The Chinle Unified School District faced both leadership challenges and teacher retention problems prior to the 2016-2017 school year. In fall 2017, AIR began providing competency-based turnaround leadership coaching, focusing on the patterns of thinking, feeling, acting, or speaking that cause a principal to be successful.
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1 Jan 2017
Efforts to improve conditions and outcomes in the lowest-performing schools and districts remain a high priority for policymakers and for AIR. While policy initiatives, targeted technical assistance, and research findings have yielded some success, students in these struggling schools deserve our perseverance. AIR researchers have conducted ground-breaking research and evaluation of state and federal education policies, including rigorous impact analyses and case studies that reveal contextual details of the school change process.
21 Nov 2016
Better schools help make better communities and improve students’ chances of success. But what does research tell us about what works in school improvement? Explore what our researchers are learning about turning around struggling schools.
13 Sep 2016
In these episodes from the Education Policy Center, Kerstin Carlson LeFloch and Catherine Barbour discuss what research tells us about best practices in school improvement. How can teachers and leaders work together to support school improvement? What are three critical components of school improvement?
9 Mar 2016
School improvement policy for the past few decades has been characterized by mandated lists of activities designed to stimulate a dramatic turnaround in student achievement. In the long run, this policy approach did not engender the necessary school-level changes. This brief demonstrates why new policies must aim to get the right people in our schools and to create district and state systems that retain those people and build their knowledge and skills.
28 Jan 2015
Successive federal efforts to tackle the entrenched challenges of persistently low-performing schools have fallen far short of their goal. In this blog post, Kerstin Le Floch and Catherine Barbour offer three ways ESEA can build capacity in low-performing schools.
22 Jul 2014
For struggling schools, partnerships with external experts can seem like a critical lifeline. The reality of school turnaround partnerships, however, does not always resemble the ideal. What qualities of an external partnership indicate a greater likelihood for success? What actions by school administrators may make these relationships more effective?