An Evaluation of Colorado School Turnaround Programs: The School Turnaround Network and Connect for Success

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Autor/in	Mork, Kaitlin Rose
Titel	An Evaluation of Colorado School Turnaround Programs: The School Turnaround Network and Connect for Success
Quelle	(2023), (168 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Colorado at Boulder
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-3230-7
Schlagwörter	Hochschulschrift; Dissertation; School Turnaround; Networks; Educational Improvement; School Effectiveness; Outcomes of Education; Organizational Change; Educational Cooperation; School Districts; Program Descriptions; Evidence Based Practice; Elementary Secondary Education; Mathematics Achievement; English; Language Arts; Achievement Tests; Institutional Characteristics; Colorado + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching improvement; Unterrichtsentwicklung; Schuleffizienz; Lernleistung; Schulerfolg; Organisationswandel; Education; cooperation; Kooperation; School district; Schulbezirk; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; English language; Englisch; Sprachkultur; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Over the past two decades, efforts to support school improvement have transitioned from top-down prescriptive approaches to more collaborative and flexible approaches. A number of studies have investigated the effects of these newer "turnaround programs" on student and school outcomes. In Colorado, two recently implemented turnaround programs embody research-based elements of school improvement: the School Turnaround Network (STN) and Connect for Success (CFS). These programs emphasize collaboration across the school, district, and state in the facilitation of improvement efforts targeted to meet the needs of an individual school. In the context of school improvement and organizational change, STN and CFS demonstrate a shift away from coercive isomorphism (DiMaggio & Powell, 1991) and toward the embodiment of elements of organizational change in line with research on school improvement practices. These programs highlight potentially useful frameworks for facilitating school improvement and organizational change, including the collaboration of actors across the school, district, and state levels, and the development of a specific and context-appropriate theory of action to guide improvement practices. These programs also highlight a possible reframe of mimetic isomorphism (DiMaggio & Powell, 1991) as the opportunity for a school to learn from the experience of other schools in a thoughtful and creative manner and to consider the implementation of research-based practices in their own school context. Although STN and CFS have been explored descriptively, no studies to this point have estimated the causal effects of these programs on student and school outcomes. This dissertation employs a difference-in-differences (DD) quasi-experimental approach to estimate the causal effects of STN and CFS on student and school outcomes. Specifically, this dissertation estimates average effects of STN and CFS on student-level math and English Language Arts (ELA) test scores, the heterogeneity of program effects across subgroups of students, and the effects of programs on school enrollment and demographic composition. Recent research on DD has revealed biases that arise when there is variation in the timing of treatment onset or variation in treatment effects over time. Thus, this dissertation utilizes a newly proposed estimator put forth by Gardner (2021), which accounts for variation in treatment timing to estimate effects. Results provide evidence of statistically significant positive effects of STN on student math scores, though estimated effects tend to be slightly smaller than estimated effects presented in other turnaround program evaluations. Results do not provide evidence of statistically significant effects of STN on student ELA scores. Results also do not provide evidence of statistically significant effects of CFS on student math or ELA scores. It is possible that some effects were not detected due to low statistical power. Results signal promise in these programs, and STN in particular, as models for facilitating school improvement in Colorado. Data collected over a longer period of time and across additional outcome measures (e.g., student attendance, student graduation, teacher retention) should be used to provide a more holistic picture of program effectiveness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01