Since President Obama took office, Congress has appropriated more than $4 billion to help turn around the nation's lowest-performing schools. States were awarded nearly $3.5 billion in School Improvement Grant funds in 2010 to turn around their persistently lowest achieving schools. School districts then applied to state for the funds this spring. When school districts applied, they were required to indicate that they would implement one of the following four models in their persistently lowest achieving schools: Turnaround Model: Replace the principal, screen existing school staff, and rehire no more than half the teachers; adopt a new governance structure; and improve the school through curriculum reform, professional development, extending learning time, and other strategies. Restart Model: Convert a school or close it and re-open it as a charter school or under an education management organization. School Closure: Close the school and send the students to higher-achieving schools in the district. Transformation Model: Replace the principal and improve the school through comprehensive curriculum reform, professional development, extending learning time, and other strategies.

Apportionment file 11257976 retrieved from OMB public records

2023 Run of the Washington School Improvement Framework for Federal School Accountability under the Every Student Succeeds Act

School Improvement Programs account, Iteration 2, Fiscal year 2023

2022 Run of the Washington School Improvement Framework for Federal School Accountability under the Every Student Succeeds Act

Analysis of ‘School Improvement 2010 Grants’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/8603fa90-544f-4efa-b915-e0cea14fcfe7 on 26 January 2022.

--- Dataset description provided by original source is as follows ---

Since President Obama took office, Congress has appropriated more than $4 billion to help turn around the nation's lowest-performing schools. States were awarded nearly $3.5 billion in School Improvement Grant funds in 2010 to turn around their persistently lowest achieving schools. School districts then applied to state for the funds this spring. When school districts applied, they were required to indicate that they would implement one of the following four models in their persistently lowest achieving schools: Turnaround Model: Replace the principal, screen existing school staff, and rehire no more than half the teachers; adopt a new governance structure; and improve the school through curriculum reform, professional development, extending learning time, and other strategies. Restart Model: Convert a school or close it and re-open it as a charter school or under an education management organization. School Closure: Close the school and send the students to higher-achieving schools in the district. Transformation Model: Replace the principal and improve the school through comprehensive curriculum reform, professional development, extending learning time, and other strategies.

--- Original source retains full ownership of the source dataset ---

The Impact Evaluation of Race to the Top and School Improvement Grants (RTT-SIG Impact Evaluation) is a study that is part of the Impact Evaluation of Race to the Top and School Improvement Grants (RTT-SIG Impact Evaluation) program. RTT-SIG Impact Evaluation (https://ies.ed.gov/ncee/projects/evaluation/other_racetotop.asp) is a cross-sectional survey that assesses the implementation of the Race to the Top (RTT) and School Improvement Grant (SIG) programs at the State, local education agency (LEA), and school levels, as well as whether the receipt of RTT and/or SIG funding to implement a school turnaround model has had an impact on outcomes for the lowest-achieving schools. Additionally, the study investigates whether RTT reforms were related to improvements in student outcomes and whether implementation of the four school turnaround models, and the strategies within those models, was related to improvement in outcomes for the lowest-achieving schools. The study was conducted using a combination of telephone interviews and web-based surveys targeted to school administrators at the state, LEA, and school levels. Key statistics produced from RTT-SIG Impact Evaluation include State, LEA, and school adoption levels of policies and practices promoted by RTT and SIG, as well as impacts on student outcomes of RTT and SIG funding.

2024 annual run of the Washington School Improvement Framework for Federal School Accountability under the Every Student Succeeds Act.

EDFacts School Improvement Grant, 2011-12 (EDFacts SIG:2011-12), is one of 17 'topics' identified in the EDFacts documentation (in this database, each 'topic' is entered as a separate study); program data is available since 2005 at

The School Improvement Grant (SIG) program data depicts the location, award amount and type of model selected by States in awarding nearly $3.5 billion in School Improvement Grant funds in 2010 to turn around their persistently lowest achieving schools.

This dataset is about books. It has 1 row and is filtered where the book is The school improvement handbook. It features 7 columns including author, publication date, language, and book publisher.

Historical Dataset of Lee Co. Schools Improvement Center is provided by PublicSchoolReview and contain statistics on metrics:Total Classroom Teachers Trends Over Years (2005-2023)

2019 Run of the Washington School Improvement Framework for Federal School Accountability under the Every Student Succeeds Act

2017 Run of the Washington School Improvement Framework for Federal School Accountability under the Every Student Succeeds Act

2018 Run of the Washington School Improvement Framework for Federal School Accountability under the Every Student Succeeds Act

This dataset tracks annual total classroom teachers amount from 2005 to 2023 for Lee Co. Schools Improvement Center

Presents project summaries from private school operators participating in Cycle 4 of the Alberta Initiative for School Improvement.

This dataset is about books. It has 1 row and is filtered where the book is Assessment for learning : the path to school improvement. It features 7 columns including author, publication date, language, and book publisher.

EDFacts School Improvement Grant, 2015–16 (EDFacts SIG:2015–16) is one of 17 “topics” identified in the EDFacts documentation (in this database, each “topic” is entered as a separate study). EDFacts SIG:2015–16 (ed.gov/about/inits/ed/edfacts) annually collects cross-sectional data about students, teachers, principals, and schools from states to monitor and report performance on the School Improvement Grant (SIG) program at the school levels. EDFacts SIG:2015–16 data were collected using the EDFacts Submission System (ESS), a centralized portal and their submission by states is mandatory and required for benefits. Not submitting the required reports by a state constitutes a failure to comply with law and may have consequences for federal funding to the state. Key statistics produced from EDFacts SIG:2015–16 are from 14 data groups with information on Advanced Coursework, Dual Enrollment, Advanced Coursework/Dual Enrollment, Average Scale Scores, Increased Learning Time, Intervention Used, School Year Minutes, Student Attendance Rate, Teacher Attendance Rate, Persistently Lowest-Achieving Schools, Principal Evaluations, Principal Performance Level Names, Teacher Evaluations, and Teacher Performance Level Names. For the purposes of this system, data groups are referred to as 'variables', as a result of the structure and format of EDFacts' data.