Turnaround schools and districts that were charged with making rapid and dramatic improvements before the onset of the COVID-19 pandemic faced considerable challenges carrying out improvement efforts during pandemic schooling. Using survey and administrative data collected during the pandemic, we document some of the ways in which students and educators in Michigan's turnaround schools and districts experienced the pandemic. We show that the communities in which turnaround schools are located were hardest hit by the pandemic and school and district operations were substantially disrupted. By extension, turnaround districts and especially the lowest performing schools in those districts that were targeted for school-level turnaround experienced high rates of student absenteeism, low student and parent engagement, and, ultimately, significantly smaller gains on math and reading benchmark assessments than non-turnaround districts. Our findings have implications for policy as states resume school and district turnaround efforts that were disrupted by the pandemic.

在 COVID-19 大流行爆发之前，负责实现快速、显着改进的扭转学校和学区在大流行期间的学校教育中开展改进工作面临着相当大的挑战。利用大流行期间收集的调查和管理数据，我们记录了密歇根州扭转学校和学区的学生和教育工作者经历大流行的一些方式。我们发现，转型学校所在的社区受疫情影响最严重，学校和学区的运营受到严重干扰。推而广之，转型学区，尤其是那些旨在实现学校层面转型的学区中表现最差的学校，学生缺勤率高，学生和家长参与度低，最终数学和阅读基准评估的成绩明显低于非学区。 -周转地区。随着各州恢复因大流行而中断的学校和学区的周转工作，我们的研究结果对政策具有影响。