The Next Generation of State Reforms to Improve their Lowest Performing Schools: An Evaluation of North Carolina’s School Transformation Intervention

References

• Adnot, M., Dee, T., Katz, V., & Wyckoff, J. (2017). Teacher turnover, teacher quality, and student achievement in DCPS. Educational Evaluation and Policy Analysis, 39(1), 54–76. https://doi.org/10.3102/0162373716663646
   Web of Science ®Google Scholar
• Angrist, J. D., Imbens, G. W., & Rubin, D. B. (1996). Identification of causal effects using instrumental variables. Journal of the American Statistical Association, 91(434), 444–455. https://doi.org/10.1080/01621459.1996.10476902
   Web of Science ®Google Scholar
• Atchison, D. (2020). The impact of priority school designation under ESEA flexibility in New York State. Journal of Research on Educational Effectiveness, 13(1), 121–146. https://doi.org/10.1080/19345747.2019.1679930
   Web of Science ®Google Scholar
• Bonilla, S., & Dee, T. (2017). The effects of school reform under NCLB waivers: Evidence from focus schools in Kentucky (Working Paper No. 23462). National Bureau of Economic Research. https://doi.org/10.3386/w23462
   Google Scholar
• Calonico, S., Cattaneo, M. D., Farrell, M. H., & Titiunik, R. (2017). rdrobust: Software for regression-discontinuity designs. The Stata Journal: Promoting Communications on Statistics and Stata, 17(2), 372–404. https://doi.org/10.1177/1536867X1701700208
   Google Scholar
• Calonico, S., Cattaneo, M. D., & Titiunik, R. (2014). Robust nonparametric confidence intervals for regression-discontinuity designs. Econometrica, 82(6), 2295–2326. https://doi.org/10.3982/ECTA11757
   Web of Science ®Google Scholar
• Carlson, D., & Lavertu, S. (2018). School improvement grants in Ohio: Effects on student achievement and school administration. Educational Evaluation and Policy Analysis, 40(3), 287–315. https://doi.org/10.3102/0162373718760218
   Web of Science ®Google Scholar
• Dee, T., & Dizon-Ross, E. (2019). School performance, accountability, and waiver reforms: Evidence from Louisiana. Educational Evaluation and Policy Analysis, 41(3), 316–349. https://doi.org/10.3102/0162373719849944
   Web of Science ®Google Scholar
• Dee, T. (2012). School turnarounds: Evidence from the 2009 stimulus (Working Paper No. 17990). National Bureau of Economic Research. http://www.nber.org/papers/w17990
   Google Scholar
• Dickey-Griffith, D. (2013). Preliminary effects of the school improvement grant program on student achievement in Texas. The Georgetown Public Policy Review, 19(1), 21–39.
   Google Scholar
• Dougherty, S. M., & Weiner, J. M. (2019). The Rhode to turnaround: The impact of waivers to no child left behind on school performance. Educational Policy, 33(4), 555–586. https://doi.org/10.1177/0895904817719520
   Web of Science ®Google Scholar
• Dragoset, L., Thomas, J., Herrmann, M., Deke, J., James-Burdumy, S., Graczewski, C., Boyle, A., Upton, R., Tanenbaum, C., & Giffin, J. (2017). School improvement grants: Implementation and effectiveness (NCEE 2017-4013). National Center for Education Evaluation and Regional Assistance. https://eric.ed.gov/?id=ED572215
   Google Scholar
• Gross, B., Booker, T. K., & Goldhaber, D. (2009). Boosting student achievement: The effect of comprehensive school reform on student achievement. Educational Evaluation and Policy Analysis, 31(2), 111–126. https://doi.org/10.3102/0162373709333886
   Web of Science ®Google Scholar
• Hanushek, E. A., Rivkin, S. G., & Schiman, J. C. (2016). Dynamic effects of teacher turnover on the quality of instruction. Economics of Education Review, 55, 132–148. https://doi.org/10.1016/j.econedurev.2016.08.004
   Web of Science ®Google Scholar
• Heissel, J. A., & Ladd, H. F. (2018). School turnaround in North Carolina: A regression discontinuity analysis. Economics of Education Review, 62, 302–320. https://doi.org/10.1016/j.econedurev.2017.08.001
   Web of Science ®Google Scholar
• Hemelt, S. W., & Jacob, B. (2017). Differentiated accountability and education production: Evidence from NCLB waivers (Working Paper No. 23461). National Bureau of Economic Research. https://doi.org/10.3386/w23461
   Google Scholar
• Hemelt, S. W., & Jacob, B. A. (2020). How does an accountability program that targets achievement gaps affect student performance? Education Finance and Policy, 15(1), 45–68. https://doi.org/10.1162/edfp_a_00276
   Web of Science ®Google Scholar
• Henry, G. T., Campbell, S. L., Thompson, C. L., & Townsend, L. W. (2014). Evaluation of district and school transformation school-level coaching and professional development activities. https://publicpolicy.unc.edu/files/2015/12/Evaluation-of-District-and-School-Transformation-School-Level-Coaching-and-Professional-Development-Activities-October-2014.pdf
   Google Scholar
• Henry, G. T., Pham, L. D., Kho, A., & Zimmer, R. (2020). Peeking into the black box of school turnaround: A formal test of mediators and suppressors. Educational Evaluation and Policy Analysis, 42(2), 232–256. https://doi.org/10.3102/0162373720908600
   Web of Science ®Google Scholar
• Henry, G. T., & Redding, C. (2020). The consequences of leaving school early: The effects of within-year and end-of-year teacher turnover. Education Finance and Policy, 15(2), 332–352. https://doi.org/10.1162/edfp_a_00274
   Web of Science ®Google Scholar
• Henry, G. T., Guthrie, J. E., & Townsend, L. W. (2015). Outcomes and impacts of North Carolina’s initiative to turn around the lowest-achieving schools. http://cerenc.org/wp-content/uploads/2015/09/ES-FINAL-Final-DST-Report-9-3-15.pdf
   Google Scholar
• Herman, R., Dawson, P., Dee, T., Greene, J., Maynard, R., & Redding, S. (2008). Turning around chronically low-performing schools: A practice guide (NCEE 2008-4020; IES Practice Guide). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=7
   Google Scholar
• Imbens, G., & Kalyanaraman, K. (2009). Optimal bandwidth choice for the regression discontinuity estimator (Working Paper No. 14726). National Bureau of Economic Research. https://doi.org/10.3386/w14726
   Google Scholar
• Imbens, G., & Lemieux, T. (2007). Regression discontinuity designs: A guide to practice (Working Paper No. 13039). National Bureau of Economic Research. https://doi.org/10.3386/w13039.
   Google Scholar
• Kho, A., Henry, G. T., Zimmer, R., & Pham, L. (2019). General equilibrium effects of recruiting high-performing teachers for school turnaround: Evidence from Tennessee (Ed Working Paper: 19–64). Annenberg Institute at Brown University. https://edworkingpapers.com/ai19-64
   Google Scholar
• Papay, J., & Hannon, M. (2018, November 8). The effects of school turnaround strategies in Massachusetts [Paper presentation]. 2018 APPAM Fall Research Conference: Evidence for Action: Encouraging Innovation and Improvement, Washington, D.C. https://appam.confex.com/appam/2018/webprogram/Paper26237.html
   Google Scholar
• Peurach, D., & Neumerski, C. (2015). Mixing metaphors: Building infrastructure for large scale school turnaround. Journal of Educational Change, 16(4), 379–420. https://doi.org/10.1007/s10833-015-9259-z
   Web of Science ®Google Scholar
• Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4–36. https://doi.org/10.3102/0002831212463813
   Web of Science ®Google Scholar
• Schueler, B. E., Goodman, J., & Deming, D. J. (2016). Can states take over and turn around school districts? Evidence from Lawrence, Massachusetts (Working Paper No. 21895). National Bureau of Economic Research. http://www.nber.org/papers/w21895
   Google Scholar
• Stock, J. H., & Yogo, M. (2002). Testing for weak instruments in linear IV regression (Working Paper No. 284). National Bureau of Economic Research. https://doi.org/10.3386/t0284
   Google Scholar
• Strunk, K. O., Marsh, J. A., Hashim, A. K., Bush-Mecenas, S., & Weinstein, T. (2016). The impact of turnaround reform on student outcomes: Evidence and insights from the Los Angeles Unified School District. Education Finance and Policy, 11(3), 251–282. https://doi.org/10.1162/EDFP_a_00188
   Web of Science ®Google Scholar
• Sun, M., Penner, E. K., & Loeb, S. (2017). Resource- and approach-driven multidimensional change: Three-year effects of school improvement grants. American Educational Research Journal, 54(4), 607–643. https://doi.org/10.3102/0002831217695790
   Web of Science ®Google Scholar
• What Works Clearinghouse. (2017). Standards handbook. Version 4.0. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, What Works Clearinghouse. https://ies.ed.gov/ncee/wwc/Docs/referenceresources/wwc_standards_handbook_v4.pdf
   Google Scholar
• Zimmer, R., Henry, G. T., & Kho, A. (2017). The effects of school turnaround in Tennessee’s achievement school district and innovation zones. Educational Evaluation and Policy Analysis, 39(4), 670–696. https://doi.org/10.3102/0162373717705729
   Web of Science ®Google Scholar