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

Item

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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