{"id":7179,"date":"2016-08-18T08:00:00","date_gmt":"2016-08-18T12:00:00","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=7179"},"modified":"2016-08-14T12:26:26","modified_gmt":"2016-08-14T16:26:26","slug":"turn-around-failing-school","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/turn-around-failing-school\/","title":{"rendered":"How to Turn Around a Failing School"},"content":{"rendered":"

\"Image-45\"<\/a>To understand how to turn around a failing school quickly, using as few resources as possible, Alex Hill, Liz Mellon, Jules Goddard and Ben Laker studied changes made by 160 UK academies after they were put into remedial measures by the Office for Standards in Education, Children\u2019s Services and Skills (OFSTED) up to seven years ago. (In the UK, an academy is a publicly funded school or group of schools. One school can acquire others to form a group, which shares resources, making investment easier and cuts less painful. Academies have devolved decision-making powers, bypassing local government.)<\/span><\/p>\n

The researchers wrote about their findings in the Harvard Business Review<\/em>. Recommendations from their analysis follow:<\/p>\n

Don\u2019t<\/b> improve teaching first. <\/b>This was a very common mistake. Many schools tried to improve teaching while still struggling with badly behaving students, operating across a number of sites or having a poor head of school in charge. You can\u2019t expect teachers to sort out all the problems themselves \u2014 you need to create the right environment first.<\/span><\/p>\n

Do<\/b> improve governance, leadership, and structures first.<\/b> Otherwise, you\u2019re putting great teachers in a position where they fail \u2014 they\u2019ll waste time doing or managing the wrong things.<\/span><\/p>\n

Don\u2019t reduce class sizes.<\/b> While reducing class size works, it is not the best use of resources. It is expensive and you can create the same impact by improving student motivation and behavior, which takes fewer resources. Researchers found class sizes of 30 performed as well as class sizes of 15, when standards of student behavior had been addressed first.<\/span><\/p>\n

Do<\/b> improve student behavior and motivation. <\/b>The best way to create the right environment for good teachers is to improve student behavior and motivation. Controversially, researchers found that the fastest way to do this is to exclude poorly behaved students: Pay other schools to teach them or, as most academies did, build a new, smaller school for these students. However, while this \u201cquick win\u201d produced immediate results, it was not the best long-term solution (and indeed, it\u2019s probably not the best solution for society either). The better, more sustainable practice was to move poorly behaved students into another pathway within the existing school, so that they can be managed differently and reintegrated into the main pathway once their behavior has improved.<\/span><\/p>\n

Don\u2019t<\/b> use a \u201czero tolerance\u201d policy. <\/b>Many schools tried to come down hard on poor behavior with a \u201czero tolerance\u201d policy. However, the short term, positive impact didn\u2019t last and in some cases, students revolted and even rioted.<\/span><\/p>\n

Do<\/b> create an \u201call through\u201d school. <\/b>Keep students from the age of five until they leave at ages 16 or 18. In this way, school leaders can create the right culture early on and ensure that poor behaviors never develop. It also makes teaching at secondary school level (age 11 up) much easier, as you don\u2019t have to integrate older students with different views about standards.<\/span><\/p>\n

Don\u2019t<\/b> use a super head. <\/b>Many academies parachuted in a \u201csuper head\u201d from a successful school to turn themselves around. Although this had a positive short-term impact, it didn\u2019t create the right foundations for sustainable long-term improvement. These \u201csuper heads\u201d tended to be involved only for one to two years and focused their changes on the school year (ages 15\u201316) and subjects (mathematics and English) used to assess performance, so they could make quick improvements, take the credit, and move on.<\/span><\/p>\n

In every case, exam results dipped after the \u201csuper head\u201d left and only started improving three years later. The new head spent up to $2 million cleaning up the mess created by diverting attention, resources, and teaching capability from other age groups and subjects.<\/span><\/p>\n

Do improve all year groups. <\/b>Although schools can improve short-term performance by cutting and reallocating resources, they will not create sustainable improvement unless they invest in all age groups and subjects.<\/span><\/p>\n

Don\u2019t<\/b> expect inner city schools to be more difficult. <\/b>Another common view is that it is more difficult to turn around an inner city school. However, we found it is easier, as they have greater access to good leaders, teachers, and students.<\/span><\/p>\n

Do<\/b> invest more in rural and coastal schools. <\/b>It is more difficult to attract good leaders, teachers and students in rural and coastal areas. Improvement was much slower in these regions.<\/span><\/p>\n

Don\u2019t<\/b> expect spending more money to solve your school\u2019s problems any faster\u2026 <\/b>More resources can help to overcome specific challenges, such as attracting good leaders and teachers, but at least in these 160 British academies, what mattered most to the overall speed of improvement was making the right changes in the right order.<\/span><\/p>\n

\u2026But, at the same time, don\u2019t expect to improve without spending more, at least in the short term. <\/b>To improve student learning, schools must have the basic resources they need to improve student behavior, pay higher salaries to attract good teachers, and employ staff to manage parents so teachers can spend more time teaching and leaders can spend more time leading. Expect financial performance to dip in the short-term. Pursuing financial performance over operational performance will not serve students well in the long term.<\/span><\/p>\n

 <\/p>\n

For more, see <\/span>https:\/\/hbr.org\/2016\/08\/how-to-turn-around-a-failing-school?utm_source=twitter&utm_medium=social&utm_campaign=harvardbiz<\/span><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

To understand how to turn around a failing school quickly, using as few resources as possible, Alex Hill, Liz Mellon, Jules Goddard and Ben Laker studied changes made by 160 UK academies after they were put into remedial measures by the Office for Standards in Education, Children\u2019s Services and Skills (OFSTED) up to seven years Read more about How to Turn Around a Failing School<\/span>[…]<\/a><\/p>\n","protected":false},"author":1,"featured_media":7180,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[4],"tags":[80,210,60,77,197,34],"class_list":["post-7179","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-school-reform-leadership","tag-education-research","tag-international-comparison","tag-school-leadership","tag-school-reform","tag-school-turnaround","tag-turnaround"],"yoast_head":"\nHow 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