The Institute of Education Sciences (IES) publishes practice guides in education
to bring the best available evidence and expertise to bear on the types o systemicchallenges that cannot currently be addressed by single interventions or programs.Authors o practice guides seldom conduct the types o systematic literature searchesthat are the backbone o a meta-analysis, although they take advantage o such workwhen it is already published. Instead, authors use their expertise to identiy themost important research with respect to their recommendations, augmented by asearch o recent publications to ensure that research citations are up-to-date.Unique to IES-sponsored practice guides is that they are subjected to rigorous exter-nal peer review through the same oce that is responsible or independent reviewo other IES publications. A critical task or peer reviewers o a practice guide is todetermine whether the evidence cited in support o particular recommendations isup-to-date and whether studies o similar or better quality that point in a dierentdirection have not been ignored. Because practice guides depend on the expertiseo their authors and their group decision-making, the content o a practice guide isnot and should not be viewed as a set o recommendations that in every case de-pends on and ows inevitably rom scientifc research.The goal o this practice guide is to ormulate specifc and coherent evidence-basedrecommendations or use by educators addressing a multiaceted challenge thatlacks developed or evaluated, packaged approaches. The challenge is turning aroundlow-perorming schools. The guide provides practical, clear inormation on criticaltopics related to school turnarounds and is based on the best available evidence as judged by the review team. Recommendations presented in this guide should notbe construed to imply that urther research is not warranted to judge the eective-ness o particular strategies or turning around ailing schools.