Key Issues in Empirically Identifying Chronically Low-Performing and Turnaround Schools

Abstract

One of the US Department of Education's key priorities is turning around the nation's persistently low-achieving schools, yet exactly how to identify low-performing schools is a task left to state policy makers, and a myriad of definitions have been utilized. In addition, exactly how to recognize when a school begins to turn around is not well established in the research literature. This article presents some of the lessons learned from a project that empirically identified chronically low-performing and turnaround schools in 3 states, and maps out the decision-making process involved in identifying these schools based on performance.

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