Ohio School Turnaround Interventions: Impacts on Achievement, Attainment, and Administration
Project Team: 
Stéphane Lavertu, PhD (The Ohio State University)
Deven Carlson, PhD (University of Oklahoma)
Key Words: 
School improvement
Student Achievement

This study assesses the impact of recent school improvement initiatives in Ohio. The analysis estimates the impacts of the federal School Improvement Grant (SIG) program and Priority school interventions Ohio implemented as part of its No Child Left Behind Act (NCLB) waivers. Both initiatives can be characterized as “school turnaround” efforts because they sought to produce rapid and lasting improvements in school quality by requiring significant changes to many aspects of schools’ educational delivery, such as the replacement of principals and teachers and the use of data to drive instructional and managerial decision-making. Consistent with the goals of these interventions, the analysis focuses on their impacts on math and reading achievement and graduation rates. The analysis also considers the mechanisms that might explain changes in school quality, such as the principal and teacher turnover that the SIG and Priority models require.


Questions regarding this project should be directed to Stéphane Lavertu at:

Stéphane Lavertu, PhD

Associate Professor

John Glenn College of Public Affairs