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Across cases, policymakers and district leaders most often attribute problems to poor leadership, poverty, and chronic educator turnover, while treating turnaround as a side effect of existing policy or practice. A smaller set assigns blame to intentional policy action or inaction. Leaders also emphasize increased funding to stabilize the workforce and meet children’s needs through wraparound services and trauma-informed supports.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/causal-stories-and-problem-definitions-how-policymakers-and-superintendents-frame-school-turnaround-pp-1-14/590206/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/causal-stories-and-problem-definitions-how-policymakers-and-superintendents-frame-school-turnaround-pp-1-14/590206.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What framework does the study use to analyze school turnaround beliefs?","Question",{"text":112,"@type":113},"The study uses framing theory and the concept of causal stories to examine how policymakers and superintendents define causes and solutions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What causes did leaders most commonly assign to chronically low-performing schools?",{"text":117,"@type":113},"Most leaders emphasized poor leadership, poverty, and chronic educator turnover as primary causes of underperformance.",{"name":119,"@type":110,"acceptedAnswer":120},"What solutions for improvement did leaders most often consider necessary?",{"text":121,"@type":113},"Most leaders believed improved funding is required to strengthen and stabilize the workforce and to address children’s nonacademic needs, such as poverty impacts through wraparound services and trauma-related supports.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590206,1792446088,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2023, Vol. 9, No. 1, pp. 1–14 DOI: 10. 1177/23328584231186425  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2023. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nCausal Stories and Problem Definitions: How Policymakers and Superintendents Frame School Turnaround  \nA. Chris Torres  \nUniversity of Michigan  \nThis study uses framing theory and the concept of causal stories to examine beliefs about causes and solutions to improving chronically low-performing schools in response to Michigan’s school turnaround policy. Across cases, policymakers and district leaders assigned most responsibility to poor leadership, poverty, and chronic educator turnover as primary causes of problems leading to turnaround identification. These causal stories were most often framed as side effects of policy or practice rather than as intentional actions. However, a notable subset assigned blame more directly to intentional policy action (or inaction) that would help districts counteract the effects of concentrated poverty, such as weighted funding. In terms of solutions, most leaders believed that improved funding was necessary to strengthen and stabilize the workforce and meet thenonacademic needs of children—for instance, attending to the deleterious effects of poverty through wraparound services or efforts to address trauma.  \nKeywords: accountability, educational policy, governance, in-depth interviewing, leadership, planning, qualitative research, school turnaround  \nIntroduction  \nSchool turnaround policies have become increasingly prominent in the last two decades. Broadly speaking, turnaround policy seeks to first identify chronically low-performing schools and then intervene in some manner to dramatically improve student academic outcomes over a relatively short time frame (Schueler et al., 2022) . A key debate about the causes and solutions to improving “chronically low-performing schools” concerns the degree of responsibility practitioners should or can take for persistent underperformance because identified schools tend to be concentrated in highpoverty, historically marginalized communities (Zavadsky, 2015) . For example, some believe that achievement gaps area symptom of poverty and racial or structural inequalities and that we must address these root causes if we hope to improve them (e.g., Ladson-Billings, 2006), while dominant narratives focus on how policymakers can hold schools accountable to improve instruction to address these gaps (Mehta, 2015). These frames imply two very different approaches or solutions to school improvement. How policymakers and district leaders in the lowest performing schools frame challenges and the causes of underperformance affects the policy implementation process and the solutions they choose (Coburn, 2006) . Achieving the aims or goals set by policymakers greatly depends on the buy-in of educators to policy mandates, as seen in several prominent cases that were met  \nwith substantial resistance, such as school closure (Wilson et al., 2023), teacher evaluation (Bleiberg et al., 2021), and Common Core Standards (Loveless, 2021) . Put simply, studies need to examine how those charged with implementing anew policy make sense of it.  \nFrames are expressed in words, concepts, and propositionsand reflect underlying assumptions, ideologies, and judgments about problems and solutions (Mintrop & Zumpe, 2016) . Thus, policy designers’ and implementers’ underlying frames are critical to understand because they shape possibilities and limitations in practice. Research on framing underscores how powerful frames can be. In an experimental study on the use of metaphors to describe crime, changing even a single word hada profound effect on what people believed about the nature of the problem and their favored solution, leading the authors to conclude that f","cbCaikoXSpqTvke2","https://ap.wps.com/l/cbCaikoXSpqTvke2","pdf",581058,14,"English","# Introduction\n## Framing theory and causal stories\n## Policy implementation as a political process","[{\"question\":\"What framework does the study use to analyze school turnaround beliefs?\",\"answer\":\"The study uses framing theory and the concept of causal stories to examine how policymakers and superintendents define causes and solutions.\"},{\"question\":\"What causes did leaders most commonly assign to chronically low-performing schools?\",\"answer\":\"Most leaders emphasized poor leadership, poverty, and chronic educator turnover as primary causes of underperformance.\"},{\"question\":\"What solutions for improvement did leaders most often consider necessary?\",\"answer\":\"Most leaders believed improved funding is required to strengthen and stabilize the workforce and to address children’s nonacademic needs, such as poverty impacts through wraparound services and trauma-related supports.\"}]","Causal Stories and Problem Definitions: How Policymakers and Superintendents Frame School Turnaround - pp. 1-14 | PDF",1792069072,35]