This mixed-methods study focuses on school improvement planning in middle schools in east Tennessee. Utilizing the improvement plans of 17 middle schools and surveys that were administered to 493 teachers and 35 administrators, this study found that there was (a) an overemphasis on academic goals, (b) an overreliance on the use of “homemade” data collection instruments, (c) a lack of attention to the effectiveness of school leadership, and (d) no mention of research-based, middle school best practices. Policy recommendations are offered.
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