Tennessee’s School Turnaround Programs Face Scrutiny Over Long-Term Effectiveness
MEMPHIS – Recent research casts doubt on the effectiveness of Tennessee’s primary school turnaround initiatives, revealing that middle school students exiting these programs show little to no educational gains when they reach high school.
Study Findings Challenge Turnaround Strategies
According to a study conducted by Brown University’s Annenberg Institute, students assigned to the Achiement School District, known for its aggressive approach, typically saw a decline in their high school test scores. Furthermore, enrollment in the Innovation Zone, a locally managed school improvement program in Memphis and surrounding areas, corresponded with worse math scores in high school. Neither program significantly improved students’ ACT scores or high school graduation rates, leading to serious concerns about their effectiveness.
Gaps in Performance and Support
The research analyzed student performance through various metrics, including attendance, chronic absenteeism, disciplinary actions, and graduation rates. Results indicated that these turnaround models, which began in 2012 as part of an initiative to improve public education, have not delivered the long-term benefits they initially promised.
The findings emphasize the need for reform policies that connect across different school levels to support students throughout their educational journey from K-12.
Funding and Educational Reforms Nationwide
Both programs emerged during a time of national educational reform supported by federal funds allocated through initiatives like the Race to the Top competition. Various states, including Florida and Illinois, implemented similar turnaround efforts, receiving billions to address persistently low-performing schools. However, the recent data has national implications, as these programs often serve students of color and those from low-income families who experienced disproportionate learning loss during the COVID-19 pandemic.
Critics and Advocates Weigh In
Lam Pham of North Carolina State University, who led the research, stated that accountability systems should prioritize holistic student outcomes rather than just annual test scores. He advocates for a more comprehensive approach to education that includes social-emotional learning, mentoring, and family support.
The state-run Achievement School District has diminished in size over the years, dropping from a peak of 33 schools serving over 10,000 students to only three schools currently operating in Memphis. Lawmakers, including some Republicans, have acknowledged the failures of this model, indicating that reform is necessary.
Pockets of Success amid Challenges
Despite the shortcomings, some local education advocates point to early successes as evidence that the Achievement School District was not a total failure. Improvements were seen in specific schools, leading to calls for collaboration and better wraparound services in future interventions.
As Tennessee’s education leaders consider the future of these turnaround models, the new research will influence discussions on how to effectively support students in low-performing schools.
Looking Forward
With ongoing debates surrounding the viability of the iZone and the Achievement School District, stakeholders are calling for a reevaluation of strategies. It remains imperative that these discussions prioritize student well-being and long-term success as the state navigates the complexities of educational improvement.
