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ABSTRACT
State takeovers of public-school districts are a controversial method to help fix struggling schools across the United States. This article considers the reasons behind takeovers, their effects on schools and communities, and both the positive and negative aspects of state involvement. We examine various state laws and specific examples from 3 Texas public school districts to understand how takeovers influence school performance, community participation, and district operations. Additionally, we consider the role of factors like socioeconomic conditions and political climate in determining the success of state interventions. Our goal is to contribute to the ongoing conversation about whether state takeovers are an effective solution for the complex challenges facing underperforming schools and school districts. To that end, we conclude by offering recommendations for future policy development and implementation.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional Resources
1. Morel, Domingo. (2018). Takeover:Race, Education, and American Democracy. Oxford University Press.
This book contextualizes the growing trend of state takeovers of local government in public education as a complex intersection between race, politics, and power. Originating from a study of nearly 1,000 school districts, Morel’s seminal study of school district takeovers explores the ways these policy decisions shape urban politics and similarly affect racialized, urban communities.
2. Schueler, Beth E., & Bleiberg,Joshua F. (2021). Evaluating Education Governance: Does State Takeover ofSchool Districts Affect Student Achievement? Journal of Policy Analysis andManagement, 00, 1–35. https://scholar.harvard.edu/files/schueler/files/schuelerbleiberg_jpam_takeovers.pdf
This article traces the history of school district takeovers as a phenomenon implemented by local governments since the 1980s. Employing a quantitative approach, the authors demonstrate that the incidence takeovers track poorly with academic performance in districts featuring large African American or Hispanic communities. Likewise, they find takeovers provide few if any academic benefits and are mainly disruptive and ineffective, important data that underscores the necessity of further investigation and discussion of takeover policy and its increasing frequency in American public education.
3. Wong,K., & Shen, F. (2002). Politics of state-led reform in education: Market competition and electoral dynamics. Educational Policy, 16, 161.
This article discusses how political factors influence state-led educational reforms. The authors argue that market competition and electoral dynamics often drive these reforms, rather than purely educational considerations.
4. Wong,K., & Shen, F. (2003). Measuring the effectiveness of city and state takeover as a school reform strategy. Peabody Journal of Education, 78, 89–119.
The authors analyze the efficacy of city and state takeovers as a method of educational reform. They evaluate the impact and outcomes of these interventions and the analysis provides insights into the potential benefits and challenges associated with such takeovers, contributing to the broader discussion on improving educational policies.
Notes
1. Current TEA Commissioner Mike Morath is likely more familiar than most with the complexities at play in Caroll ISD and other affluent Texas school districts, given his advocacy for closing achievement gaps and his proximity to Black institutions. Considering the State’s conservative leanings, Morath, who is a member of the historically Black Alpha Phi Alpha Fraternity, Inc., is generally well-known and respected throughout different social and professional groups across Texas, often transcending racial, economic, and political boundaries.
1. Note that Mike Miles was previously the Superintendent of Dallas ISD and Commissioner Mike Morath served on the Dallas ISD school board that hired him in 2012.
2. Note: North Forest ISD was closed in 2013 and merged with Houston ISD. The data for “North Forest ISD” is from the current enrollment of North Forest High School, since the school district no longer operates as a separate entity.