When a school is designated as chronically low-performing, what can be done?
This peer-reviewed study examines the effects on student achievement after 10 chronically low performing schools across Florida received intensive professional development and coaching for principals and teachers.
Published by: American Educational Research Association journal (2017)
Authors: Dr. Lindsey D. Basileo and Michael D. Toth.
Methodology: The study first summarizes results by school letter grade, then examines whether teachers’ value-added scores improved from 2014–15 to 2015–16 using statistical methods like t-tests, propensity score matching, and Hierarchical Linear Modeling.
Focus: Offering professional development and coaching for principals and teachers, with specific and actionable feedback given to principals and district leaders, to help turn around chronically low-performing schools.
Key findings:
- 70% of the schools saw improvement in their letter grade
- Three schools improved by two letter grades
- Four schools improved by a single letter grade.
