Leadership for Low-Performing Schools: A Step-by-Step Guide to the School Turnaround Process
Abstract
No greater challenge faces our society than improving the educational opportunities for millions of young people trapped in chronically low-performing schools. Overcoming this challenge requires talented and dedicated school leaders whose knowledge and skills extend far beyond what is covered in conventional principal preparation programs. This book draws on extensive research by the author and others on the actions needed to turn around low-performing schools. First, however, the book examines the personal qualities needed to undertake the turnaround process. Following chapters provide guidelines on diagnosing the school-based causes of low achievement and developing a school turnaround plan. The author focuses on the importance of continuous planning – a departure from standard practice. A major portion of the book is devoted to examples of first-order and second-order strategies for raising achievement. Specific recommendations for launching the turnaround process and sustaining gains beyond the first years of turnaround are provided. The concluding chapter addresses the role of school districts in supporting school-based turnaround efforts.
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Data use is identified as a common core characteristic of high-performing schools.
“Data use is, for example, identified as a common core characteristic of high-performing schools (Duke, 2015;Ragland, Clubine, Constable, & Smith, 2002;Schaffer, Reynolds, & Stringfield, 2012;Snipes, Doolittle, & Herlihy, 2002).”
From Data teams for school improvement (2016) · cites this paper as Duke, 2015
Long-term school improvement requires focus, continuous planning, and inquiry into the causes of problems using data.
“Duke (2015) found that long-term school improvement requires focus, continuous planning, and inquiry into the causes of problems (e.g., low performance) using data.”
From Data teams for school improvement (2016) · cites this paper as Duke (2015)
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Data teams for school improvement
Schildkamp, K., Poortman, C. L., & Handelzalts, A. (2016) · School Effectiveness and School Improvement · doi:10.1080/09243453.2015.1056192 · Cited by 171 · see citing works
Meyers, C. V., & Hitt, D. H. (2016) · Journal of Education for Students Placed at Risk (JESPAR) · doi:10.1080/10824669.2016.1242070 · Cited by 92 · see citing works
VanGronigen, B. A., & Meyers, C. V. (2017) · Educational Policy · doi:10.1177/0895904817691846 · Cited by 53 · see citing works
“…predominantly minority and/ or high-poverty populations, have lower daily attendance rates and fewer engaged parents, face higher faculty and staff turnover, and are less connected to and present within their surrounding communities (Berliner, 2006; Duke, 2015; Stuit, 2010; Trujillo & Renée, 2015).”
BackgroundFive Myths of School Turnaround Policy and Practice
Meyers, C. V., & Smylie, M. A. (2017) · Leadership and Policy in Schools · doi:10.1080/15700763.2016.1270333 · Cited by 44 · see citing works
Hitt, D. H., & Meyers, C. V. (2017) · School Leadership and Management · doi:10.1080/13632434.2017.1374943 · Cited by 44 · see citing works
Meyers, C. V., & Hitt, D. H. (2018) · School Effectiveness and School Improvement · doi:10.1080/09243453.2018.1428202 · Cited by 29 · see citing works
Planning for what? An analysis of root cause quality and content in school improvement plans
Meyers, C. V., & VanGronigen, B. A. (2020) · Journal of Educational Administration · doi:10.1108/jea-07-2020-0156 · Cited by 24 · see citing works
District Leaders Engaged in School Turnaround: Identified Challenges and Espoused Responses
Meyers, C. V., & Sadler, J. (2018) · NASSP Bulletin · doi:10.1177/0192636518786008 · Cited by 12 · see citing works
Effective Turnaround Leadership Practices in Cambodia: Perspectives from School Principals
Sam, R., Li, X., Sok, K., Tieng, M., & Yoeng, H. (2025) · Springer eBooks · doi:10.1007/978-981-96-7894-5_5 · Cited by 7 · see citing works
A New Framework for Leadership Preparation
Black, W. R., Burrello, L. C., & Mann, J. L. (2017) · NASSP Bulletin · doi:10.1177/0192636517698567 · Cited by 5 · see citing works
Understanding School Principals’ Perspectives on Using Data for Improvement
Zumpe, E., Dzormeku, D., & Schneider, J. (2025) · Leadership and Policy in Schools · doi:10.1080/15700763.2025.2532074 · Cited by 2 · see citing works
Building an Improvement Mindset: Implementing and Learning from Short-Cycle Planning in Chile
Aravena, F., Meyers, C. V., Cortéz, M., et al. (2026) · School Effectiveness and School Improvement · doi:10.1080/09243453.2026.2638763 · Cited by 1 · see citing works
“Short-cycle plans typically involve a planning-and-implementation process within a 90-day period or roughly one academic semester (Duke, 2015; Mintrop, 2016; VanGronigen & Meyers, 2017).”
You’re the New Principal? Considering First Steps Toward Improvement at Sparrow Middle School
Peck, C. M., & Clarida, B. (2016) · Journal of Cases in Educational Leadership · doi:10.1177/1555458916645377 · Cited by 1 · see citing works
Buenviaje, J. (2025) · Springer eBooks · doi:10.1007/978-981-96-7894-5_9 · Cited by 1 · see citing works
Maitreephun, W., Sungtong, E., & Chookamnerd, W. (2025) · Springer eBooks · doi:10.1007/978-981-96-7894-5_12 · Cited by 1 · see citing works
“My Progress Comes From the Kids”: Portraits of Four Teachers in an Urban Turnaround School
Peck, C. M., & Reitzug, U. C. (2018) · Urban Education · doi:10.1177/0042085918772623 · Cited by 1 · see citing works
Leading Change: Exploring the School Turnaround Leadership in Southeast Asia
Thien, L. M., & Liu, P. (2025) · Springer eBooks · doi:10.1007/978-981-96-7894-5_1
Leadership Teams in Secondary Schools
Bryan, A. V. (2019) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64113-875-820251010
An Examination of Turnaround Leadership: A Case Study of Superintendent and Principal Leadership
Black, S. M., Owens, M. A., White, W. L., et al. (2025) · Journal of School Leadership · doi:10.1177/10526846251401783
“According to Duke (2015), district leaders can lead the turnaround process if two essential elements occur: “ (1) developing a clear understanding of the priorities, and (2) securing broad-based commitment to those priorities ” (Duke, 2015, p. 200).”
InfluentialWoods, P. A., & Barnett, B. G. (2020) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64802-374-320251017
Black William, R., Reck Brianne, L., & Zorka, K. (2024) · Emerald Group Publishing Limited eBooks · doi:10.1108/979-8-88730-828-920251006
Developing and Sustaining the Gulf Coast Partnership
William, R. B., John, L., & Joyce, G. H. (2017) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-68123-732-920251016
Creating a Culture for Learning in a High-Need Inner-City USA School
Baran, M. L., & Harpen, G. V. (2019) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64113-503-020251009
- Authors
- Duke, D. L.
- Corresponding author
- Duke, Daniel L.
- ORCID
- Duke, Daniel L.
- Venue
- Rowman & Littlefield Publishers eBooks
- Publisher
- Rowman & Littlefield Publishers
- Published
- 2015
- OpenAlex
- W4407549062
- Cited by
- 24
- References
- 0
- Citations by year
- 2026: 1 · 2025: 6 · 2024: 1 · 2020: 2 · 2019: 3 · 2018: 3 · 2017: 5 · 2016: 2 · 2015: 1
- FWCI
- 7.11
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Rowman & Littlefield Publishers eBooks (publishedVersion)
- Topics
- Social Sciences › Education › Educational Leadership and Practices
- Social Sciences › Education › School Leadership and Teacher Performance
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- school turnaround, low-performing schools, school leadership, principal training, continuous planning, school improvement, achievement gap, school district support
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