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Explaining the Failure of School Turnaround: Critical Issues

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School Turnaround Policies and Practices in the US

Part of the book series: Education, Equity, Economy ((EEEC,volume 6))

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Abstract

On one level, it is difficult to critique school reform activity such as turnaround that rests on the value of equity, a concentrated effort to increase the quality of education and life chances of students who have traditionally been ill served and marginalized by society. At the same time, it is as if commitment to this powerful value exempted policy makers and school personnel from considering the ethical implications of further actions as they pursue this goal. On a regular basis where, one would expect to observe the hand of ethics in play, it is missing. One of the places we find this to be true is in the cart blanch dismissal of principals and some teachers in models of SIG. Even though the warning signs have been blinking, the failure of some should not be an indictment of an entire school’s faculty. Second, even though these actions are mandated, we never see the “evidence” used to make judgments at the district or state levels—nor a hint of evidence that policy makers and school leaders struggled over these decisions.

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    Joseph F. Murphy & Joshua F. Bleiberg

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Murphy, J.F., Bleiberg, J.F. (2019). Explaining the Failure of School Turnaround: Critical Issues. In: School Turnaround Policies and Practices in the US. Education, Equity, Economy, vol 6. Springer, Cham. https://doi.org/10.1007/978-3-030-01434-6_5

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