Of?ce, “No Child Left Behind: Education Should Clarify Guidance and
Address Potential Compliance Issues for Schools in Corrective Action and Restructuring Status,” 2007.
• Maxwell, Leslie A., “Stimulus Rules on ‘Turnarounds’ Shift,” EdWeek, November 23, 2009.
• McNeil, Michele, “Duncan Carves Deep Mark on Policy in First Year,” EdWeek, January 19, 2010.
• McNeil, Michele, “Obama to Seek $1.35 Billion Race to Top Expansion,” EdWeek, January 12, 2010.
• U.S. Department of Education, “The American Recovery and Reinvestment Act of 2009: Saving and Creating
Jobs and Reforming Education.”
• U.S. Department of Education, “ARRA Uses of Funds and Metrics,” April 24, 2009.
• U.S. Department of Education, “Letter to Chief State School Of?cers from Thelma Melendez.”
• U.S. Department of Education, “Race to the Top Application.”
To read Race to the Top applications that states submitted:http://www2.ed.gov/programs/racetothetop/phase1-applications/index.html.http://www2.ed.gov/programs/racetothetop/phase2-applications/index.html.
For more information about choosing among turnaround models:
• Arkin, Matthew D., and Julie M. Kowal, “School Restructuring Options Under No Child Left Behind: What
Works When? Contracting with External Education Management Providers,” Learning Point Associates, 2005.
• Connell, James P., “What Makes for Sound Investments in Educational Innovation?” Institute for Research
and Reform in Education, 2009.
• Kahlenberg, Richard D., “Turnaround Schools That Work: Moving Beyond Separate but Equal,” The Century
Foundation, 2009.
• Viadero, Debra, “Research Doesn’t Offer Much Guidance on Turnarounds,” EdWeek, August 12, 2009.
54 © 2010 FSG Social Impact Advisors
For more information about states’ roles in turnaround:
• Center on Education Policy, “Beyond the Mountains: An Early Look at Restructuring Results in California,”
2007.
• Center on Education Policy, “Building on State Reform: Maryland School Restructuring,” 2006.
• Center on Education Policy, “Educational Architects: Do State Education Agencies Have the Tools Necessary to
Implement NCLB?” 2007.
• Center on Education Policy, “Hope But No Miracle Cures: Michigan’s Early Restructuring Lessons,” 2005.
• Center on Education Policy, “Makeovers, Facelifts, or Reconstructive Surgery: An Early Look at NCLB School
Restructuring in Michigan,” 2004.
• Center on Education Policy, “Making Midcourse Corrections: School Restructuring in Maryland,” 2007.
• Center on Education Policy, “What Now? Lessons from Michigan about Restructuring Schools and Next Steps
Under NCLB,” 2007.
• Center on Education Policy, “Wrestling the Devil in the Details: An Early Look at Restructuring in California,”
2006.
• DiBiase, Rebecca Wolf, “State Involvement in School Restructuring Under No Child Left Behind,” Education
Commission of the States, 2005.
• LeFloch, Kerstin Carlson, Andrea Boyle, and Susan Bowles Therriault, “Help Wanted: State Capacity for
School Improvement,” American Institutes for Research, 2008.
• Mazzeo, Christopher, and Ilene Berman, “Reaching New Heights: Turning Around Low Performing Schools,”
National Governors Association, Center for Best Practices, 2003.
• McRobbie, Joan, “Can State Intervention Spur Academic Turnaround?” WestEd Policy Center, 1998.
For more information about partners and school operators that support turnaround:
• Arkin, Matthew D., and Julie M. Kowal, “School Restructuring Options Under No Child Left Behind: What
Works When? Contracting with External Education Management Providers,” Learning Point Associates, 2005.
• Blume, Howard, and Jason Song, “Vote Could Open 250 L.A. Schools to Outside Operators,” Los Angeles
Times, August 25, 2009.
• Mass Insight Education, “Creating Internal Lead Partners for Turnarounds,” 2009.
• Mass Insight Education, “Partnership Zones: Selecting and Attracting Lead Partners to Support Turnaround
Schools: A Mass Insight Report Produced with Apollo Philanthropy Partners,” October 2009.
• Ziebarth, Todd, and Priscilla Wohlstetter, “Charters as a ‘School Turnaround’ Strategy,” in R. J. Lake & P.T.
Hill (eds.), Hopes, Fears, and Reality: A Balanced Look at American Charter Schools in 2005, National
Charter School Research Project, Center for Reinventing Public Education, University of Washington, 2005.
For more information about community engagement in turnaround efforts:
• Visithttp://transform-myschool.org for examples of materials that three schools used in the process of
converting from schools in Y4 program improvement to charter schools that increase student achievement,
including parent petitions, a multimedia public-information campaign, timelines, parents’ frequently asked
questions, and parent ?iers.
55 The School Turnaround Field Guide
For more information about human capital for school turnaround:
• Augustine, Catherine H., Gabriella Gonzalez, Gina Schuyler Ikemoto, Jennifer Russell, Gail L. Zellman,
Louay Constant, Jane Armstrong, and Jacob W. Dembosky, “Improving School Leadership: The Promise of
Cohesive Leadership Systems,” RAND Education, Commissioned by the Wallace Foundation, 2009.
• Darden/Curry Partnership for Leaders in Education, “Lift-Off: Launching the School Turnaround Process in
10 Virginia Schools,” September 2005.
• Kowal, Julie M., and Emily A. Hassel, “Turnarounds with New Leaders and Staff,” The Center for
Comprehensive School Reform and Improvement, 2005.
• Legters, Nettie E., Robert Balfanz, Will J. Jordan, and James M. McPartland, Comprehensive Reform for
Urban High Schools: A Talent Development Approach (New York: Teachers College Press, 2002).
• New Leaders for New Schools, “Principal Effectiveness: A New Principalship to Drive Student Achievement,
Teacher Effectiveness, and School Turnarounds with Key Insights from the UEF,” 2009.
• Public Impact, “School Turnaround Leaders: Competencies for Success,” June 2008.
• The Washington Post Editorial Page, “Less Than ‘Courage’ in New Haven,” November 10, 2009.
For more information about school closure as a lever for turnaround:
• De La Torre, Marisa, and Julia Gwynne, “When Schools Close: Effects on Displaced Students in Chicago
Public Schools,” Consortium on Chicago School Research, October 2009.
• Kowal, Julie M., and Bryan Hassel, “Working Papers: Closing Troubled Schools,” National Charter School
Research Project, Center on Reinventing Public Education, 2008.
• Public Impact, “Try, Try Again: How to Triple the Number of Fixed Failing Schools Without Getting Any
Better at Fixing Schools,” August 2009.
• Smarick, Andy, “The Turnaround Fallacy,” EdNext, Winter 2010, Vol. 10, No. 1.
For more information about system-level turnaround lessons learned:
• Balfanz, Robert, Cheryl Almeida, Adria Steinberg, Janet Santos, and Joanna Hornig Fox, “Graduating
America: Meeting the Challenge of Low Graduation Rate High Schools,” Jobs for the Future, July 2009.
• Commission on No Child Left Behind, “Losing Patience with Chronically Low-Performing Schools: How to
Improve School Improvement,” September 2, 2009.
• Gambone, Michelle A., Adena M. Klem, William P. Moore, and Jean A. Summers, “First Things First:
Creating the Conditions and Capacity for Community Wide Reform in an Urban School District,” Gambone
& Associates, 2002.
• Kowal, Julie M., Emily A. Hassel, and Bryan C. Hassel, “Issue Brief: Successful School Turnarounds: Seven
Steps for District Leaders,” Center for Comprehensive School Reform and Innovation, September 15, 2009.
• Learning Point Associates, “School Restructuring Under No Child Left Behind: What Works When?” 2006.
• Mass Insight Education, “The Turnaround Challenge” and “The Turnaround Challenge: Supplement to the
Main Report,” 2007.
• Public Impact, “School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organizational
Improvement,” Center on Innovation and Improvement, 2006.
• Scott, Caitlin, “Improving Low-Performing Schools: Lessons from Five Years of Studying School Restructuring
Under No Child Left Behind,” Center on Education Policy, 2009.
• Vallas, Paul G., and Leslie R. Jacobs, “Race to the Top Lessons from New Orleans,” EdWeek, September 2, 2009.
56 © 2010 FSG Social Impact Advisors
For more information about school-level turnaround lessons learned:
• Duke, Daniel L., “Keys to Sustaining Successful School Turnaround,” Darden/Curry Partnership for Leaders in
Education, Educational Research Service, 2006.
• Herman, Rebecca, Priscilla Dawson, Thomas Dee, Jay Greene, Rebecca Maynard, Sam Redding, and Marlene
Darwin, “Turning Around Chronically Low-Performing Schools: A Practice Guide,” National Center for
Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education, 2008.
• Rivero, Victor, “Turning Around Schools in Need,” District Administration, September 2009.
For more information about the history of school reform:
• Burton, Gary, “History of School Reform Movements Over the Years,” Wicked Local Wayland, July 16, 2009.
• Matthews, Jay, “Small Schools Rising,” Newsweek, May 26, 2008.
• National Commission on Excellence in Education, “A Nation at Risk,” April 1983.
• U.S. Department of Education, “Helping Schools Adopt Comprehensive Improvements With a Track Record of
Success,” January 2002.
57 The School Turnaround Field Guide
Interviewees
Jay Altman FirstLine Schools
Jacqueline Ancess National Center for Restructuring Education, Schools, and Teaching, Teachers College
Alan Anderson Of?ce of Human Capital, Chicago Public Schools
Kathy Augustine Atlanta Public Schools
Ben Austin Parent Revolution
Karla Brooks Baehr Massachusetts Department of Education
Robert Balfanz Everyone Graduates Center, The Johns Hopkins University
Elisa Beard Teach for America
Larry Berger Wireless Generation
Sue Bodilly RAND
Harold Brown EdWorks
LeAnn Buntrock University of Virginia School Turnaround Specialist Program
Amanda Burnette Turnaround Schools Initiative at South Carolina Department of Education
Andy Calkins The Stupski Foundation
Matt Candler Independent Consultant
Karl Cheng Parthenon Group
Dale Chu Indiana Department of Education
Justin Cohen Mass Insight Education
James Connell First Things First/IRRE
Michael Cordell Friendship Public Charter Schools
Chris Coxon Texas High School Project
Jennifer Davis National Center on Time and Learning
Nina de las Alas Council of Chief State School Of?cers
Joan Devlin American Federation of Teachers
Christine Dominguez Long Beach Uni?ed School District
Ann Duffy Georgia Leadership Institute for School Improvement
Josh Edelman District of Columbia Public Schools
Kristin Engel Waters Denver Public Schools
Mary-Beth Fafard The Education Alliance, Brown University
Don Feinstein Academy for Urban School Leadership
Ben Fenton New Leaders for New Schools
Larry Flakne Missouri Department of Elementary and Secondary Education
Don Fraynd Of?ce of School Turnaround, Chicago Public Schools
Sajan George Alvarez and Marsal
Robert Glascock Breakthrough Center, Maryland State Department of Education
Scott Gordon Mastery Charter School
Peter Gorman Charlotte-Mecklenburg Schools
Greg Greicius Turnaround
Leah Hamilton Carnegie Corporation of New York
Bryan C. Hassel Public Impact
Kati Haycock Education Trust
Frederick M. Hess American Enterprise Institute for Public Policy Research
Gerry House Institute for Student Achievement
Name Af?liation
58 © 2010 FSG Social Impact Advisors
Kevin Huffman Teach for America
Gary Huggins Commission on NCLB, Aspen Institute
Bob Hughes New Visions for Public Schools
Rene Islas B&D Consulting
Joanna Jacobson Strategic Grant Partners
Jack Jennings Center on Education Policy
Mike Johnston New Leaders for New Schools
John Jordan Mississippi Department of Education
John King New York State Education Department
Barbara Knaggs Texas Education Agency
Richard Laine The Wallace Foundation
Lillian Lowery Delaware Department of Education
Lisa Margosian KIPP Foundation
Frances McLaughlin Education Pioneers
Jordan Meranus New Schools Venture Fund
Darlene Merry New Leaders for New Schools
Laura Mitchell Cincinnati Public Schools
Nora Moreno Cargie The Boeing Company
Paul Pastorek Louisiana State Department of Education
Marco Petruzzi Green Dot Public Schools
Courtney Philips The Broad Foundation
Eileen Reed Texas Initiatives
Doug Reeves The Leadership and Learning Center
Paul Reville Massachusetts Department of Education
Jim Rex South Carolina Department of Education
Bill Roberti Alvarez and Marsal
Vincent Schoemehl St. Louis Public Schools
Caitlin Scott Center on Education Policy
Kelly Scott The Aspen Institute
Joe Siedlecki Michael and Susan Dell Foundation
Andy Smarick Thomas B. Fordham Institute
Connie Smith Tennessee Department of Education
Kathleen Smith Virginia Department of Education
Nelson Smith National Alliance for Public Charter Schools
Melissa Solomon Atlanta Education Fund
Kenyatta Stansberry-Butler Harper High School, Chicago
Tamar Tamler Resources for Indispensable Schools and Educators (RISE)
Philip Uri Treisman University of Texas at Austin
Victoria Van Cleef The New Teacher Project
Carmita Vaughan America’s Promise Alliance
Joseph Villani National School Boards Association
David Wakelyn National Governors Association
Laura Weeldreyer Baltimore City Public Schools
Courtney Welsh New York City Leadership Academy
Ann Whalen U.S. Department of Education
Bob Wise Alliance for Excellent Education
Kevin Wooldridge Education for Change
Trevor Yates Cambridge Education
Name Af?liation
59 The School Turnaround Field Guide
Organizations That Serve
the Turnaround Sector
Please note that this is not a comprehensive list
School Operators
• Academy for Urban School Leadership
• Education for Change
• Friendship Public Charter Schools
• Green Dot Public Schools
• Mastery Charter Schools
Supporting Partners
• Comprehensive School Redesign
m Cambridge Education
m Edison Learning
m Institute for Student Achievement
m Partners in School Innovation
m Strategic Learning Initiatives
• Human Capital and Professional
Development
m New Leaders for New Schools
m The New Teacher Project
m New York City Leadership Academy
m Teach for America
m University of Virginia School Turnaround
Specialists Program
• District and School Resource
Management
m Alvarez and Marsal
m Education Resource Strategies
• Integrated Services
m Turnaround
m Turnaround for Children
• Parent and Community Organizing
and Engagement
m America’s Promise
m Parent Revolution
Research and Field-Building
Organizations
• The Aspen Institute
• The Center on Education Policy
• Mass Insight Education
• NewSchools Venture Fund
• Public Impact
Philanthropic Funders
• The Broad Foundation
• Carnegie Corporation of New York
• The Ford Foundation
• The Bill and Melinda Gates Foundation
• The Hewlett Foundation
• The Rainwater Charitable Trust
• The Wallace Foundation
• The Walton Family Foundation
• The Wasserman Foundation
60 © 2010 FSG Social Impact Advisors
Detailed Critical Actions Aligned
to Turnaround Gaps
Gaps Addressed
Actor
Action
C
a
p
a
c
i
t
y
F
u
n
d
i
n
g
P
u
b
l
i
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a
n
d
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o
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i
t
i
c
a
l
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i
l
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i
t
i
o
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s
R
e
s
e
a
r
c
h
a
n
d
K
n
o
w
l
e
d
g
e
S
h
a
r
i
n
g
Build early learnings from turnaround efforts into ESEA
reauthorization and future funding, potentially to include:
• Community buy-in/coinvestment and parental
engagement,
• Turnaround grants made directly to districts,
• Consideration of and provisions to accommodate the
challenge of rural states, and
• Additional competitive grant processes.
X X X X
Implement a national knowledge-building and dissemination
initiative that tracks and reports on the turnaround efforts of states and
districts, particularly the states that are implementing RTTT plans.
X X
Develop clear standards for student achievement and turnaround
success at the school and system levels.
X X
Support and sustain the development and implementation of robust
state longitudinal-data systems.
X X U
.
S
.
D
e
p
a
r
t
m
e
n
t
o
f
E
d
u
c
a
t
i
o
n
Serve as a voice for urgency around turnaround efforts,
supporting states’ ability to make difficult decisions.
X
Provide opportunities for rural districts to partner with one
another to reach greater scale.
X X X X
Collaborate with districts to identify where capacity should be built
to effectively execute on turnaround strategies, and designate a
specific office and staff to lead turnaround efforts.
X X
Use a range of strategies to develop, attract, and retain principals
and teachers at the lowest-performing schools, including:
• Professional-development opportunities,
• Financial incentives and/or pay for performance,
• More equitable teacher distribution,
• Alternate certification paths,
• Policy change,
• Partnerships with institutes of higher education,
• Generating dialogue with labor,
• Bringing districts and labor “to the table” for negotiations,
• Providing political cover for districts, where necessary,
• Retirement accumulation, and
• Differentiated pay systems.
X X X
Develop processes for vetting external providers. X X X
Support the sharing of best practices among districts and
schools through clusters, turnaround zones, or other structures.
X X
S
t
a
t
e
s
Make investments in technology (performance management and
accountability systems) and make statewide assessment data
available and accessible to districts and local communities.
X X
D
i
s
t
r
i
c
t
s
Engage communities — particularly parents and community-
based organizations — to generate demand and political will
among stakeholders.
X X
61 The School Turnaround Field Guide
Gaps Addressed
Actor
Action
C
a
p
a
c
i
t
y
F
u
n
d
i
n
g
P
u
b
l
i
c
a
n
d
P
o
l
i
t
i
c
a
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W
i
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d
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t
i
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s
R
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a
n
d
K
n
o
w
l
e
d
g
e
S
h
a
r
i
n
g
Hold leaders of schools and school operators accountable
for turnaround success, in exchange for greater autonomy
around staffing, program, budget, schedule, and data.
X X
Collaborate with the state to identify where capacity should be built
to effectively execute on turnaround strategies, and designate a
specific office and staff to lead turnaround efforts.
X X
Provide aligned noninstructional supports efficiently to
allow turnaround leaders and school operators to focus on
instructional and community-building work.
X
Support the sharing of best practices among schools
through clusters, turnaround zones, or other structures.
X X
Build skills and capacity to prepare teachers and leaders for
turnaround situations.
X
Identify characteristics of quality teachers and leaders who
succeed in turnaround situations.
X X
Study and evaluate the successes and challenges of
strategies for turnaround teacher and leader preparation, based
on school and student outcomes.
X X
Partner with existing organizations and entities — such as
school operators, districts, and states — to build the human
capital pipeline.
X
H
u
m
a
n
C
a
p
i
t
a
l
P
r
o
v
i
d
e
r
s
Use evidence-based outcomes — school- and student-level
results — to encourage the creation of conditions that most
enable principals and teachers to succeed.
X
Share the successes and challenges of turnaround efforts to
increase the field’s base of knowledge and to build credibility.
X X
Think creatively about solutions for reaching scale, such as
partnering with multiple rural school districts within a state.
X X
Partner with existing organizations and entities, such as
turnaround supporting partners, institutes of higher education,
districts, and states.
X X
Consider entering the turnaround space. X
S
c
h
o
o
l
M
a
n
a
g
e
m
e
n
t
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g
a
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t
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s
,
S
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o
o
l
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a
t
o
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s
,
a
n
d
S
u
p
p
o
r
t
P
r
o
v
i
d
e
r
s
Develop human capital pipelines and on-the-ground
professional development opportunities for teachers and
leaders.
X
Provide seed funding to providers and help effective
operators reach scale.
X X
Support research and field-building efforts to drive the
effectiveness of the sector as a whole.
X X
P
h
i
l
a
n
t
h
r
o
p
i
c
F
u
n
d
e
r
s
Document and disseminate best practices in turnaround
philanthropy.
X X X
D
i
s
t
r
i
c
t
s
table page 2.pdf 1 8/3/10 9:23 PM
62 © 2010 FSG Social Impact Advisors
Gaps Addressed
Actor
Action
C
a
p
a
c
i
t
y
F
u
n
d
i
n
g
P
u
b
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i
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a
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d
K
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w
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e
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g
e
S
h
a
r
i
n
g
Engage proactively with states and districts to develop,
attract, and retain principals and teachers at the lowest-
performing schools, and create conditions that support their
success, including:
• Working to identify flexibilities within current contracts,
and
• Being willing to develop new and more flexible
contracts specifically focused on turnaround schools.
X X
U
n
i
o
n
s
Serve as an advocate for turnaround teachers to ensure they
receive adequate support and professional development, given
the demanding environments in which they work.
X X
Demand an excellent public education for children within
local communities.
X
Engage and mobilize stakeholders across the community as
advocates for education.
X
P
a
r
e
n
t
s
a
n
d
C
o
m
m
u
n
i
t
y
-
B
a
s
e
d
O
r
g
a
n
i
z
a
t
i
o
n
s
Hold district and state leadership accountable for
transparency and high-quality public education.
X X
Document school- and system-level turnaround successes
and failures.
X X
Develop channels to share information and best practices
broadly and effectively.
X X
Conduct best-practices analyses of community engagement
in turnaround efforts within and across districts and states.
X X X
R
e
s
e
a
r
c
h
O
r
g
a
n
i
z
a
t
i
o
n
s
Analyze themes from successful and unsuccessful Round I
and II Race to the Top applications.
X X X X X
Collaborate across stakeholder groups and encourage
coordination and conversation among stakeholders.
X X X X X
Generate political will and momentum for school turnaround. X X
Develop metrics for successful turnarounds, allowing states,
schools, school operators, and LEAs to know how they will be
measured.
X X X
Document and share best practices and challenges. X X X X X
C
o
l
l
e
c
t
i
v
e
A
c
t
i
o
n
s
Serve as a voice for urgency around turnaround efforts. X
Advisory Group
An advisory group made up of key practitioners and experts in the education feld provided vital counsel for this project. FSG sincerely
thanks them for their guidance and insight.
– Alan Anderson, Chicago Public Schools
– Karla Brooks Baehr, Massachusetts Department of Elementary and Secondary Education
– Andy Calkins, The Stupski Foundation
– Matt Candler, Candler Consulting
– Justin Cohen, Mass Insight Education
– Josh Edelman, District of Columbia Public Schools
– Donald Feinstein, Academy for Urban School Leadership
– Donald Fraynd, Chicago Public Schools
– Kelly Garrett, Rainwater Charitable Foundation
– Robert Glascock, The Breakthrough Center, Maryland State Department of Education
– Leah Hamilton, Carnegie Corporation of New York
– Jennifer Henry, New Leaders for New Schools
– Jennifer Holleran, Independent Consultant
– Joanna Jacobson, Strategic Grant Partners
– Greg John, The Stuart Foundation
– Richard Laine, The Wallace Foundation
– Frances McLaughlin, Education Pioneers
– Jordan Meranus, NewSchools Venture Fund
– Courtney Philips, KIPP Foundation
– Deborah Stipek, Stanford University School of Education
– Courtney Welsh, New York City Leadership Academy
Acknowledgments
FSG Social Impact Advisors gratefully acknowledges the support of our report and conference sponsors: Carnegie Corporation of New York,
The Bill & Melinda Gates Foundation, Rainwater Charitable Foundation, The Stuart Foundation, and The Wallace Foundation.
This study would not have been possible without the much appreciated assistance of the education practitioners that participated in
interviews and shared their experience in school turnaround. We thank each of them for their generous contributions of time and information.
Authors
Jeff Kutash ([email protected]) is a managing director in FSG’s San Francisco offce and leads FSG’s Education and Youth
Practice. Eva Nico ([email protected]) is a director in FSG’s San Francisco offce. Emily Gorin, Samira Rahmatullah, and Kate
Tallant are consultants at FSG.
Disclaimer
All statements and conclusions, unless specifcally attributed to another source, are those of the authors and do not necessarily refect
those of any individual interviewee, the funders, or members of the advisory group.
To download the full report online, please visit:http://www.fsg-impact.org/ideas/item/school_turnaround_?eld_guide.html
20 Park Plaza, Suite 320, Boston, MA 02116 www.fsg-impact.org tel: 866-351-8484
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