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Statewide Systems of Support (SSOS)

NWRCC provides assistance to state education agencies in improving SSOS. The Elementary and Secondary Education Act (ESEA) (currently known as the No Child Left Behind Act of 2001 [NCLB]) legislation outlines a pivotal role for the state in helping struggling districts and schools meet the requirements of the law. NCLB requires states to "establish a statewide system of intensive and sustained support and improvement for local educational agencies and schools receiving funds under this part, in order to increase the opportunity for all students served by those agencies and schools to meet the state's academic content standards and student academic achievement standards" (Section 1117 (a)(1)).

Highlighted Resources

Statewide Systems of Support (SSOS)

Wrestling the Devil in the Details: An Early Look at Restructuring in California The Center on Education Policy (CEP) has recently released a publication that looked at California's state restructuring efforts. The Center interviewed state, regional, and school staff, in addition to conducting district-level case studies, observations of restructuring workshops, and document reviews, to learn more about restructuring in California.
Council of Chief State School Officers' State Support to Schools in Need of Improvement 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.
States Progress Toward High School Restructuring The National High School Center has recently released a brief outlining the provisions of the No Child Left Behind Act (NCLB) relating to restructuring and includes strategies that states and districts are undertaking, particularly at the high school level.
Education Commission of the States' (ECS) Education Leadership Policy Toolkit 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.
Strengthening the Statewide System of Support: A Manual for the Comprehensive Center and State Education Agency The Center on Innovation & Improvement Content Center recently released this handbook that describes a process that enables an SEA to self-assess its system of support and plan for its improvement. The sole purpose of the handbook is to facilitate technical assistance from a regional comprehensive center to guide a team from the SEA in fully describing the statewide system of support, viewing that description within a framework, determining ways to strengthen the system, and developing a plan for improvement.
State-Level High School Improvement Systems Checklist 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.
Managing More Than a Thousand Remodeling Projects: School Restructuring in California The Center on Education Policy recently released a report describing California's school restructuring under the No Child Left Behind Act. Included are case findings of nine schools in four school districts.
Turning Around Chronically Low-Performing Schools The U.S. Department of Education recently released a guide identifying practices that can improve the performance of chronically low-performing schools. The four recommendations in this guide work together to help failing schools make adequate yearly progress.
Coherence in Statewide Systems of Support The Center on Innovation and Improvement (CII) recently released a report that draws on some of the lessons learned and best practices from the center’s work with various comprehensive centers striving to help states improve the functioning of their systems of support for districts and schools. The report also uses the results from a national survey of school improvement directors conducted by CCSSO and CII across all 50 states plus Puerto Rico and the District of Columbia. Finally, a case study of Ohio's decade-long efforts to develop a coherent, streamlined, and efficient system of support provides a firsthand account of work one state is carrying out to support student learning.
Looking for New Ways To Make Progress: School Restructuring in Maryland, 2008–2009 Follow-Up Report 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.
Center on Innovation and Improvement Reports on Turnaround Schools The Center on Innovation and Improvement recently released three reports on the topic of turnaround schools. Breaking the Habit of Low Performance: Successful School Restructuring Stories This report examines five schools that successfully restructured. By current accountability standards, these schools had long-documented histories of poor performance and failed efforts to improve. At each of these schools, multiple factors enabled them to kick the low-performance habit. The report looks at what these schools have done differently from the thousands of schools that languish in improvement status as well as what actors intervened to catalyze, change, or create an environment conducive to improvement. Performance-Based Dismissals: Cross-Sector Lessons for School Turnarounds This report examines the research on performance-based dismissals outside education—where the experience base is much richer—to inform strategies for turnaround leaders in public education. The ways in which state and district policies enable—or more often impede—targeted staff replacement and provide policy recommendations for local and state education leaders are also examined. Tough Decisions: Closing Persistently Low-Performing Schools The report describes why and how four urban districts—Denver Public Schools, Chicago Public Schools, Hartford Public Schools, and Pittsburgh Public Schools—closed schools for low performance. It focuses on two distinct closure strategies: 1) closing school buildings and dispersing students to other schools; and 2) closing and then reopening the schools with new leadership and staff.
Singing Out of the Same Songbook: The Standards Aligned System in Pennsylvania The Center on Innovation and Improvement has released a publication describing Pennsylvania's statewide system of support. The information contained in this publication is derived from an on-site visit by the author to the Pennsylvania Department of Education (PDE); telephone interviews with PDE staff members, Intermediate Unit staff members, and district superintendents; the transcript of a conversation the author facilitated between PDE and New York State Education staff members; artifacts provided by PDE; and artifacts obtained independently by the author.
Mining the Opportunities in Differentiated Accountability: Lessons Learned from the No Child Left Behind Pilots in Four States The Center on Education Policy released a report examining how four states—Georgia, Maryland, New York, and Ohio—have taken advantage of the flexibility under the Differentiated Accountability Pilot program to help low-performing schools under the No Child Left Behind Act. Launched by the U.S. Department of Education in 2008, the program allows nine states to vary the intensity and type of intervention they use with struggling schools and focus their resources on those with the greatest needs.
Characteristics of Improved School Districts: Themes from Research The purposes of this Handbook are to survey the research related to statewide systems of support, to present the experience and insights of educational leaders in how such support can best be conducted, and to derive actionable principles for improving schools. It is intended for use not only by the staff of the U.S. Department of Education-sponsored Regional Centers that serve state department staff, but also by the staff of school districts and schools.
Handbook on Statewide Systems of Support The purposes of this Handbook are to survey the research related to statewide systems of support, to present the experience and insights of educational leaders in how such support can best be conducted, and to derive actionable principles for improving schools. It is intended for use not only by the staff of the U.S. Department of Education-sponsored Regional Centers that serve state department staff, but also by the staff of school districts and schools.
Leading for Learning. States are taking on new roles as they provide support for low-performing schools and districts A supplement to the September 13, 2006, issue of Education Week and focuses on the leadership of state education agencies charged with building local capacity to improve instruction. It highlights strategies by the state education agencies in Michigan, Connecticut, California, and South Carolina and profiles efforts in Kentucky, New Mexico, and Pennsylvania to assist schools and districts.
Leadership Capacities for a Changing Environment: State and District Responses to the NCLB Act of 2001 Dwyer, C. (2005). Providence, RI: The Education Alliance at Brown University. Drawing from five separate research studies, this book outlines the policies, structures, and supports that states and school districts in Massachusetts, New York, Rhode Island, Vermont, and Connecticut are creating and implementing to improve student achievement in low-performing districts and schools. The book also takes a critical look at the demands on educational leaders in a complex, high-expectations environment following the No Child Left Behind Act of 2001.
Reaching Capacity: A Blueprint for the State Role in Improving Low Performing Schools and Districts The purpose of this report is to clarify the state's role (Massachusetts) in helping schools and districts address their needs. This report begins from the premise that Massachusetts has an obligation that it is not meeting. Schools and districts are struggling and need tools, resources, and assistance to raise student achievement.
Strengthening the Statewide System of Support: A Manual for the Comprehensive Center and State Education Agency Strengthening the Statewide System of Support is a technical assistance manual and a companion to the Handbook on Statewide Systems of Support. These two documents, with additional resources at the Center on Innovation and Improvement, enable a state education agency (SEA), with technical assistance from a Comprehensive Center, to self-assess its system of support and plan for its improvement.
Identifying School Districts for Improvement and Corrective Action Under NCLB This report by the Center on Education Policy (CEP) describes how districts are identified for improvement, and what happens when they are as specified in the No Child Left Behind Act.
School restructuring: Federal No Child Left Behind Act of 2001 guidance document Illinois State Board of Education (2006). School restructuring: Federal No Child Left Behind Act of 2001 guidance document.
The Turnaround Challenge Mass Insight Education and Research Institute. The turnaround challenge (Executive summary).
School turnaround leaders: Competencies for success Public Impact (2008). School turnaround leaders: Competencies for success.
School turnaround leaders: Selection toolkit Public Impact (2008). School turnaround leaders: Selection toolkit.
The Sit-Down Dinner: Formalizing Restructuring Under the No Child Left Behind Act in Michigan Scott, C., & Kelleher, M. (2008). The sit-down dinner: Formalizing restructuring under the No Child Left Behind Act in Michigan. Washington, DC: Center on Education Policy.
School restructuring under No Child Left Behind: What works when? The Center for Comprehensive School Reform and Improvement (2006). School restructuring under No Child Left Behind: What works when?
Successful School Turnarounds: Seven Steps for District Leaders The Center for Comprehensive School Reform and Improvement has released an issues brief drawing from the cross-sector research base on successful turnarounds. It offers seven steps for district leaders to support turnaround principals and maximize their chances of success.

Statewide Systems of Support (SSOS)

Wrestling the Devil in the Details: An Early Look at Restructuring in California

The Center on Education Policy (CEP) has recently released a publication that looked at California's state restructuring efforts. The Center interviewed state, regional, and school staff, in addition to conducting district-level case studies, observations of restructuring workshops, and document reviews, to learn more about restructuring in California.

Council of Chief State School Officers' State Support to Schools in Need of Improvement

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.

States Progress Toward High School Restructuring

The National High School Center has recently released a brief outlining the provisions of the No Child Left Behind Act (NCLB) relating to restructuring and includes strategies that states and districts are undertaking, particularly at the high school level.

Education Commission of the States' (ECS) Education Leadership Policy Toolkit

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.

Strengthening the Statewide System of Support: A Manual for the Comprehensive Center and State Education Agency

The Center on Innovation & Improvement Content Center recently released this handbook that describes a process that enables an SEA to self-assess its system of support and plan for its improvement. The sole purpose of the handbook is to facilitate technical assistance from a regional comprehensive center to guide a team from the SEA in fully describing the statewide system of support, viewing that description within a framework, determining ways to strengthen the system, and developing a plan for improvement.

State-Level High School Improvement Systems Checklist

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.

Managing More Than a Thousand Remodeling Projects: School Restructuring in California

The Center on Education Policy recently released a report describing California's school restructuring under the No Child Left Behind Act. Included are case findings of nine schools in four school districts.

Turning Around Chronically Low-Performing Schools

The U.S. Department of Education recently released a guide identifying practices that can improve the performance of chronically low-performing schools. The four recommendations in this guide work together to help failing schools make adequate yearly progress.

Coherence in Statewide Systems of Support

The Center on Innovation and Improvement (CII) recently released a report that draws on some of the lessons learned and best practices from the center’s work with various comprehensive centers striving to help states improve the functioning of their systems of support for districts and schools.

The report also uses the results from a national survey of school improvement directors conducted by CCSSO and CII across all 50 states plus Puerto Rico and the District of Columbia. Finally, a case study of Ohio's decade-long efforts to develop a coherent, streamlined, and efficient system of support provides a firsthand account of work one state is carrying out to support student learning.

Looking for New Ways To Make Progress: School Restructuring in Maryland, 2008–2009 Follow-Up Report

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.

Center on Innovation and Improvement Reports on Turnaround Schools

The Center on Innovation and Improvement recently released three reports on the topic of turnaround schools.

Breaking the Habit of Low Performance: Successful School Restructuring Stories
This report examines five schools that successfully restructured. By current accountability standards, these schools had long-documented histories of poor performance and failed efforts to improve. At each of these schools, multiple factors enabled them to kick the low-performance habit. The report looks at what these schools have done differently from the thousands of schools that languish in improvement status as well as what actors intervened to catalyze, change, or create an environment conducive to improvement.

Performance-Based Dismissals: Cross-Sector Lessons for School Turnarounds
This report examines the research on performance-based dismissals outside education—where the experience base is much richer—to inform strategies for turnaround leaders in public education. The ways in which state and district policies enable—or more often impede—targeted staff replacement and provide policy recommendations for local and state education leaders are also examined.

Tough Decisions: Closing Persistently Low-Performing Schools
The report describes why and how four urban districts—Denver Public Schools, Chicago Public Schools, Hartford Public Schools, and Pittsburgh Public Schools—closed schools for low performance. It focuses on two distinct closure strategies: 1) closing school buildings and dispersing students to other schools; and 2) closing and then reopening the schools with new leadership and staff.

Singing Out of the Same Songbook: The Standards Aligned System in Pennsylvania

The Center on Innovation and Improvement has released a publication describing Pennsylvania's statewide system of support. The information contained in this publication is derived from an on-site visit by the author to the Pennsylvania Department of Education (PDE); telephone interviews with PDE staff members, Intermediate Unit staff members, and district superintendents; the transcript of a conversation the author facilitated between PDE and New York State Education staff members; artifacts provided by PDE; and artifacts obtained independently by the author.

Mining the Opportunities in Differentiated Accountability: Lessons Learned from the No Child Left Behind Pilots in Four States

The Center on Education Policy released a report examining how four states—Georgia, Maryland, New York, and Ohio—have taken advantage of the flexibility under the Differentiated Accountability Pilot program to help low-performing schools under the No Child Left Behind Act. Launched by the U.S. Department of Education in 2008, the program allows nine states to vary the intensity and type of intervention they use with struggling schools and focus their resources on those with the greatest needs.

Characteristics of Improved School Districts: Themes from Research

The purposes of this Handbook are to survey the research related to statewide systems of support, to present the experience and insights of educational leaders in how such support can best be conducted, and to derive actionable principles for improving schools. It is intended for use not only by the staff of the U.S. Department of Education-sponsored Regional Centers that serve state department staff, but also by the staff of school districts and schools.

Handbook on Statewide Systems of Support

Leading for Learning. States are taking on new roles as they provide support for low-performing schools and districts

A supplement to the September 13, 2006, issue of Education Week and focuses on the leadership of state education agencies charged with building local capacity to improve instruction. It highlights strategies by the state education agencies in Michigan, Connecticut, California, and South Carolina and profiles efforts in Kentucky, New Mexico, and Pennsylvania to assist schools and districts.

Leadership Capacities for a Changing Environment: State and District Responses to the NCLB Act of 2001

Dwyer, C. (2005). Providence, RI: The Education Alliance at Brown University.

Drawing from five separate research studies, this book outlines the policies, structures, and supports that states and school districts in Massachusetts, New York, Rhode Island, Vermont, and Connecticut are creating and implementing to improve student achievement in low-performing districts and schools. The book also takes a critical look at the demands on educational leaders in a complex, high-expectations environment following the No Child Left Behind Act of 2001.

Reaching Capacity: A Blueprint for the State Role in Improving Low Performing Schools and Districts

The purpose of this report is to clarify the state's role (Massachusetts) in helping schools and districts address their needs. This report begins from the premise that Massachusetts has an obligation that it is not meeting. Schools and districts are struggling and need tools, resources, and assistance to raise student achievement.

Strengthening the Statewide System of Support: A Manual for the Comprehensive Center and State Education Agency

Strengthening the Statewide System of Support is a technical assistance manual and a companion to the Handbook on Statewide Systems of Support. These two documents, with additional resources at the Center on Innovation and Improvement, enable a state education agency (SEA), with technical assistance from a Comprehensive Center, to self-assess its system of support and plan for its improvement.

Identifying School Districts for Improvement and Corrective Action Under NCLB

This report by the Center on Education Policy (CEP) describes how districts are identified for improvement, and what happens when they are as specified in the No Child Left Behind Act.

School restructuring: Federal No Child Left Behind Act of 2001 guidance document

Illinois State Board of Education (2006). School restructuring: Federal No Child Left Behind Act of 2001 guidance document.

The Turnaround Challenge

Mass Insight Education and Research Institute. The turnaround challenge (Executive summary).

School turnaround leaders: Competencies for success

Public Impact (2008). School turnaround leaders: Competencies for success.

School turnaround leaders: Selection toolkit

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

The Sit-Down Dinner: Formalizing Restructuring Under the No Child Left Behind Act in Michigan

Scott, C., & Kelleher, M. (2008). The sit-down dinner: Formalizing restructuring under the No Child Left Behind Act in Michigan. Washington, DC: Center on Education Policy.

School restructuring under No Child Left Behind: What works when?

The Center for Comprehensive School Reform and Improvement (2006). School restructuring under No Child Left Behind: What works when?

Successful School Turnarounds: Seven Steps for District Leaders

The Center for Comprehensive School Reform and Improvement has released an issues brief drawing from the cross-sector research base on successful turnarounds. It offers seven steps for district leaders to support turnaround principals and maximize their chances of success.

Turnaround Schools

School Turnarounds: Action and Results The Center on Innovation and Improvement recently published a report identifying and explaining 14 leader actions associated with a successful school turnaround. Drawing on case studies, the report includes real-world vignettes of actions that successful school leaders have taken to turn around low-performing schools. An annotated bibliography is also provided.
Turning Around Chronically Low-Performing Schools The U.S. Department of Education recently released a guide identifying practices that can improve the performance of chronically low-performing schools. The four recommendations in this guide work together to help failing schools make adequate yearly progress.
Center on Innovation and Improvement Reports on Turnaround Schools The Center on Innovation and Improvement recently released three reports on the topic of turnaround schools. Breaking the Habit of Low Performance: Successful School Restructuring Stories This report examines five schools that successfully restructured. By current accountability standards, these schools had long-documented histories of poor performance and failed efforts to improve. At each of these schools, multiple factors enabled them to kick the low-performance habit. The report looks at what these schools have done differently from the thousands of schools that languish in improvement status as well as what actors intervened to catalyze, change, or create an environment conducive to improvement. Performance-Based Dismissals: Cross-Sector Lessons for School Turnarounds This report examines the research on performance-based dismissals outside education—where the experience base is much richer—to inform strategies for turnaround leaders in public education. The ways in which state and district policies enable—or more often impede—targeted staff replacement and provide policy recommendations for local and state education leaders are also examined. Tough Decisions: Closing Persistently Low-Performing Schools The report describes why and how four urban districts—Denver Public Schools, Chicago Public Schools, Hartford Public Schools, and Pittsburgh Public Schools—closed schools for low performance. It focuses on two distinct closure strategies: 1) closing school buildings and dispersing students to other schools; and 2) closing and then reopening the schools with new leadership and staff.
The Turnaround Challenge Mass Insight Education and Research Institute. The turnaround challenge (Executive summary).
School turnaround leaders: Competencies for success Public Impact (2008). School turnaround leaders: Competencies for success.
School turnaround leaders: Selection toolkit Public Impact (2008). School turnaround leaders: Selection toolkit.
School turnaround teachers: Competencies for success Public Impact (2008). School turnaround teachers: Competencies for success.
School turnaround teachers: Selection toolkit Public Impact (2008). School turnaround teachers: Selection toolkit.
Successful School Turnarounds: Seven Steps for District Leaders The Center for Comprehensive School Reform and Improvement has released an issues brief drawing from the cross-sector research base on successful turnarounds. It offers seven steps for district leaders to support turnaround principals and maximize their chances of success.

Turnaround Schools

School Turnarounds: Action and Results

The Center on Innovation and Improvement recently published a report identifying and explaining 14 leader actions associated with a successful school turnaround. Drawing on case studies, the report includes real-world vignettes of actions that successful school leaders have taken to turn around low-performing schools. An annotated bibliography is also provided.

Turning Around Chronically Low-Performing Schools

Center on Innovation and Improvement Reports on Turnaround Schools

The Center on Innovation and Improvement recently released three reports on the topic of turnaround schools.

The Turnaround Challenge

Mass Insight Education and Research Institute. The turnaround challenge (Executive summary).

School turnaround leaders: Competencies for success

Public Impact (2008). School turnaround leaders: Competencies for success.

School turnaround leaders: Selection toolkit

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

School turnaround teachers: Competencies for success

Public Impact (2008). School turnaround teachers: Competencies for success.

School turnaround teachers: Selection toolkit

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

Successful School Turnarounds: Seven Steps for District Leaders

Restructuring

Wrestling the Devil in the Details: An Early Look at Restructuring in California The Center on Education Policy (CEP) has recently released a publication that looked at California's state restructuring efforts. The Center interviewed state, regional, and school staff, in addition to conducting district-level case studies, observations of restructuring workshops, and document reviews, to learn more about restructuring in California.
Handbook on Restructuring and Substantial School Improvement 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
States Progress Toward High School Restructuring The National High School Center has recently released a brief outlining the provisions of the No Child Left Behind Act (NCLB) relating to restructuring and includes strategies that states and districts are undertaking, particularly at the high school level.
Government Accountability Office's (GAO) No Child Left Behind Act: Education Should Clarify Guidance and Address Potential Compliance Issues for Schools in Corrective Action and Restructuring Status 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.
Managing More Than a Thousand Remodeling Projects: School Restructuring in California The Center on Education Policy recently released a report describing California's school restructuring under the No Child Left Behind Act. Included are case findings of nine schools in four school districts.
It Takes More Than a Hero: School Restructuring in Ohio Under the No Child Left Behind Act 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.
Uncharted Territory: An Examination of Restructuring Under NCLB in Georgia The Center on Education Policy recently released a report describing Georgia's school restructuring efforts under the No Child Left Behind Act. Including are findings from interviews with state officials and regional administrators and case studies of five schools in three school districts: Atlanta Public Schools, Muscogee County School District, and Stewart County School District. Duffrin, E., & Scott, C. (2008). Uncharted territory: An examination of restructuring under NCLB in Georgia. Washington, DC: Center on Education Policy.
A Call to Restructure Restructuring: Lessons from the No Child Left Behind Act in Five States 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.
Top Down, Bottom Up: California Districts in Corrective Action and Schools in Restructuring Under NCLB The Center on Education Policy has recently released a report describing California's efforts to assist schools in restructuring during the 2008–2009 school year. The report highlights the state's expanded approach to technical assistance, which includes public as well as private providers.
Looking for New Ways To Make Progress: School Restructuring in Maryland, 2008–2009 Follow-Up Report 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.
School restructuring: Federal No Child Left Behind Act of 2001 guidance document Illinois State Board of Education (2006). School restructuring: Federal No Child Left Behind Act of 2001 guidance document.
School turnaround teachers: Selection toolkit Public Impact (2008). School turnaround teachers: Selection toolkit.
The Sit-Down Dinner: Formalizing Restructuring Under the No Child Left Behind Act in Michigan Scott, C., & Kelleher, M. (2008). The sit-down dinner: Formalizing restructuring under the No Child Left Behind Act in Michigan. Washington, DC: Center on Education Policy.
School restructuring under No Child Left Behind: What works when? The Center for Comprehensive School Reform and Improvement (2006). School restructuring under No Child Left Behind: What works when?

Restructuring

Wrestling the Devil in the Details: An Early Look at Restructuring in California

Handbook on Restructuring and Substantial School Improvement

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

States Progress Toward High School Restructuring

Government Accountability Office's (GAO) No Child Left Behind Act: Education Should Clarify Guidance and Address Potential Compliance Issues for Schools in Corrective Action and Restructuring Status

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.

Managing More Than a Thousand Remodeling Projects: School Restructuring in California

It Takes More Than a Hero: School Restructuring in Ohio Under the No Child Left Behind Act

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.

Uncharted Territory: An Examination of Restructuring Under NCLB in Georgia

The Center on Education Policy recently released a report describing Georgia's school restructuring efforts under the No Child Left Behind Act. Including are findings from interviews with state officials and regional administrators and case studies of five schools in three school districts: Atlanta Public Schools, Muscogee County School District, and Stewart County School District.

Duffrin, E., & Scott, C. (2008). Uncharted territory: An examination of restructuring under NCLB in Georgia. Washington, DC: Center on Education Policy.

A Call to Restructure Restructuring: Lessons from the No Child Left Behind Act in Five States

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.

Top Down, Bottom Up: California Districts in Corrective Action and Schools in Restructuring Under NCLB

The Center on Education Policy has recently released a report describing California's efforts to assist schools in restructuring during the 2008–2009 school year. The report highlights the state's expanded approach to technical assistance, which includes public as well as private providers.