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The Impact of Turnaround Reform on Student Outcomes: Evidence and Insights from the Los Angeles Unified School District

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Listed:
  • Katharine O. Strunk

    (Rossier School of Educationand Price School of Public Policy University of Southern California Los Angeles)

  • Julie A. Marsh

    (Rossier School of Educationand Price School of Public Policy University of Southern California Los Angeles)

  • Ayesha K. Hashim

    (Rossier School of Educationand Price School of Public Policy University of Southern California Los Angeles)

  • Susan Bush-Mecenas

    (Rossier School of Educationand Price School of Public Policy University of Southern California Los Angeles)

  • Tracey Weinstein

    (Students First Sacramento, CA)

Abstract

We examine the Los Angeles Unified School District's Public School Choice Initiative (PSCI), which sought to turnaround the district's lowest-performing schools. We ask whether school turnaround impacted student outcomes, and what explains variations in outcomes across reform cohorts. We use a Comparative Interrupted Time Series approach using administrative student-level data, following students in the first (1.0), second (2.0), and third (3.0) cohorts of PSCI schools. We find that students in 1.0 turnaround schools saw no significant improvements in outcomes, whereas students enrolled in 2.0 schools saw significant gains in English Language Arts in both years of the reform. Students in 3.0 schools experienced significant decreases in achievement. Qualitative and survey data suggest that increased support and assistance and the use of reconstitution and restart as the sole turnaround methods contributed to gains in 2.0, whereas policy changes in 3.0 caused difficulties and confusion in implementation, leading to poor student performance.

Suggested Citation

  • Katharine O. Strunk & Julie A. Marsh & Ayesha K. Hashim & Susan Bush-Mecenas & Tracey Weinstein, 2016. "The Impact of Turnaround Reform on Student Outcomes: Evidence and Insights from the Los Angeles Unified School District," Education Finance and Policy, MIT Press, vol. 11(3), pages 251-282, Summer.
    • Handle: RePEc:tpr:edfpol:v:11:y:2016:i:3:p:251-282
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    References listed on IDEAS

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    1. Thomas Dee, 2012. "School Turnarounds: Evidence from the 2009 Stimulus," NBER Working Papers 17990, National Bureau of Economic Research, Inc.
    2. Robert Bifulco & Helen F. Ladd, 2006. "The Impacts of Charter Schools on Student Achievement: Evidence from North Carolina," Education Finance and Policy, MIT Press, vol. 1(1), pages 50-90, January.
    3. Robert Bifulco & William Duncombe & John Yinger, 2005. "Does whole-school reform boost student performance? The case of New York City," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 24(1), pages 47-72.
    4. Thomas S. Dee & Brian Jacob, 2011. "The impact of no Child Left Behind on student achievement," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 30(3), pages 418-446, June.
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    Cited by:

    1. Mark Chin & Thomas J. Kane & Whitney Kozakowski & Beth E. Schueler & Douglas O. Staiger, 2019. "School District Reform in Newark: Within- and Between-School Changes in Achievement Growth," ILR Review, Cornell University, ILR School, vol. 72(2), pages 323-354, March.
    2. Caitlin Kearns & Douglas Lee Lauen & Bruce Fuller, 2020. "Competing With Charter Schools: Selection, Retention, and Achievement in Los Angeles Pilot Schools," Evaluation Review, , vol. 44(2-3), pages 111-144, April.
    3. Mark Cimiluca & Brian Hill, 2023. "District‐wide school reform and student performance: Evidence from Montgomery County, Maryland," Bulletin of Economic Research, Wiley Blackwell, vol. 75(4), pages 813-827, October.
    4. Hashim, Ayesha K. & Strunk, Katharine O. & Marsh, Julie A., 2018. "The new school advantage? Examining the effects of strategic new school openings on student achievement," Economics of Education Review, Elsevier, vol. 62(C), pages 254-266.

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