This article contributes to the literature on school turnaround by examining the effect of the North Carolina Transformation (NCT) initiative, which was implemented in 75 low-performing schools after the state’s efforts to turn around the lowest performing schools under Race to the Top ended, on student reading score growth in grades K-3. Reading score growth is measured using the mCLASS Dynamic Indicators of Basic Early Literacy (DIBELS) assessment. Utilizing a regression discontinuity design, we find that the NCT intervention had null effects on K-3 reading score growth across both the 2016 and 2017 school years.
school turnaround, early childhood, student achievement
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