Charter Schools in Turnaround: Competing Institutional Logics in the Tennessee Achievement School District

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Title: Charter Schools in Turnaround: Competing Institutional Logics in the Tennessee Achievement School District
Abstract/Description: States increasingly lean on charter organizations to take responsibility for their most underperforming turnaround schools. These efforts employ a different constellation of regulation, market forces, and community involvement that constitute more complex environments for charters. This article relates the experience of operators within the Tennessee Achievement School District adapting to stringent performance demands, weak markets, and a vocal community. Results show the pressures this environment placed on operators to improve outcomes with restricted controls while simultaneously acting as community organizations dedicated to a wide range of goals. We conclude that while charter organizations can support school turnaround, the demands of a contested and complex environment require well-resourced organizations capable of meeting diverse expectations from varying stakeholders.
Author/creator: Glazer, Joshua L.; Massell, Diane; Malone, Matthew
Date: March 2019
In publication: Educational Evaluation and Policy Analysis
Volume: 41
Issue: 1
Pages: 5-33
Resource type: Research/Scholarly Media
Resource status/form: en Published Text
Scholarship genre: en Empirical
Keywords: educational policy; educational reform; organization theory/change; qualitative research
IRE Approach/Concept: Turnaround; Charter Management Organization (CMO); Education Reform; Policy; Institutional Logics
Featured case/project: Tennessee Achievement School District (ASD)
Language: en
Open access/full-text available: en Yes
Peer reviewed: en Yes
ISSN: 0162-3737, 1935-1062
DOI: 10.3102/0162373718795051
URL: Official Publisher Website (Open Access); Open Access PDF (via Sage Journals); ERIC Number: EJ1204839
Citation: Glazer, J. L., Massell, D., & Malone, M. (2019). Charter Schools in Turnaround: Competing Institutional Logics in the Tennessee Achievement School District. Educational Evaluation and Policy Analysis, 41(1), 5–33. https://doi.org/10.3102/0162373718795051
Funded by grant: Walton Family Foundation; Spencer Foundation

Item sets: Open Access Resource (IRE)

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