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<p>Improving schools has been the focus of many educational reform and policy initiatives worldwide. This study used a longitudinal mixed-methods design and investigated the implementation and impact of the School Improvement Grants (SIG) in one southeastern state in the United States. Analysis of school report card data and annual performance review (APR) of 12 schools that received SIG funds revealed informative findings. SIG school student achievement gaps from state averages decreased in both English Language Arts (ELA) and mathematics from 2016 to 2019. However, SIG schools had the largest gap from the state average in both ELA and mathematics in 2021 when COVID-19 greatly impacted schools. There was an increasing trend in the satisfaction rates of teachers, students, and parents with the school learning environment, social physical environment, and home-school relationship across five years of SIG implementation. SIG schools’ teacher retention rate decreased from 2016 to 2019 and then increased from 2019 to 2021. Based on 2018 data, larger progress reported in APRs was strongly associated with a smaller achievement gap in ELA and mathematics, more satisfaction with the school learning environment, social-physical environment, and home-school relationship. The findings can inform program development and implementation as well as policymaking to support school improvement.</p>

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A longitudinal mixed-methods study on the impact and implementation of a school improvement policy initiative

  • 期刊论文

  • 发表日期：

    2025年3月14日

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  • Xumei Fan,
  • Leigh Kale D’Amico,
  • David Long

摘要

Improving schools has been the focus of many educational reform and policy initiatives worldwide. This study used a longitudinal mixed-methods design and investigated the implementation and impact of the School Improvement Grants (SIG) in one southeastern state in the United States. Analysis of school report card data and annual performance review (APR) of 12 schools that received SIG funds revealed informative findings. SIG school student achievement gaps from state averages decreased in both English Language Arts (ELA) and mathematics from 2016 to 2019. However, SIG schools had the largest gap from the state average in both ELA and mathematics in 2021 when COVID-19 greatly impacted schools. There was an increasing trend in the satisfaction rates of teachers, students, and parents with the school learning environment, social physical environment, and home-school relationship across five years of SIG implementation. SIG schools’ teacher retention rate decreased from 2016 to 2019 and then increased from 2019 to 2021. Based on 2018 data, larger progress reported in APRs was strongly associated with a smaller achievement gap in ELA and mathematics, more satisfaction with the school learning environment, social-physical environment, and home-school relationship. The findings can inform program development and implementation as well as policymaking to support school improvement.