An educational trend that seems to have invaded school systems in the past few years is the implementation of takeover reform by state educational agencies (Oluwole & Green, 2009; Welsh, 2019; Welsh & Williams, 2018; Ziebarth, 2000). The action, directed by states, gained popularity both academically and financially in the field of education. Decisions to take such actions are frequently based on fiscal mismanagement, poor student performance, dilapidating infrastructure, inept administration, and corrupt governance (Ziebarth, 2000).
In a state takeover of a school district, either the state legislature, the state board of education, or a federal court charges the state department of education or another designated entity with managing the school district, usually for a certain amount of time, such as five years. (p. 14)
A takeover commands day-to-day control of district operations and decision-making in an unsuccessful or failing school district (Garland, 2003). One strategy that districts face is stricter accountability standards (Davidson, Rockoff, & Schartz, 2013). Accountability standards have increased school and district closures to a national high (Weatherley, Narver, & Elmore, 1983). Since 1988, more than 100 United States school districts in 24 states have been subject to some form of state takeover.
In 2021, Bleiberg and Schueler, from the University of Virginia, conducted a national study of schools that were taken over by states. Overall, the study found no evidence that state takeovers improve academic achievement, yet they continue to happen to many school districts in the U.S.