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Mixed results from evaluations of school reform suggest a need for evidence to explain why some models succeed while others fail. Addressing that need, this study uses structural equation modeling to estimate difference-in-differences models that examine mediating mechanisms for positive effects produced by Innovation Zone (iZone) reforms in Memphis, Tennessee. I find that iZone schools increased peer collaboration between teachers, which resulted in improved student achievement. Also, recruiting effective teachers led to a more positive learning environment and ultimately to improved student achievement. These results highlight peer collaboration, a positive learning environment, and the recruitment of effective educators as important practices that will likely facilitate improved school performance under future school reform plans.

Why Do We Find These Effects? An Examination of Mediating Pathways Explaining the Effects of School Turnaround