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Description
The purpose of this study was to investigate the phenomenon of turnaround schools. This study deepened the understanding of how low-performing high schools, with large percentages of Latino students, turn around and become high-performing high schools where student achievement improvements are sustained. The study examined the context in which a turnaround effort began and the various catalysts for change and impediments to change. As well, the study described the practices, policies, and procedures that influenced dramatic improvements in learning results for Latino students. Also, the study explored the systems and structures that have helped sustain improved learning results. More importantly, the study compared and contrasted the factors that have influenced and inhibited change in a similar school that started with many similar contextual problems and opportunities, yet failed to gain momentum for change. In particular, this study analyzed the principals' role in initiating, supporting, and sustaining change in a turnaround school. This study sought to identify the attributes and actions of educational leaders in the turnaround high school. In particular, the researcher examined how leaders' behavior differed in these two schools and how those differences influenced the achievement of Latino students. This study examined the literature that might inform a study of turnaround schools. In particular, this study explored the historical context of educational reform movements intended to improve teaching and learning for students in underperforming schools. This historical context included the studies commonly referred to as effective schools research. Also, because the study of turnaround schools is fundamentally a study of organizational change, this chapter described the literature concerning organizational change and school change. The review would be incomplete without attention to the literature that addresses potential levers of dramatic change in school. For example, some researchers have suggested that culturally proficient leadership and culturally responsive teaching may be means to promote equity for Latino students in schools. Finally, this study examined recent literature concerning successful and unsuccessful efforts to turn around chronically low-performing schools that have a large population of English Language Learners students.
