Federalism, Race, and the Politics of Turnaround: U.S. Public Opinion on Improving Low-Performing Schools and Districts

Abstract

Public support for school improvement policies can increase the success and durability of those reforms. However, little is known about public views on turnaround. We capitalize on a nationally representative 2017 survey ( N = 4,214) to uncover opinions regarding which level of government should lead on turnaround and state takeover of troubled districts. We find controversy surrounding state intervention into low-performing schools is not driven by a generalized allegiance to local control over education. We observe high levels of support for state-level leadership in identifying and fixing failing schools, and even for state takeover of struggling districts. Instead, opposition appears to arise from the loss of local political and economic power, often experienced by majority-Black communities, that typically accompanies state takeover.