A Case Study of a Turnaround High School: An Examination of the Maryland State Department of Education Breakthrough Center Intervention

ABSTRACT

This study examined the Maryland State Department of Education Breakthrough Center (BTC) engagement in a Baltimore City turnaround high school. Utilizing a case-study design and mixed-methods research, data were collected through interviews, informal observations, and review of administrative and achievement documents. Beginning in the 2011–2012 academic year, the BTC has been working in collaboration with school personnel to improve the educational experiences and academic achievement of students. School personnel recognized that the BTC has been responsive to teachers' requests and has exhibited a flexible approach building collaborative and nonevaluative relations. Administrative and achievement data also indicated improvement in school outcome measures during the past 3 years. Nevertheless, school faculty also identified important challenges of the BTC intervention, such as the relevance of this intervention for veteran teachers, the extent to which the needs of all student populations were met, and the sustainability of the intervention.

Acknowledgments

We appreciate the receptivity and enthusiasm of the school teachers who openly shared their thoughts and opinions. We are very grateful to the school principal who gave us open access to the school and to one of the assistant principals who helped us compile the administrative and achievement data. We also appreciate the invaluable research assistance provided by Tymofey Wowk and Claire Hempel. We acknowledge support of Bob Glascock and the BTC leadership team and the thoughtful comments of Christopher Battaglia and Raymond Lorion. The working meetings with the qualitative research team of University System of Maryland's Center for Application and Innovation Research in Education (CAIRE) at Towson informed the implementation of this case study. Opinions are ours and do not necessarily reflect those of the MSDE or CAIRE.

Funding

This research was partially supported by a grant from the Maryland State Department of Education.

Notes

¹ The name of the school is a pseudonym.

² This information was obtained from interviews with the MSDE leadership team. During these interviews, the researchers were informed that the school denied the services for fitness and physical activity.

³ At the time of data collection, it was not clear whether the BTC support was going to continue, because the school lost its turnaround status. If any support was to continue, the nature of these services was going to be determined before the beginning of the 2014–2015 academic year. As a priority school, the school was going to still receive funding under Title 1.