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Glazer\u003Cbr>George Washington University\u003Cbr>Diane Massell\u003Cbr>Consortium for Policy Research in Education Sarah Winchell Lenhoff\u003Cbr>Wayne State University\u003Cbr>Adrian Larbi-Cherif University of Pittsburgh\u003Cbr>Cori Egan\u003Cbr>George Washington University\u003Cbr>See next page for additional authors\u003Cbr>Follow this and additional works at: [https://repository.upenn.edu/cpre_researchreports](https://repository.upenn.edu/cpre_researchreports)\u003Cbr> Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Administration and Supervision Commons, and the Educational Leadership Commons |  |\n\nRecommended Citation  \nGlazer, Joshua L.; Massell, Diane; Winchell Lenhoff, Sarah; Larbi-Cherif, Adrian; Egan, Cori; Taylor, James E.; Ison, Ashley; Deleveaux, Joelle; and Millington, Zachary. (2020) . District-led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone. CPRE Research Reports.  \nRetrieved from [https://repository.upenn.edu/cpre_researchreports/1](https://repository.upenn.edu/cpre_researchreports/1)14  \nThis paper is posted at ScholarlyCommons. [https://repository.upenn.edu/cpre_researchreports/1](https://repository.upenn.edu/cpre_researchreports/1)14 For more information, please contact [repository@pobox.upenn.edu](repository@pobox.upenn.edu).  \nDistrict-led School Turnaround: Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone  \nAbstract  \nThe Shelby County iZone is a district-led effort to dramatically improve, or “turn around,” 23 of the lowest performing schools in Tennessee in the 15th largest district in the country. Despite circumstances that have derailed many past reforms, iZone schools have made statistically significant and educationally meaningful gains in mathematics and English language arts (ELA) (Zimmer, Henry, Kho, & Viano, 2015) . This report presents the findings of a multi-year research project that examined the evolution of the iZone as it shifted its strategy from school-level autonomy to one that featured a common curriculum, shared pedagogy, and collegial learning. The analysis delves into the challenges that iZone leaders, principals, and teachers confronted in coping with the needs of a student population mired in intergeneration poverty, rigorous performance standards, and a stringent accountability system. The results illuminate the importance of multi-level system re-design, continuous improvement, and compromise and negotiation among key stakeholder groups.  \nKeywords  \niZone  \nDisciplines  \nCurriculum and Instruction | Curriculum and Social Inquiry | Education | Educational Administration and Supervision | Educational Leadership  \nAuthor(s)  \nJoshua L. Glazer, Diane Massell, Sarah Winchell Lenhoff, Adrian Larbi-Cherif, Cori Egan, James E. Taylor, Ashley Ison, Joelle Deleveaux, and Zachary Millington  \nThis report is available at ScholarlyCommons: [https://repository.upenn.edu/cpre_researchreports/1](https://repository.upenn.edu/cpre_researchreports/1)14  \nCelebrating Thirty-five Years of Research Excellence  \nDistrict-led School Turnaround  \nAiming for Ambitious and Equitable Instruction in Shelby County’s iZone  \nResearch Report | July 2020  \nJoshua L. Glazer  \nGeorge Washington University  \nAdrian Larbi-Cherif  \nUniversity of Pittsburgh  \nAshley Ison  \nHarvard University  \nDiane Massell  \nConsortium for Policy Research in Education  \nCori Egan  \nGeorge Washington University  \nJoelle Deleveaux  \nGeorge Washington University  \nSarah Winchell Lenhoff  \nWayne State University  \nJames E. Taylor  \nTaylor Research Design & Evaluation  \nZachary Millington  \nColumbia University  \n[cpre.org](cpre.org)  @CPREresearch  \nDistrict-led School Turnaround  \nAiming for","cbCaibRljJzyRJdQ","https://ap.wps.com/l/cbCaibRljJzyRJdQ","pdf",723909,56,"English","# Glossary of terms\n# Executive summary\n# Introduction\n## Methods\n# Initial strategy\n## A design for improvement at scale\n## Implementation\n# System learning, negotiation, and continuous improvement\n# Conclusion\n## A Shifting Environment and Growing Scale Present Challenges\n## A Strategy for Meeting the Needs of Students, Standards, and Accountability\n# Implementation\n## Implementation of the school-level design\n## Implementation of the instructional design\n# Continuous Learning and Improvement\n# Conclusions\n## Appendix A: Qualitative methods","[{\"question\":\"What is the Shelby County iZone and what problem does it target?\",\"answer\":\"The Shelby County iZone is a district-led effort to turn around 23 of Tennessee’s lowest performing schools. It focuses on making substantial improvements despite challenges that derailed prior reforms.\"},{\"question\":\"How did iZone’s strategy change during the project?\",\"answer\":\"The report describes a shift from school-level autonomy to an approach featuring a common curriculum, shared pedagogy, and collegial learning. This reorientation shaped how instructional work was organized across schools.\"},{\"question\":\"What challenges did iZone leaders and educators face?\",\"answer\":\"iZone leaders, principals, and teachers confronted needs of a student population affected by intergeneration poverty, rigorous performance standards, and a stringent accountability system. The analysis addresses how these pressures influenced implementation and learning.\"}]","District-led School Turnaround - Aiming for Ambitious and Equitable Instruction in Shelby County’s iZone - Research Report | July 2020 | PDF",1792047829,141]