Northwest Regional Comprehensive Center

The Center on Innovation & Improvement has recently the Handbook on Restructuring and Substantial School Improvement. The Handbook's purpose is to assist states, districts, and schools in establishing policies, procedures, and support to successfully restructure schools.

The Handbook is organized into three sections:

• Section 1: Overview of Restructuring
• Section 2: Topical Modules
• Section 3: Indicators of Successful Restructuring

The GAO recently released a report focusing on schools that have implemented restructuring programs to meet adequate yearly progress under NCLB. Based on the report's results, the GAO recommends a number of actions:

• 1. Secretary of ED should inform schools in corrective action when they may continue this corrective action rather than employ a new method;
• 2. States should report information on corrective action activities taken by each school; and
• 3. ED should take additional steps to ascertain whether states are ensuring that districts provide the required assistance to schools.

The Center on Education Policy has recently released a report describing Ohio's school restructuring efforts under the No Child Left Behind Act. The report includes findings from interviews with state officials and case studies of nine schools in four school districts: Cincinnati Public Schools, Cleveland Metropolitan School District, Mansfield City Schools, and Mount Vernon City Schools.

Kelleher, M., & Scott, C. (2008). It takes more than a hero: School restructuring in Ohio under the No Child Left Behind Act. Washington, DC: Center on Education Policy.

The Center on Education Policy has a released a report synthesizing findings from their research on how the No Child Left Behind Act's school restructuring requirements are being implemented in Michigan, California, Maryland, Ohio, and Georgia. Document reviews and interviews with state officials were conducted in the five states, and case study research was carried out in 19 districts and 42 schools. Among the report's findings are that more schools have entered restructuring and many remain in that status for multiple years; the "any other" restructuring option is the most popular option in the states studied; and the five states varied greatly in the supports they offered restructuring schools.

The Center on Education Policy's report describing the state of Maryland's efforts to assist schools in restructuring during school year 2008–2009 is now available. The report highlights the state's participation in the NCLB differentiated accountability pilot program.

Neuman-Sheldon, B. (2009). Looking for new ways to make progress: School restructuring in Maryland, 2009-09 follow-up report. Washington, DC: Center on Education Policy.

Public Impact (2008). School turnaround teachers: Selection toolkit.

This policy brief from the Consortium for School Improvement at CCSSO, describes systems of support in eight states--Alabama, Arizona, Illinois, Indiana, New Mexico, Ohio, Pennsylvania, and Virginia. The policy brief was developed to facilitate cross-state discussions regarding how diverse states are maximizing their human and fiscal resources to support schools in need of improvement by assisting with data analysis, plan development, implementation, and ongoing evaluation.

The ECS, with funding from the MetLife Foundation, created an online resource for state policymakers, school district officials, principals and classroom teachers. The purpose of the toolkit is to expand awareness and understanding of the policies, practices and processes that serve to strengthen leadership for reform and improvement in schools and districts. Eight critical areas ranging from decision making processes to resource allocation to instruction, professional development and accountability - in three school systems: Boston Public Schools, Memphis City School District and National City (California) School District are described.

The National High School Content Center recently released a checklist designed to help states at various stages develop their system of support to reach struggling high schools.