School turnaround lessons for policy and practice: A systematic review of research and evaluation

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While there currently exists a vast body of research around school turnaround policies, few studies speak to why they have or have not worked. This paper undertakes a systematic review of research literature on school turnaround policies to explore why this lack of understanding prevails in the field. We find key disconnects between “policy” and “practice” research on the topic of school turnaround. We contend that this divide negates the potential to learn from school leadership policy and practice in turnaround settings. We offer implications of these findings within turnaround research and policy while pointing out that this apparent divide seems to extend beyond the example of turnaround.


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How to Cite
Husain, A., Meyers, C. V., & Stone-Johnson, C. (2022). School turnaround lessons for policy and practice: A systematic review of research and evaluation. Education Policy Analysis Archives, 30, (150).
Author Biographies

Aliza Husain, Pivot Learning

Aliza N. Husain is the Director of Research and Evaluation at Pivot Learning. Her research focuses on using large-scale data and quantitative methods to measure and evaluate principal effects and quality.

Coby V. Meyers, University of Virginia

Coby V. Meyers is Chief of Research of the Darden/Curry Partnership for Leaders in Education (PLE) and an associate professor in the Curry School of Education at the University of Virginia. Dr. Meyers’s research focuses on understanding the role of school system leadership, especially in the context of improving the nation’s lowest-performing schools.

Corrie Stone-Johnson, University at Buffalo, State University of New York

Corrie Stone-Johnson is an associate professor in educational administration in the Department of Educational Leadership and Policy at the University at Buffalo, State University of New York. Her research focuses on school leadership, leadership preparation, and educational change. She is the Editor-in-Chief of the Journal of Educational Change.