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Title page 1

Contents 3

Highlights 2

Letter 5

Background 8

Requirements for Identifying Schools for Support and Improvement and Associated Exit Criteria 8

Impact of COVID-19 on States' School Improvement Activities 10

The Number of CSI Schools Increased Between School Years 2019-20 and 2022-23, and Certain Characteristics Raised the Likelihood of Exiting CSI 10

The Number of CSI Schools Grew from School Year 2019-20 to 2022-23, and More Schools Were Identified for Low Performance for Multiple Reasons 10

Almost Half of CSI Schools That States Identified in SY 2019-20 Had Exited by SY 2022-23, and Some Characteristics Increased a School's Odds of Exiting 15

Selected Educators Commonly Identified Key Strategies and Persistent Challenges to Exiting CSI 20

Educators Commonly Identified Six Strategies, Including Addressing School Culture and Expectations and Using Data to Monitor Progress,... 20

Educators Identified Persistent Challenges Schools Faced in Exiting CSI and Efforts to Address These Challenges 29

Agency Comments 31

Appendix I: Description of Data Analysis 32

Appendix II: GAO Contact and Staff Acknowledgments 42

Tables 3

Table 1. School Support and Improvement Identification Requirements and Exit Criteria in the Elementary and Secondary Education Act of 1965,... 9

Table 2. Variables Included in GAO's Analyses 34

Table 3. Odds Ratios of Comprehensive Support and Improvement Identification, School Year 2022-23 39

Table 4. Odds Ratios of Exiting Comprehensive Support and Improvement, School Year 2022-23 40

Figures 3

Figure 1. Reasons Schools Were Identified for Comprehensive Support and Improvement (CSI), School Years (SY) 2019-20 and 2022-23 12

Figure 2. School Characteristics Associated with Comprehensive Support and Improvement (CSI) Identification, Holding Other Characteristics Constant 13

Figure 3. Percentage of Schools Identified for Comprehensive Support and Improvement (CSI) in School Year 2019-20 Exiting CSI by School... 16

Figure 4. School Characteristics Associated with Comprehensive Support and Improvement (CSI) Exit, Holding Other Characteristics Constant 18

Figure 5. Key Strategies Educators Identified to Help Comprehensive Support and Improvement Schools Exit 20

Figure 6. Selected Educators' Observations About Achieving Buy-In for School Improvement Efforts 22

Figure 7. Selected Educators' Observations About School Culture and Expectations 23

Figure 8. Selected Educators' Observations About Staff Collaboration 25

Figure 9. Illustration of How Teachers Use Student Performance Data to Monitor Progress and Adjust Instruction 26

Figure 10. Selected Educators' Observations About Using Data to Adjust Instruction 27

Figure 11. Selected Educators' Observations About Using Data to Motivate Students 27

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