An Overview of School Turnaround
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The document provides an overview of school turnaround efforts in the United States. It discusses: 1) President Obama's goal for the US to have the highest rate of college graduates by 2020. This has led the Department of Education to focus on turning around the lowest performing schools. 2) The redesigned School Improvement Grant program requires rigorous interventions and increased resources for the neediest schools. Over $4.5 billion has been committed to school turnaround since 2009. 3) Transformations, one of the turnaround models, makes up 74% of turnaround efforts and 95% of rural school turnarounds. Improving classroom teaching is central to the turnaround strategy.
An Overview of School Turnaround
- 1. An Overview of School Turnaround October 14, 2011
- 2. The U.S. ranks 16th in the world in college attainment. 2 Percentage of 25- to 34-year-olds who completed an associate's or higher degree (2009) 63 56 56 55 48 47 47 45 45 45 44 43 43 42 42 41 40 40 39 38 37 36 35 35 30 29 26 25 Source: Organisation for Economic Co-operation and Development, Education at a Glance 2011 “By 2020, America will once again have the highest proportion of college graduates in the world.” - President Obama, February 2009
- 3. To help achieve the President’s 2020 goal, ED has focused much of its K-12 strategy on four key reform areas. 3 Implement Recruit, retain, and support college- and career-ready effective teachers and standards leaders Build robust data systems Improve student learning that track student progress and achievement in our and improve practice lowest-performing schools
- 4. Fewer than 15% of high schools produce half of the nation’s 1.2 million dropouts. 4 Source: Robert Balfanz and Nettie Legters, Locating the Dropout Crisis (2004) “It’s time for all of us, no matter what our backgrounds, to come together and solve this epidemic. Stemming the tide of dropouts will require turning around our low-performing schools. Just 2,000 high schools in cities like Detroit, Los Angeles, and Philadelphia produce over 50% of America’s dropouts…Let us all make turning around our schools our collective responsibility as Americans.” - President Obama, March 2009
- 5. ED is focusing much of its resources and attention on helping states and districts turn around the lowest-performing schools. 5 School Improvement Race to the Top Grants Lowest- Performing Schools Alignment of existing ESEA Flexibility federal resources
- 6. An unprecedented amount of funds have been committed to SIG – over $4.5 billion since 2009. 6 From the From regular Funding distribution to schools Fiscal Recovery Act appropriations year $ 3 billion $ 546 Funds that schools began receiving in 2009 $3.546 billion million SY 2010-11 Funds that schools began receiving in 2010 $546 million SY 2011-12 Funds that schools will begin receiving 2011 $535 million in SY 2012-13 $0.0 $0.5 $1.0 $1.5 $2.0 $2.5 $3.0 $3.5 $4.0 Funding (in billions)
- 7. The redesigned SIG program requires rigorous interventions and dramatically increases resources for the lowest-performing schools. 7 Redesigned SIG Elements of Reform Resources Operational Historic investment – Four rigorous Effective leaders flexibilities and over $4.5b since intervention models and teachers capacity building 2009 States required to Supportive and Strong, aligned, a Up to $2m per competitively award safe school nd responsive school grants to districts environment instruction Increased time Family and for teaching and community collaboration engagement Outcomes Increased student achievement Increased graduation rates
- 8. Improving classroom teaching and learning is at the center of ED’s K-12 and turnaround strategy. 8
- 9. Of the 826 SIG Tier I/Tier II schools in Cohort 1, over 45% are high schools. 9 Number of Tier I/II by Level and Geography 450 400 384 # of Tier I/II Schools 350 300 250 200 150 100 50 0 High Middle Primary Other City 216 97 127 39 Suburb 66 34 27 10 Town 33 9 13 5 Rural 69 21 31 24
- 10. Transformations make up 74% of all Tier I/II schools and 95% of all rural Tier I/II schools in Cohort 1. 10 Percent and Number of SIG-Awarded Tier I and Tier II Schools Implementing Turnaround, Restart, School Closure, and SIG Awarded Schools by Model Selected Transformation Models (Percent) 100% 90% 80% % of Tier I/II Schools 70% 60% 50% 95% 40% 30% 20% 10% 0% Rural Town Suburb City Transformation 139 54 95 313 Source: SEA Web sites. Closure 3 13 Notes: Analysis was based on 820 SIG-awarded Tier I and Tier II schools in 49 states and D.C. Information on intervention models was Restart 3 1 2 27 not available for all six SIG-awarded schools in RI. As of March Turnaround 3 5 36 121 21, 2011, SIG award information was unavailable for HI. Tier III schools are excluded from the exhibit since federal rules do not Missing 1 5 require Tier III schools to implement one of the four intervention models.
- 11. SIG-awarded schools in Cohort 1 serve a high proportion of low- income and African-American and Latino students. 11 2008-2009 2009-2010 SIG-Awarded Universe of Characteristics Tier I/II Schools Schools Free and Reduced-Price Lunch (school average percent of students) 44.7% 77.7% Race/Ethnicity (school average percent of students) White 55.0% 17.2% African American 17.0% 44.3% Hispanic 21.5% 32.6% Native American 1.3% 1.8% Asian (and Hawaiian/Pacific Islander) 4.7% 2.9% Total School Enrollment (school average)* 516 676.6 Total Number of Schools 98,648 826 Total Number of Students ~50 million 549,414 Note: This includes the 49 states (Hawaii unavailable) + DC. This is adapted from the IES SIG-baseline report (May 9, 2011). *The school averages are higher than the #students divided by #schools because schools without student counts were removed.
- 12. States and districts are using SIG funds to dramatically change the way they support their lowest-performing schools, but they face some challenges. 12 Successfully Made space SEAs and targeted for strong LEAs have funding to leaders to changed their high schools lead relationships Funded few Some are Some SEAs turnarounds, “going unsure how restarts, and through the to best closures motions” support LEAs Increased Some SEAs/ Some focus on LEAs made evidence of improving system-wide early gains in instruction changes achievement Some LEAs Some LEAs struggling lack capacity Data is with required and planning incomplete elements time
- 13. ED is addressing challenges through monitoring, guidance, and technical assistance. 13 • 13 states in • Nonregulatory 2010-2011 guidance monitoring documents cycle Monitoring Policy and Oversight Guidance Collection and Peer-to-Peer Dissemination Learning of Practices • Online School • State visits to Turnaround other states Learning Community
- 14. On September 23, the Administration announced a plan for ESEA flexibility in exchange for reforms that adhere to four critical areas. 1. College- and career-ready expectations for all students State-developed differentiated recognition, accountability, 2. and support 3. Supporting effective instruction and leadership 4. Reducing duplication and unnecessary burden “We’re going to let states, schools and teachers come up with innovative ways to give our children the skills they need to compete for the jobs of the future.” - President Obama, September 2011
- 15. The new differentiated recognition, accountability, and support system includes focus on lowest-performing schools. Develop system to ensure continuous improvement in all Title I schools Set ambitious but achievable performance targets Provide recognition for high-progress and highest-performing schools Effect dramatic, systemic change in the lowest-performing schools Identify and implement interventions in schools with the greatest achievement gaps and with subgroups that are furthest behind Build state, district, and school capacity to improve student learning in all schools Set new Recognize schools, implement interventions &build capacity targets 2011-12 2012-13 2013-14 2014-15
- 16. The differentiated accountability system must identify “priority schools” to receive interventions aligned with turnaround principles. 16 A “priority school” is identified as among the lowest-performing schools in the state, and a state’s total number must account for at least 5% of Title I schools. Priority schools include: • the lowest 5% of Title I schools based on achievement and progress on statewide assessments; • a Title I-participating or a Title I-eligible high school with a graduation less than 60%; or • a Tier I/II SIG-awarded school Turnaround Principles Redesigned Strong Effective schedules for leadership teachers additional time Rigorous and Use of data for Safe and Family and aligned continuous healthy community instructional improvement students engagement program
- 17. ESEA flexibility offers states relief from certain NCLB provisions, including provisions relating to use of federal education funds. 17 Regular Title Transfer of I, Part A or 6123 funds to Title II, Part A Title I, Part A 20% and 10% previously set Flexibility for aside for schoolwide choice/SES programs and PD 1003(a) Funds Priority 1003(g) SIG funds if implementing School SIG model