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Federalism, Race, and the Politics of Turnaround: U.S. Public Opinion on Improving Low-Performing Schools and Districts

Beth Schueler,
Martin R. West

Public support for school improvement policies can increase the success and durability of those reforms. However, little is known about public views on turnaround. We deployed questions and embedded experiments in a nationally representative 2017 survey (n=4,214) to uncover opinions regarding (a) which level of government should lead on turnaround and (b) state takeover of troubled districts. We find a large plurality prefers states play the greatest role in identifying and fixing failing schools. However, a substantial share prefers local governments increase their role. We find high levels of support for state takeover, yet support is greater in cases of financial mismanagement than academic underperformance. Those most likely to be directly affected express the least support for state takeover. 

Education level
K-12 Education
Topics
Policy, Politics, and Governance
Tags
School reform
Download 09/2019
Document Object Identifier (DOI)
10.26300/zfj9-sf90
EdWorkingPaper suggested citation:
Schueler, Beth, and Martin West. (). Federalism, Race, and the Politics of Turnaround: U.S. Public Opinion on Improving Low-Performing Schools and Districts. (EdWorkingPaper: -129). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/zfj9-sf90

Machine-readable bibliographic record: RIS, BibTeX

Published Edworkingpaper:
(2022). Federalism, Race, and the Politics of Turnaround: U.S. Public Opinion on Improving Low-Performing Schools and Districtshttps://doi.org/10.3102/0013189X211053317