- Gary T. Henry
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Gary T. Henry
Credit recovery (CR) refers to online courses that high school students take after previously failing the course. Many have suggested that CR courses are helping students to graduate from high school without corresponding increases in academic skills. This study analyzes administrative data from the state of North Carolina to evaluate these claims using full data from public and private CR providers. Findings indicate that students who fail courses and enroll in CR have lower test scores of up to two tenths of a standard deviation and are about seven percent more likely to graduate high school on time than students who repeat courses traditionally. Test score differences are particularly large for Biology compared to Math I and English II. Hispanic and economically disadvantaged CR students are more likely to graduate high school than their peers.
Federal education policies gave political and financial support for state education agencies to turnaround low-performing schools on an unprecedented scale. North Carolina’s ambitious program turned around over half of all schools nationwide that underwent turnaround funded by Race to the Top. Exploiting the assignment to turnaround based on schools’ 2009-10 proficiency rates, we implement regression discontinuity designs to estimate the effects of state turnaround services on student achievement in North Carolina’s lowest-performing schools annually from the 2011-12 through 2014-15. Overall, we find modest positive effects of turnaround when including treated schools at all grade levels, but these effects are sensitive to bandwidth. For secondary schools, we find consistently positive effects that vary from modest to large. For elementary and middle schools, we find consistent, modest negative effects of turnaround on student achievement.
In contrast to prior federally mandated school reforms, the Every Student Succeeds Act (ESSA) allows states more discretion in reforming their lowest performing schools, removes requirements to disrupt the status quo, and does not allocate substantial additional funds. Using a regression discontinuity design, we evaluate a state turnaround initiative aligned with ESSA requirements. We find the effect on student test score growth was not significant in year one and -0.13 in year two. Also in year two, we find that teachers in turnaround schools were 22.5 percentage points more likely to turn over. Teacher turnover appears to have been voluntary rather than the result of strategic staffing decisions.
One in five schools loses its principal each year. Despite the prevalence of principal turnover, little empirical research has examined its effects on school outcomes. Because principal turnover may occur in response to or contemporaneous with a downturn in student achievement, the effect of a turnover is confounded with unobserved school-level factors. We employ a novel identification strategy that blocks each potential source of endogeneity to isolate plausibly causal effects of within- and between-year principal turnover. Using eight years of North Carolina administrative data from 2009-2018, we find that principal turnover is associated with significant decreases in student achievement and increases in teacher turnover. These effects are similar whether the turnover occurs over the summer or during the school year.
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.
Many districts and states have begun implementing incentives to attract high-performing teachers to low-performing schools. Previous research has found that these incentives are effective. However, effects on the schools and students these teachers leave behind has not been examined. This study focuses on the general equilibrium effects of recruiting effective teachers to Tennessee’s Innovation Zone (iZone) schools, one of the most successful turnaround initiatives in the nation (Zimmer, Henry, & Kho, 2017). While there is some variation in the effects of losing these teachers, we find they range between -0.04 and -0.12 standard deviations in student test score gains. However, an estimate including both these negative effects and the positive effects in iZone schools yields overall net positive effects.
Recruiting and retaining teachers can be challenging for many schools, especially in low-performing urban schools in which teachers turn over at higher rates. In this study, we examine three types of school-level attributes that may influence teachers’ decisions to enter or transfer schools: malleable school processes, structural features of employment, and school characteristics. Using adaptive conjoint analysis survey design with a sample of teachers from low-performing, urban, turnaround schools in Tennessee, we find that five of the seven most highly valued features of schools are malleable processes: consistent administrative support, consistent enforcement of discipline, school safety, small class sizes, and availability of high-quality professional development. In particular, teachers rated as effective are more likely to prefer performance-based pay than teachers rated ineffective. We validate our results using administrative data from Tennessee on teachers’ actual mobility patterns.
A growing body of research evaluates the effects of turnaround on chronically low-performing schools. We extend this research to formally test factors that either mediate or suppress the effects of two turnaround initiatives in Tennessee: the Achievement School District (ASD) and local Innovation Zones (iZones). Using difference-in-differences models within a mediational framework, we find that hiring highly effective teachers and employing effective principals partially explain positive effects of iZone interventions. In the ASD, high levels of teacher turnover suppress potential positive effects after the first year. In iZone schools, several factors suppress even larger positive effects: hiring more novice teachers; hiring more principals with less experience; and high levels of student chronic absenteeism and student in-migration.