Titlebook: School Turnaround Policies and Practices in the US; Learning from Failed Joseph F. Murphy,Joshua F. Bleiberg Book 2019 Springer Nature Swit

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Why School Turnaround Failed: Lethal Problemsnd that are unsupported at any time in any situation. Using such criteria can end up having a devastating impact on everyone associated with turnaround, from state legislators to children. To begin with, there is no empirical support that . can be turned around. There is no empirical evidence that m

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Explaining the Failure of School Turnaround: Critical Issuesse the quality of education and life chances of students who have traditionally been ill served and marginalized by society. At the same time, it is as if commitment to this powerful value exempted policy makers and school personnel from considering the ethical implications of further actions as the

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Explaining the Failure of School Turnaround: Important Issueschools, we found no estimates of the real (monetary and non-monetary) costs of turnaround (e.g., cost of faculty time to interview principal and teacher candidates) and nothing beyond some relation to what the funds produce in terms of achievement score gains. “Tracking reform cash—and determining w

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Insights from Turnaround Failuree core changes that turnarounds are designed to nurture in schools. In the second section of the chapter, we present a list of 35 insights that we have culled from our work on school turnaround. All come from the earlier chapters. The goal here is simply to make them explicit. In the final section,

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Why School Turnaround Failed: Lethal Problemsnto the top half of their state’s proficiency ranking within five years” (p. 5). There is considerable evidence across industry and time that organizations do best when leaders help set .. But it is foolish to establish foolish targets (Table 4.1).

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Explaining the Failure of School Turnaround: Critical Issuesre of some should not be an indictment of an entire school’s faculty. Second, even though these actions are mandated, we never see the “evidence” used to make judgments at the district or state levels—nor a hint of evidence that policy makers and school leaders struggled over these decisions.

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Explaining the Failure of School Turnaround: Important Issueser candidates) and nothing beyond some relation to what the funds produce in terms of achievement score gains. “Tracking reform cash—and determining whether schools have gotten their money’s worth—remains daunting” (Klein, 2012, p. 11).