School Restructuring: What Works When, 2010
This guide for school and district leaders translates research on restructuring chronically struggling schools into practical decision-making tools. Updated in 2010, it emphasizes the four School Improvement Grant intervention models: turnaround, transformation, restart, and closure.
School Restructuring and Substantial Improvement, 2007
This publication from the
Center on Innovation & Improvement (CII), a national content center
supported by the U. S. Department of Education, titled “Handbook on
School Restructuring and Substantial Improvement," is designed to assist
states, districts, and schools in establishing policies, procedures, and
support to successfully restructure schools. The Handbook is organized into
three sections: Section 1: Overview of Restructuring which defines the term restructuring and describes how this
Handbook complements "School Restructuring Under NCLB: What Works When?" produced
by Public Impact and the Center for Comprehensive School Reform and
Improvement; Section 2: Topical Modules which includes six modules that address
NCLB and restructuring; and Section 3: Indicators of Successful Restructuring
which provides checklists of specific actions for developing and implementing a
successful restructuring plan.
Restructuring: What We Know About the NCLB Options, 2006
Bryan Hassel, Co-Director, Public Impact
This power point presentation on the
school restructuring options was presented by author Bryan Hassel at The Center’s
annual conference in May 2006.
School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organizational Improvement
This report prepared by Public Impact for the Center on Innovation & Improvement (CII), a national content center supported by the U.S. Department of Education, describes environmental factors that influence a turnaround as well as actions leaders take to facilitate positive change. The document examines literature from the business, nonprofit, government, and education sectors and identifies the factors that most influence turnaround initiatives in schools and other types of organizations.
What Now? Lessons from Michigan About Restructuring Schools and Next Steps Under NCLB, 2007
This Center on Education Policy (CEP) report is the third in a series
of reviews of school restructuring in Michigan. It was found that over
half of Michigan's 90 restructuring schools improved student
achievement enough to meet the state's adequate yearly progress targets
for two consecutive years. A CEP analysis of the restructuring
approaches used indicated that schools that reported using multiple
strategies for improvement were more likely to meet adequate yearly
Beyond the Mountains: An Early Look at Restructuring Results in California, 2007
This Center on Education Policy (CEP) report examines the No Child Left
Behind Act's restructuring process in California. The number of
California schools in restructuring increased from 401 in 2005–2006 to
701 in 2006–2007. The CEP analysis finds that schools implementing
multiple reform efforts tailored to meet the needs of the schools were
more likely to achieve adequate yearly progress targets in English
language arts than other schools. This report includes case studies of
restructuring in individual schools and in several school districts.
Building on State Reform: Maryland School Restructuring, 2006
report, released by Center on Education Policy (CEP), gives an overview
of Maryland's strategy in addressing the needs of schools that are in
restructuring. The report also highlights several schools currently in
or planning for restructuring. In the conclusion, the authors note,
“restructuring schools in this study do not appear to be operating much
differently than schools in any other phase of NCLB improvement.”
Interviews with school personnel indicate that changes making the most
impact on student achievement, such as instruction, data analyses, test
practice, and supplemental tutoring, were often made possible because
of the increased funding available during restructuring.
State Takeover, School Restructuring, Private Management, and Student Achievement in Philadelphia, 2007
This report issued by the RAND Corporation and Research for Action, analyzes academic improvement among students in the School District of Philadelphia where a “diverse provider” model was implemented, turning over the management of some of the lowest achieving schools to for-profit and nonprofit organizations and to two local universities. Findings show academic improvement overall for Philadelphia from 2002 to 2006. However private efforts, including extra funding for 45 elementary and middle schools, did not result in significantly higher academic gains at those schools.