Corrective Action in Low-Performing Schools and School Districts.

The implementation of corrective action to improve low-performing schools and school districts has varied across the nation from verbal reprimands to state and private takeover. Currently, 34 states have formal plans for corrective action. Although little evaluation of the effectiveness of these actions on improving student and school performance has occurred, some evidence indicates a positive impact on student performance. Accountability mechanisms include school and district report cards, the use of achievement test data, and attendance and dropout rates. Low-performing schools can receive various types of aid from state or outside sources. Sanctions can range from reconstitution to school/district takeover by the state or by a private entity. The following should be considered when establishing corrective action: strong leadership at the school site is essential; successful rebuilding appears to require a very clear break with past practices; high expectations and collective responsibility for student learning must be of central importance in the rebuilding effort; professional development and capacity-building are the keys to success; and the role of the district and state leadership is pivotal in determining the success of reconstituted schools. The report concludes with three tables characterizing corrective action mechanisms, assistance, and sanctions in practicing states. (RT)