@article{pham_matthews_drake_2024, title={Beyond Prescriptive Reforms: An Examination of North Carolina's Flexible School Restart Program}, volume={1}, ISSN={["1935-1062"]}, url={https://doi.org/10.3102/01623737231218735}, DOI={10.3102/01623737231218735}, abstractNote={ Although multiple studies have examined the impact of school turnaround, less is known about reforms under the Every Student Succeeds Act (ESSA). To advance this literature, we examine North Carolina’s Restart (NCR) model. NCR aligns with ESSA by giving school leaders increased flexibility. Also, NCR differs from previous turnaround models by repackaging a traditionally sanction-based approach to instead motivate school leaders with increased autonomy. Using comparative interrupted time series models, we find positive NCR effects in math, but not in English Language Arts or on nontest-based student outcomes. Also, nearly a quarter of the positive NCR effect can be explained by decreased teacher and principal turnover. These results provide evidence to support current shifts toward reform models featuring local autonomy. }, journal={EDUCATIONAL EVALUATION AND POLICY ANALYSIS}, author={Pham, Lam D. and Matthews, Gage F. and Drake, Timothy A.}, year={2024}, month={Jan} }
 @article{pham_2023, title={Teachers Are Not Lemons: An Examination of Spillover Effects When Teachers Transfer Away From Turnaround Schools}, ISSN={0013-189X 1935-102X}, url={http://dx.doi.org/10.3102/0013189x231175148}, DOI={10.3102/0013189X231175148}, abstractNote={ Under the Every Student Succeeds Act, whole-school reforms will continue to be a prominent strategy for improving student outcomes in low-performing schools. As reform models have proliferated, so has research evaluating the impact in reform schools. However, previous evaluations have rarely examined unintended spillover effects in nonreform schools. With data from Tennessee, this study uses difference-in-differences models to estimate spillover effects from teachers who transfer when their school begins implementing turnaround reforms. Results show that teachers who transfer tend to be less effective than teachers who stay, and they tend to move into nearby schools that are themselves low-performing. However, after transferring, these teachers produce modest positive spillover effects on student test scores in nonreform schools, which is likely explained by improvements in their effectiveness. Moreover, I find that working with more effective peers is a likely mechanism to explain improved teacher effectiveness after they transfer. Overall, this study draws attention to the need for future educational policy evaluations that quantify both intended and unintended spillover effects. }, journal={Educational Researcher}, publisher={American Educational Research Association (AERA)}, author={Pham, Lam D.}, year={2023}, month={Jun}, pages={0013189X2311751} }
 @inproceedings{pham_matthews_drake_2022, title={Beyond Prescriptive Reforms: An Examination of North Carolina’s Flexible School Restart Program}, booktitle={AEFP 47th Annual Conference}, author={Pham, L.D. and Matthews, G.F. and Drake, T.A.}, year={2022}, month={Mar} }
 @book{domina_hashim_kearney_pham_smith_2022, place={Washington, D.C.}, title={Covid-19 and the system resilience of public education: A view from North Carolina}, url={https://www.urban.org/research/publication/covid-19-and-system-resilience-public-education-view-north-carolina}, journal={The Learning Curve}, institution={Urban Institute}, author={Domina, T. and Hashim, A.K. and Kearney, C. and Pham, L.D. and Smith, C.}, year={2022} }
 @article{vatland_barton_pham_fox_hemmeter_henry_2022, title={Development and Validation of a Tool to Examine Program-Wide Implementation of the Pyramid Model}, ISSN={["1538-4772"]}, DOI={10.1177/10983007211071127}, abstractNote={ In recent years, there has been increased attention regarding systems-level implementation to support the sustained use of evidence-based interventions and supports in authentic early childhood settings. With this comes a need to accurately measure implementation fidelity of the critical features within a framework as well as individual practices. Program-Wide Support for Pyramid Model Implementation (PWS-PMI) provides an approach for early childhood programs to develop such a framework that can underpin evidence-based practices in their classrooms. This article describes an evaluation of the technical properties of the Supporting Program-wide Implementation Fidelity Instrument (SPIFI), a fidelity tool that was developed to be used by typical evaluators to measure PWS-PMI in these settings. Findings suggest that the instrument reliably demonstrated construct validity when used by typical evaluators to assess PWS-PMI and provides initial validation of the SPIFI as an objective measure for use in evaluative research and technical assistance. }, journal={JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS}, author={Vatland, Christopher and Barton, Erin E. and Pham, Lam and Fox, Lise and Hemmeter, Mary Louise and Henry, Gary}, year={2022}, month={Feb} }
 @book{corcoran_henry_miller_pham_zimmer_2022, place={Nashville, TN}, title={Implementing School Improvement in the “iZone 2.0”: A Case Study of Three Memphis Schools}, institution={Tennessee Education Research Alliance, Peabody College, Vanderbilt University}, author={Corcoran, S.P. and Henry, G.T. and Miller, J. and Pham, L.D. and Zimmer, R.}, year={2022} }
 @article{pham_2022, title={Is Teacher Effectiveness Stable Across School Contexts? An Examination of Teachers Who Transfer Into Turnaround Schools}, volume={8}, ISSN={["2332-8584"]}, DOI={10.1177/23328584221139763}, abstractNote={ Turnaround interventions often require or encourage low-performing schools to replace teachers, assuming that schools will recruit high-performing teachers who remain effective after transferring. However, teacher effectiveness may change after transferring, which could explain why some teacher replacement efforts do not improve student achievement. This paper contributes new information on the stability of teacher effectiveness by examining teachers who transfer into turnaround schools relative to teachers who transfer into low-performing but non-turnaround schools. I examine this issue by using two turnaround models in Tennessee, one with documented positive effects and one producing no effects on student achievement. I find that teacher effectiveness increases after transferring into the model that produced positive effects and either decreases or stays the same after transferring into the model that did not improve student achievement. These findings suggest that heterogeneity in turnaround effects may be partly explained by changes in teacher effectiveness after they transfer into turnaround schools. }, journal={AERA OPEN}, author={Pham, Lam D.}, year={2022} }
 @book{pham_corcoran_henry_zimmer_2022, place={Nashville, TN}, title={Over the Long-Haul: Examining the Long-Term Effects of the School Turnaround}, institution={Tennessee Education Research Alliance, Peabody College, Vanderbilt University}, author={Pham, L.D. and Corcoran, S.P. and Henry, G.T. and Zimmer, R.}, year={2022} }
 @article{hemmeter_barton_fox_vatland_henry_pham_horth_taylor_binder_embse_et al._2022, title={Program-wide implementation of the Pyramid Model: Supporting fidelity at the program and classroom levels}, volume={59}, ISSN={["1873-7706"]}, DOI={10.1016/j.ecresq.2021.10.003}, abstractNote={Many early childhood programs are not prepared to meet the needs of children who have significant social, emotional, and behavioral challenges. Program-Wide Supports for Pyramid Model Implementation (PWS-PMI) provides a systematic approach to supporting early childhood programs using Pyramid Model practices and enhancing children's social-emotional outcomes that is grounded in implementation science. We designed the current study to test the PWS-PMI intervention and examine its feasibility of implementation in community-based early childhood programs serving children from low-income environments. In this study, we found programs increased their implementation of PWS-PM and improved classroom practices after only one year of support. Our findings indicate a program-wide approach is effective, although more time and support will be necessary to sustain high fidelity implementation and produce robust effects on children.}, journal={EARLY CHILDHOOD RESEARCH QUARTERLY}, author={Hemmeter, Mary Louise and Barton, Erin and Fox, Lise and Vatland, Christopher and Henry, Gary and Pham, Lam and Horth, Kymberly and Taylor, Abby and Binder, Denise Perez and Embse, Meghan and et al.}, year={2022}, pages={56–73} }
 @article{kho_henry_pham_zimmer_2022, title={Spillover Effects of Recruiting Teachers for School Turnaround: Evidence From Tennessee}, ISSN={["1935-1062"]}, DOI={10.3102/01623737221111807}, abstractNote={ Many districts and states have implemented incentives to recruit teachers to low-performing schools, and previous research has found evidence that these incentives are effective at attracting teachers. However, effects on the schools and students these teachers leave behind have not been examined. This study focuses on the spillover effects of recruiting effective teachers to Tennessee’s Innovation Zone (iZone) schools. We find the short-term effects of losing these teachers range from −0.04 to −0.12 SDs in student test score gains, with larger negative effects when more effective teachers leave. However, combining both these negative effects in schools teachers leave and the positive effects in iZone schools yields overall net positive effects. }, journal={EDUCATIONAL EVALUATION AND POLICY ANALYSIS}, author={Kho, Adam and Henry, Gary T. and Pham, Lam D. and Zimmer, Ron}, year={2022}, month={Aug} }
 @article{pham_matthews_cravens_2022, title={What Students Value Most: A Qualitative Examination of Learner Experiences in a Fully Online Degree Program}, volume={124}, ISSN={["1467-9620"]}, DOI={10.1177/01614681221086460}, abstractNote={Background: Enrollment in online degree programs has grown rapidly in U.S. higher education institutions, but much of the research on online learning draws from student experiences in a singular online course. Student experiences in fully online programs likely differ from the experience of taking a one-off online class, especially as students become more familiar with online learning after multiple courses. Yet, research examining student experiences in fully online programs remains sparse. }, number={2}, journal={TEACHERS COLLEGE RECORD}, author={Pham, Lam D. and Matthews, Gage F. and Cravens, Xiu}, year={2022}, month={Feb}, pages={143–169} }
 @article{pham_2022, title={Why Do We Find These Effects? An Examination of Mediating Pathways Explaining the Effects of School Turnaround}, ISSN={["1934-5739"]}, DOI={10.1080/19345747.2022.2081276}, abstractNote={Abstract 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.}, journal={JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS}, author={Pham, Lam D.}, year={2022}, month={Jun} }
 @book{pham_porter_2021, place={Raleigh, NC}, title={A Conceptual Review of methods for Measuring the Effectiveness of Lead Teachers in North Carolina’s Advance Teaching Roles Pilot Program}, institution={College of Education and the Friday Institute, North Carolina State University}, author={Pham, L.D. and Porter, S.}, year={2021} }
 @article{viano_pham_henry_kho_zimmer_2021, title={What Teachers Want: School Factors Predicting Teachers’ Decisions to Work in Low-Performing Schools}, volume={58}, ISSN={0002-8312 1935-1011}, url={http://dx.doi.org/10.3102/0002831220930199}, DOI={10.3102/0002831220930199}, abstractNote={Attracting and retaining teachers can be an important ingredient in improving low-performing schools. In this study, we estimate the expressed preferences for teachers who have worked in low-performing schools in Tennessee. Using adaptive conjoint analysis survey design, we examine three types of school attributes that may influence teachers’ employment decisions: fixed school characteristics, structural features of employment, and malleable school processes. We find that teachers express a strong preference for two malleable school processes, administrative support and discipline enforcement, along with a higher salary, a structural feature. Estimates indicate these attributes are 2 to 3 times more important to teachers than fixed school characteristics like prior achievement. We validate our results using administrative data on teachers’ revealed preferences.}, number={1}, journal={American Educational Research Journal}, publisher={American Educational Research Association (AERA)}, author={Viano, Samantha and Pham, Lam D. and Henry, Gary T. and Kho, Adam and Zimmer, Ron}, year={2021}, pages={201–233} }
 @article{dixon_pham_henry_corcoran_zimmer_2021, title={Who Leads Turnaround Schools? Characteristics of Principals in Tennessee's Achievement School District and Innovation Zones}, ISSN={["1552-3519"]}, DOI={10.1177/0013161X211055702}, abstractNote={ Purpose: While previous research has examined the impact of school turnaround models, less is known about the principals who lead these turnaround schools. This study examines the personal demographics, experience, educational background, prior school performance, salaries, and turnover of principals who led two turnaround models in Tennessee's lowest performing schools: a state-run Achievement School District (ASD) that has not yielded positive nor negative effects and local Innovation Zones (iZones) that averaged positive effects on student achievement over six years. Methods: We analyze longitudinal, administrative data from the Tennessee Department of Education from 2006–2007 to 2017–2018 to compare pre- and post-reform means and trends in principal characteristics between ASD, iZone, and similarly low-performing comparison schools. Results: ASD schools had higher principal turnover rates and lost principals whose schools performed higher while iZone schools retained more principals and lost principals whose schools performed lower. Moreover, iZone schools employed more experienced principals, more Black principals, and principals with higher graduate degree attainment and paid their principals more than ASD schools. Salary differences between ASD and iZone schools were not explained by principals’ characteristics, such as years of experience. Implications: Our findings reveal differences in leadership characteristics between iZone and ASD schools that were consistent with differences in the effectiveness of the two turnaround approaches. }, journal={EDUCATIONAL ADMINISTRATION QUARTERLY}, author={Dixon, LaTanya L. and Pham, Lam D. and Henry, Gary T. and Corcoran, Sean P. and Zimmer, Ron}, year={2021}, month={Dec} }
 @book{drake_ayscue_little_pham_2020, place={Raleigh, NC}, title={COVID-19 and the Achievement Gap: Implications for North Carolina}, institution={College of Education, North Carolina State University}, author={Drake, T.A. and Ayscue, J. and Little, M. and Pham, L.D.}, year={2020} }
 @article{henry_pham_kho_zimmer_2020, title={Peeking Into the Black Box of School Turnaround: A Formal Test of Mediators and Suppressors}, volume={42}, ISSN={0162-3737 1935-1062}, url={http://dx.doi.org/10.3102/0162373720908600}, DOI={10.3102/0162373720908600}, abstractNote={A growing body of research evaluates the effects of turnaround on chronically low-performing schools. We extend this literature by formally testing factors that may either mediate or suppress the effects of two turnaround initiatives in Tennessee: the Achievement School District (ASD) and local Innovation Zones (iZones). Using difference-in-differences models within a mediational framework, we find that hiring effective teachers and principals partially explains positive iZone effects. In the ASD, high levels of teacher turnover suppress potential positive effects. Also, in iZone schools, increased levels of student mobility and chronic absenteeism suppress potentially larger positive effects. Policies that increase capacity within turnaround schools, such as financial incentives for effective staff, appear to be important ingredients for realizing positive effects from turnaround reforms.}, number={2}, journal={Educational Evaluation and Policy Analysis}, publisher={American Educational Research Association (AERA)}, author={Henry, Gary T. and Pham, Lam D. and Kho, Adam and Zimmer, Ron}, year={2020}, month={Apr}, pages={232–256} }
 @book{dixon_pham_t_2020, place={Nashville, TN}, title={School Administrators in Tennessee Turnaround Schools: An Overview of Credentials, Experience, Salary, and Diversity}, institution={Tennessee Education Research Alliance, Peabody College, Vanderbilt University}, author={Dixon, L. and Pham, L.D. and T, Henry G.}, year={2020} }
 @article{pham_henry_kho_zimmer_2020, title={Sustainability and Maturation of School Turnaround: A Multiyear Evaluation of Tennessee’s Achievement School District and Local Innovation Zones}, volume={6}, ISSN={2332-8584 2332-8584}, url={http://dx.doi.org/10.1177/2332858420922841}, DOI={10.1177/2332858420922841}, abstractNote={Recent evaluations of reforms to improve low-performing schools have almost exclusively focused on shorter term effects. In this study, we extend the literature by examining the sustainability and maturation of two turnaround models in Tennessee: the state-led Achievement School District (ASD) and district-led local Innovation Zones (iZones). Using difference-in-differences models, we find overall positive effects on student achievement in iZone schools and null effects in ASD schools. Additional findings suggest a linkage between staff turnover and the effectiveness of reforms. ASD schools experienced high staff turnover in every cohort, and iZone schools faced high turnover in its latest cohort, the only one with negative effects. We discuss how differences in the ASD and iZone interventions may help explain variation in the schools’ ability to recruit and retain effective teachers and principals.}, number={2}, journal={AERA Open}, publisher={SAGE Publications}, author={Pham, Lam D. and Henry, Gary T. and Kho, Adam and Zimmer, Ron}, year={2020}, month={Apr}, pages={233285842092284} }
 @article{pham_nguyen_springer_2020, title={Teacher Merit Pay: A Meta-Analysis}, volume={58}, ISSN={0002-8312 1935-1011}, url={http://dx.doi.org/10.3102/0002831220905580}, DOI={10.3102/0002831220905580}, abstractNote={ Empirical research investigating the association between teacher pay incentives and student test scores has grown rapidly over the past decade. To integrate the findings from these studies and help inform the debate over teacher merit pay, this meta-analysis synthesizes effect sizes across 37 primary studies, 26 of which were conducted in the United States. Among the U.S. based studies, the results suggest that the effect of teacher merit pay on student test scores is positive and statistically significant (0.043 standard deviation). This summary effect varies by program design and study context, suggesting that teacher merit pay has the potential to improve student test scores in some contexts but researchers and policymakers should pay close attention to program design and implementation. }, number={3}, journal={American Educational Research Journal}, publisher={American Educational Research Association (AERA)}, author={Pham, Lam D. and Nguyen, Tuan D. and Springer, Matthew G.}, year={2020}, month={Feb}, pages={527–566} }
 @misc{nguyen_pham_crouch_springer_2020, title={The correlates of teacher turnover: An updated and expanded Meta-analysis of the literature}, volume={31}, ISSN={["1878-0385"]}, DOI={10.1016/j.edurev.2020.100355}, abstractNote={Rigorous research examining the correlates of teacher turnover has grown in recent years. However, the most recent meta-analytic synthesis of this literature was published over a decade ago. To update our collective understanding and highlight advances in this literature, this meta-analysis reviews findings from 120 studies of factors associated with teacher turnover. In addition to providing a novel synthesis using the most up-to-date meta-analytic methods and better quality data than ever before, we contribute evidence to support an expanded conceptual framework for understanding teacher turnover. This framework adds several underexamined factors influencing teacher turnover, provides more nuance to factors previously studied, highlights the growing influence of educational policies external to the school, and accounts for an emerging awareness of the interplay between teacher and school characteristics. This paper reports both results for how various teacher, school, and workforce factors are associated with teacher turnover and discusses the policy implications using our expanded theoretical framework.}, journal={EDUCATIONAL RESEARCH REVIEW}, author={Nguyen, Tuan D. and Pham, Lam D. and Crouch, Michael and Springer, Matthew G.}, year={2020}, month={Nov} }
 @book{pham_henry_zimmer_kho_2019, place={Nashville, TN}, title={School Turnaround in Tennessee: Insights After Six years of Reform}, url={https://peabody.vanderbilt.edu/tera/school-turnaround/turnaround-after-six-years/}, institution={Tennessee Education Research Alliance, Peabody College, Vanderbilt University}, author={Pham, L.D. and Henry, G.T. and Zimmer, R. and Kho, A.}, year={2019} }
 @book{henry_pham_guthrie_harbatkin_2018, place={Nashville, TN}, title={Guiding Principles for Improving the Lowest-Performing Schools in Tennessee}, url={https://peabody.vanderbilt.edu/tera/school-turnaround/guiding-principles-turnaround/}, institution={Tennessee Education Research Alliance, Peabody College, Vanderbilt University}, author={Henry, G.T. and Pham, L.D. and Guthrie, J.E. and Harbatkin, E.}, year={2018} }
 @book{kho_henry_zimmer_pham_2018, place={Nashville, TN}, title={How has iZone Teacher Recruitment Affected the Performance of Other Schools? Examining Systemic Effects of Teacher Recruitment for School Turnaround}, institution={Tennessee Education Research Alliance, Peabody College, Vanderbilt University}, author={Kho, A. and Henry, G.T. and Zimmer, R. and Pham, L.D.}, year={2018} }
 @book{pham_henry_zimmer_kho_2018, place={Nashville, TN}, title={School Turnaround After Five Years: An Extended Evaluation of Tennessee’s Achievement School District and Local Innovation Zones}, institution={Tennessee Education Research Alliance, Peabody College, Vanderbilt University}, author={Pham, L.D. and Henry, G.T. and Zimmer, R. and Kho, A.}, year={2018} }
 @book{pham_2017, place={Memphis, TN}, title={Instructional and Participative Leadership: How are Memphis Schools Leaders Doing?}, institution={City Leadership: Teach 901}, author={Pham, L.D.}, year={2017} }
 @book{henry_zimmer_kho_pham_2017, place={Nashville, TN}, title={Recruitment and Retention of Teachers in Tennessee’s Achievement School District and iZone Schools}, url={https://peabody.vanderbilt.edu/tera/school-turnaround/recruitment-and-retention/}, institution={Tennessee Education Research Alliance, Peabody College, Vanderbilt University}, author={Henry, G.T. and Zimmer, R. and Kho, A. and Pham, L.D.}, year={2017} }
 @inproceedings{grissom_pham_woo_2016, title={School Boards as Springboards? The Future Political Careers of Local School Board Members}, booktitle={2016 UCEA Convention (University Council for Educational Administration}, author={Grissom, J.A. and Pham, L.D. and Woo, D.}, year={2016}, month={Nov} }
 @book{tracking teacher talent in memphis: the results of the 2016 teach901 priority school teacher survey_2016, place={Memphis, TN}, institution={City Leadership: Teach 901}, year={2016} }
 @book{pham, title={Analyzing the Association between Coaching Frequency and Teacher Effectiveness in Elementary Mathematics Classrooms}, author={Pham, L.D.} }