Anyone who has taken a close look at the federal School Improvement Grant program—or turnarounds in general—probably knows that school staffing, scheduling, and climate can be among the toughest challenges to tackle. The Center on Education Policy at George Washington University, which has already done some must-read studies of SIG, took a deeper look at the these three tricky issues in a trio of reports out today.
The reports relied both on a survey of 46 Title I directors, conducted by CEP in the winter of 2011-12, and on “case studies” of SIG schools in three very different states: Idaho, Maryland, and Michigan. (Other reports using the survey and case-studies are available here and here.) Background on the very complicated program, including its four complex models here.