The Association between State Interventions in Chronically Low-performing Schools and Achievement
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The Association between State Interventions in Chronically Low-performing Schools and Achievement


Summary of research on the association between state interventions in chronically low-performing schools and student achievment A recent REL Central report summarizes research on the association between state interventions in chronically low-performing schools and student achievement. This report is a companion to another REL Central report, which summarized the policies in place in all 50 states related to how states can intervene in chronically low-performing schools. That report identified six categories of interventions that states could implement with chronically low- performing schools. This report sought to identify any research that could shed light on the effectiveness of those strategies for improving student achievement. Researchers searched four databases using a variety of search terms to locate research investigating state interventions in chronically low- performing schools and focusing on student outcomes. Twenty-five studies were identified. Nearly three fourths of the studies focused on one type of intervention in which the state required the school to work with a turnaround partner. States use different names for turnaround partners, but in all of these interventions, a technical assistance provider works with the school to identify the school’s needs, develop a school improvement plan, and provide technical assistance in implementing the plan. The remaining studies that were identified examined other types of interventions, including school closure, charter conversion, and school redesign. The report describes the results for each of the studies and discusses the limitations of existing research. For more information and access to “Summary of research on the association between state interventions in chronically low-performing schools and student achievement,” visit these websites. Thank you!

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