ABSTRACT
This chapter describes the conditions that are precursors to taking a systems approach to examining turnaround as school reform. It explains the importance of considering a dynamical systems approach with expectations for nonlinearity and variable coupling. The chapter presents a typology of the interactional relationships for influence within the system based on three key dimensions: directionality of influence and change; degree of reciprocity; and primary interactional style. The United States has had a long, and at times problematic, history of reform attempts aimed at improving low-performing schools and mitigating unequal access and outcomes for diverse student populations. Set within the national policy context, the chapter focuses on the turnaround efforts in Utah. In addition to the federal School Improvement Grant stipulations that were implemented in state, district and school improvement plans, school turnaround in Utah received more attention when Utah’s legislature passed SB235 in the 2015 Utah Legislative Session.
