A Brief for Practitioners on Turning Around Low-Performing Schools: Implications at the School, District, and State Levels

In 2000, the U.S. Department of Education and the Consortium for Policy Research in Education invited a range of people involved in schoolwide improvement to the Regional Forum on Turning Around Low-Performing Schools. Participants examined the responsibilities of federal, state, and local entities...

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Bibliographic Details
Main Authors Housman, Naomi G, Martinez, Monica R
Format Report
LanguageEnglish
Published National Clearinghouse for Comprehensive School Reform 01.04.2001
Subjects
Academic Achievement
Cultural Context
Educational Change
Educational Improvement
Elementary Secondary Education
High Risk Students
Low Achievement
Low Performing Schools
Poverty
School Community Relationship
Teacher Collaboration
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Summary:In 2000, the U.S. Department of Education and the Consortium for Policy Research in Education invited a range of people involved in schoolwide improvement to the Regional Forum on Turning Around Low-Performing Schools. Participants examined the responsibilities of federal, state, and local entities to do what is needed for students in high poverty communities to reach levels of academic excellence. This brief captures highlights of the conversation among participants that directly address the concerns of practitioners working at the local level. It begins by discussing the foundation and themes for engaging in whole school improvement. Participants shared the strategies and lessons learned from their engagement with schoolwide reform, focusing on three themes: the process of change requires sustained commitment and collaboration across community and governance structures; the transformational process of turning around low performing schools requires that leaders and stakeholders acknowledge and proactively address the context and complex set of factors influencing schools and communities; and connections must be built between teachers, administrators, and the community. The themes, taken individually and together as a framework, have implications for how practitioners approach low-performing schools and provide support to making improved teaching and learning a reality. (SM)