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Rising above expectations: a case study of an outperforming urban nontraditional school

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Content Rising above Expectations

RISING ABOVE EXPECTATIONS: A CASE STUDY OF AN OUTPERFORMING URBAN
NONTRADITIONAL SCHOOL

by
Polet Barajas

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2018

Copyright 2018 Polet Barajas

Rising above Expectations 2

RISING ABOVE EXPECTATIONS: A CASE STUDY OF AN OUTPERFORMING URBAN
NONTRADITIONAL SCHOOL
by
Polet Barajas

A Dissertation Presented

in Partial Fulfillment of the

Requirements for the Degree

DOCTOR OF EDUCATION

USC ROSSIER SCHOOL OF EDUCATION

UNIVERSITY OF SOUTHERN CALIFORNIA

2018

APPROVED:

___________________________________
Stuart Gothold, Ed.D.
Committee Chair

____________________________________
Maria Ott, Ph.D
Committee Member

_____________________________________
Dennis Hocevar, Ed.D.
Committee Member

Rising above Expectations 3

ABSTRACT
With the launch of Every Student Succeeds Act (2015), every student is guaranteed to have the
right to an equal education. However, many students failed to meet their state standard. Many
urban nontraditional schools have surfaced across our nation placing an emphasis on their
students’ academic success. The purpose of this qualitative case study was to identify factors
that may have contributed to their success, which could then serve as a model for others. The
study addressed the following questions: (1) What practices and programs are implemented in
urban, outperforming non-traditional schools; (2) What are the leadership practices in an urban,
outperforming nontraditional school; and (3) What are the cultural norms in an urban,
outperforming non-traditional school? The qualitative case study design utilized a Conceptual
Model for outperforming schools in conjunction with Bolman and Deal’s (2013) Four Frame
Model to unveil the best practices, programs, leadership practices, and cultural norms that helped
this urban nontraditional school exceed their state expectations. Various forms of data were
collected in order to triangulate and validate this school’s findings. The following four themes
emerged: shared leadership, devoted school community, educating the whole person, and
teaching and learning helped make this school successful. The four themes are reflective of the
schools’ mission and goals. Ultimately, the school’s staff continuously worked together to
improve their practice in order to improve their students’ academic performance.

Rising above Expectations 4

DEDICATION
I am truly blessed with the opportunities and support my family has provided me. Both
my parents and my husband came to the United States, the land of opportunities, to provide a
better life for themselves and their future children. I am fully aware of the sacrifices and
hardships my parents endured, as they started to form a family in hopes of providing their
children with a better life. To my loving husband, your sacrifices and effort have not gone
unnoticed. I admire your dedication and perseverance to overcome the challenges you faced as a
teenager. I am extremely proud of you and your accomplishments. Thank you for continuing to
light the fire my parents had started long ago. I cannot thank you enough for working so hard,
each and every day. Your hard work and effort have provided me with the opportunity to fulfill
a childhood dream. It is because of you and my parents, that I am able to accept and receive my
doctorate.
Oscar, Mom, and Dad because of your hard work and dedication, you have crafted the
path that led me to where I am today. I can only hope that my daughters, Isabella and Sophia,
value what we have accomplish together. May our hard work and sacrifices open doors to a
brighter future beyond our wildest dreams.
The past three years have not been easy. I couldn’t have accomplished this without the
help and support of God, my husband, my two daughters, my parents, my siblings, and my
nieces and nephews. Thank you for taking this journey with me and allowing me to fulfill one of
my childhood dreams. I dedicate this dissertation to you, because you believed in me, even
when I felt I couldn’t go on.

Rising above Expectations 5

ACKNOWLEDGMENTS
As I began my journey at USC, I was uncertain if I could accomplish and finish what I
had started. Knowing that I had the love and support from my family and God, I would be able
to complete the journey that lied ahead. For the past three years, I have been blessed with many,
more supportive, loving, and encouraging individuals that I consider family.
Oscar, thank you for taking this journey with me, I cannot thank you enough. I am truly
blessed to have your love and support. Thank you for cheering me on. This road wasn’t easy,
but I couldn’t have asked for a better companion to be right by my side.
Isabella and Sophia, I am honored to be your mother. I cannot thank you enough for
understanding and allowing me to complete my childhood dream. I am especially thankful for
your prayers. Thank you for telling me how proud you were of me, but in reality I am the one
who is proud to have such loving, creative, outgoing, and determined daughters.
To my loving parents, Maria and Juan, I am completely indebted to you. I cannot tell you
how much it meant to me to have your kind words of encouragement, your prayers, and support.
Thank you for taking the journey with me and for always believing in me. Your hard work has
paid off. I am honored to be your daughter. I can only hope to do the same for my daughters.
To my brothers and sisters, thank you so much for your time and effort. Thank you for
providing me with the time to study and catch up on my work. It meant the world to me to know
that my daughters were in good hands and that I could always count on you.
To my loving nieces, Christine, Melinda, Emily, and Alisson, and my nephews, Ali and
Brandon. I cannot thank you enough for providing me with a multitude of support and love. I
want to especially thank you for taking care of Isabella and Sophia. I was truly blessed to have
Rising above Expectations 6

this extraordinary experience with you, as you all endured your own challenges in school and in
life.
I would also like to thank my in-laws and sister in-laws. Thank you for giving up your
Saturdays and Sundays to take care of the girls. Words cannot express how much I appreciate
your time and effort.
Thank you to my friends and colleagues that are near and far. I truly appreciate your
support and understanding during these past three years. Thank you for words of
encouragement, and your continuous prayers. I am truly blessed to have such wonderful
individuals in my life.
I would like to thank my dissertation committee, Dr. Gothold, Dr. Ott, Dr. Hocevar, and
Dr. Robles. Your expertise has helped me become a better researcher. I would like to give a
special thank you to Dr. Gothold and Dr. Ott, I truly appreciate your time, effort, and guidance.
Dr. Gothold, it was an honor and a privilege to have you as my chair. I can only hope to one day
encourage and help students the way you helped me during this process.
Finally to my dissertation team and cohort at Rossier, I was truly blessed to have met
such wonderful individuals. Brenda and Sam, thank you for support and words of
encouragement, we did it!
Last but not least, to my students. I hope that I provided you with words of
encouragement and served as an example. You all have the potential to succeed in life, you can
do anything you set your mind on, and I promise to be there if you need me.

Rising above Expectations 7

TABLE OF CONTENTS
List of Tables .......................................................................................................................9
List of Figures ....................................................................................................................10
List of Appendices .............................................................................................................11
Chapter One: Overview of the Study .................................................................................12
Statement of the Problem ..........................................................................................12
Purpose of the Study .................................................................................................13
Research Questions ...................................................................................................13
Significance of the Study .........................................................................................13
Methodology .............................................................................................................14
Assumptions .............................................................................................................14
Limitations ................................................................................................................15
Delimitations .............................................................................................................15
Definition of Terms ..................................................................................................15
Organization of the Study ........................................................................................20
Chapter Two: Literature Review .......................................................................................21
Introduction ...............................................................................................................21
Background ...............................................................................................................22
History.......................................................................................................................24
Nontraditional Efforts at School Improvements ......................................................27
Current Status ...........................................................................................................29
Chapter Three: Research Methodology ............................................................................40
Introduction ..............................................................................................................40
Research Questions ...................................................................................................40
Conceptual Model ....................................................................................................41
Research Design .......................................................................................................43
Population Sample ....................................................................................................44
Instrumentation ........................................................................................................46
Data Collection ........................................................................................................48
Validity and Reliability ............................................................................................49
Data Analysis ............................................................................................................50
Ethical Considerations ..............................................................................................51
Summary ..................................................................................................................51
Chapter Four: Results .......................................................................................................52
Research Question ...................................................................................................52
Methodology .............................................................................................................53
Background of XYZ School ....................................................................................54
Gaining Entry ............................................................................................................55
First Visitation of the School Site .............................................................................56
Findings by Research Question ................................................................................60
Research Question One ............................................................................................60
Summary of Finding for Research Question One ....................................................64
Research Question Two ...........................................................................................64
Summary of Finding for Research Question Two ...................................................70
Research Question Three .........................................................................................70
Rising above Expectations 8

Summary of Finding for Research Question Three .................................................77
Emergent Themes ....................................................................................................77
Conceptual Model .....................................................................................................79
Summary ...................................................................................................................81
Chapter Five: Discussions .................................................................................................83
Overview ..................................................................................................................83
Purpose, Significance, and Methodology .................................................................83
Conclusions ..............................................................................................................84
Implications...............................................................................................................85
Recommendations for Future Study .......................................................................86
References ..........................................................................................................................88

Rising above Expectations 9

LIST OF TABLES
Table 1. Survey Results for Research Question One - Part One .......................................62
Table 2. Survey Results for Research Question One - Part Two .......................................62
Table 3. Survey Results for Research Question One - Part Three .....................................62
Table 4. Survey Results for Research Question Two - Part One ......................................66
Table 5. Survey Results for Research Question Two - Part Two ......................................67
Table 6. Survey Results for Research Question Two - Part Three ....................................70
Table 7. Survey Results for Research Question Three - Part One .....................................72
Table 8. Survey Results for Research Question Three - Part Two ....................................73
Table 9. Survey Results for Research Question Three - Part Three ..................................76

Rising above Expectations 10

LIST OF FIGURES
Figure 1: Conceptual Model for Outperforming Schools ..................................................41
Figure 2: Conceptual Model for Outperforming Schools and
Bolman and Deal Four Frames ...........................................................................43

Rising above Expectations 11

LIST OF APPENDICES
Appendix A: Document Analysis Tool ...........................................................................103
Appendix B: Survey Instrument ......................................................................................105
Appendix C: Interview Protocol .....................................................................................112
Appendix D: Observation Protocol .................................................................................115
Appendix E: School Site Observation Protocol ..............................................................117
Appendix F: Classroom Observation Protocol ...............................................................119

Rising above Expectations 12

CHAPTER ONE: OVERVIEW OF THE STUDY
Since the mid-1800’s America has offered free public education to students. Over the
years, our educational system has evolved and reformed into our current educational system.
Over the past 150 years, public education has integrated federal and state funding policies, equal
educational opportunities, student rights, accountability measures, and transparent public school
accountability. Despite many changes and enhancements, public education has too often failed
to close the academic achievement gap, specifically within the minority population in urban
settings, often causing parents to look for alternatives.
In 1991, the first charter school opened in Minnesota (Bulkley, 2011; Bulkley &
Wohlstetter, 2004; Stetson, 2013; Wohlstetter, Smith, & Farrell, 2015). By 2013, 6,000 charter
schools had been established within 36 states across America (Flaker, 2014). In recent years,
many charter schools across America have demonstrated promising practices in achieving
academic success. In 1999, California established academic accountability through the Public
Schools Accountability Plan (PSAP, Menefee-Libey & Kerchner, 2015). The state of California
required students to take a state standardized test demonstrating their acquired knowledge within
their grade-level standards. Several nontraditional urban K-12 schools have outperformed
traditional schools with a similar socioeconomic and demographic characteristics.
Statement of the Problem
Students living within high-poverty urban communities have attended schools that are
often underperforming. In recent years, many nontraditional urban schools have outperformed
traditional public schools with similar demographics and socioeconomics. In order to determine
how nontraditional schools are outperforming academically, more information needs to be
known.
Rising above Expectations 13

Purpose of the Study
The purpose of the study was to identify the factors present in a nontraditional
outperforming urban K-12 school.
Research Questions
The research design was formed by a thematic dissertation team. The team was formed
by 12 members. The dissertation members collectively created the research questions. Each
member was responsible for their individual study.
1. What practices and programs are implemented in urban, outperforming non-traditional
schools?
2. What are the leadership practices in an urban, outperforming nontraditional school?
3. What are the cultural norms in an urban, outperforming non-traditional school?
Significance of the Study
Students living in an urban setting with low socioeconomics often attended schools that
are underperforming (Vasquez Heilig, Cole, & Springel, 2011). Many of these students who
attended low performing schools were minorities. Every child deserves a high quality education
that will prepare them for a successful future. This study identified promising practices which
have lead charter schools to outperform traditional public schools.
Urban educators will find value within the promising practices that have been identified
in order to increase students’ academic achievement. Leaders in urban schools will acquire
knowledge that can help promote a positive impact within their leadership framework, teacher
and staff motivation, school cultural norms, and community involvement. This study will
specifically identify factors that can help underperforming urban schools transform into
outperforming schools.
Rising above Expectations 14

Methodology
This case study used a qualitative descriptive research in order to identify key promising
practices used to enhance and deliver a high quality education to urban students in low
socioeconomic areas. This case study tells the story of an outperforming nontraditional urban
school in southern California. This school has been identified as a high performing school based
on the selected criteria chosen by the thematic dissertation team. The thematic dissertation team
consisted of 12 doctorate candidates from the University of Southern California Rossier School
of Education. Each member selected their own school and collected, reviewed, and analyzed
data individually.
In order to triangulate and validate the findings, the following data was collected:
surveys, interviews, observations, and document analysis. In order to conceal the identity of the
participants, all survey questioners were assigned a pseudo name. Interview questions were
open-ended and each member was asked the same questions in the same order. Through
observations, the researcher was able to capture moments which demonstrated student learning,
teaching practices, school cultural norms, and school events which impacted and enhanced
student academic achievement.
Assumptions
The following assumptions were made within the case study:
1. Participants’ survey and interview responses were answered honestly and truthfully.
2. Documents and data received and reviewed were accurate and valid.
3. Observations captured what took place within each setting.

Rising above Expectations 15

Limitations
Within the case study, the following factors were identified as limitations:
1. School site visits were brief and at the principal’s discretion.
2. Researcher’s observations only captured a brief moment.
3. The participant sample size was small.
4. Participants were from one school.
5. Case study was based on one particular school, therefore cannot be generalize.
6. Data interpretations were based on a single researcher.
Delimitations
The case study conducted included the following delimitations:
1. The case study was limited to one school selected by the researcher.
2. Criteria for outperforming schools was determined by the thematic dissertation team.
3. School site visits were limited to six times within a short period of time.
4. Participants were not randomly selected.
Definition of Terms

 Academic Performance Index (API) API created a new academic accountability system
for kindergarten through grade 12. It measures a schools’ performance based on a
statewide assessment on a scale of 200 to 1000. The lowest score is 200 and 1000 is the
highest score. (California Department of Education, 2017c)
 Academic Yearly Progress (AYP) Former accountability system which required schools
that were receiving LEA and Title I funding to make continuous adequate yearly
progress. (U. S. Department of Education, 2009)
Rising above Expectations 16

 Accountability. Holding districts, schools, and students responsible for their annual
performance by publicly reporting student’s achievement results. (Editorial Projects in
Education Research Center, 2004)
 California Department of Education. The department oversees California’s public
education policies, reforms, assessments, and standards. (California Department of
Education, 2017g)
 California High School Exit Exam (CAHSEE) Prior to January 1, 2016, students were
required to pass an exit exam in reading, writing, and math in order to earn their high
school diploma. (California Department of Education, 2016a)
 California Standards Test (CST) A former state assessment which was given to students
in grades 3-12 to demonstrate content standard knowledge in language arts, math,
science, and history-social science. (California Department of Education, 2017h)
 Charter School. K-12 free public school which adheres to different state regulations
under the guidance of an authorized entity. (U. S. Department of Education, n.d.b)
 Classroom Instructional Improvement and Accountability Act. Schools are required to
demonstrate how school funds were spent. Funding should be utilized for classroom
instructional improvements, instructional materials, and reducing class sizes. (California
Department of Education, 1988)
 Elementary Secondary Education Act (ESEA) In 1965, President Lyndon B. Johnson
signed a law which allocated grants to school districts to improve the quality of education
for low income students. Federal grants were utilized for textbooks and scholarships for
low-income college students. (U. S. Department of Education, n.d.a)
Rising above Expectations 17

 English Language Learners (ELL) Students that speak another language other than
English are assessed to demonstrate their English language proficiency. Students that are
classified as ELL are provided with language assistance in order to attain English
proficiency and meet grade equivalent content standards. (English Language Learners,
(n.d.)
 Equal Educational Opportunity Act (EEOA) Students cannot be denied an equal
educational opportunity regardless of their race, color, sex, or national origin.
Educational institutions must provide an equal learning opportunity for students who may
speak another language, therefore creating equal participation within their instructional
program. (U. S. Department of Education, Office for Civil Rights, (2015a)
 Immediate Intervention Underperforming Schools Program (II/USP) Provides funding to
schools which have ranked 1-5. Schools receive funding to improve students’ academic
achievement in exchange for greater accountability demonstrating an annual growth on
their API score. (California Department of Education, 2004)
 Limited English Proficient (LEP) Students that state they speak another language other
than English on their state approved Home Language Survey will be assessed. The
assessment will determine English level proficiency in order to provide English language
skills needed in order to succeed in regular instructional programs. (California
Department of Education, 2017e)
 Local Control and Accountability Plan (LCAP) A plan that defines the school’s goals,
plans, and course of action. Funding can be distributed based on students’ needs and
provide flexibility to improve student outcome. (California Department of Education,
2016c)
Rising above Expectations 18

 National Assessment of Education Progress (NAEP) An assessment that can measure
student achievement and can be utilized to compare other grade-equivalent students
across the nation. Assessments will test students in grades four, eight, and 12 in reading,
writing, math, and science. (California Department of Education, 2017d)
 No Child Left Behind (NCLB) NCLB Act replaced the ESEA requiring schools to be
accountable for students’ achievement and outcomes. It was intended to close the
achievement gap amongst poor and minority students in comparison their constituents.
(Klein, 2015)
 Organization for Economic Cooperation and Development (OECD) Members of this
organization are committed to pluralistic democracy and market economics. Collectively
they provide two-thirds of the worlds’ goods and services. The United States is part of
this organization which allows them to compare their educational system to other
countries. (U. S. Department of Education, 2013b)
 Professional Learning Communities (PLC) PLCs are professional developments created
by a small group of educators working together with similar interests to enhance their
knowledge and practice in order to improve student achievement. (Dimino, Taylor, &
Morris, 2015)
 Program for International Student Assessment (PISA) PISA is an international
assessment that measures students reading, math, and science literacy every three years.
PISA works collectively under the OCED. Within the United States, the National Center
for Education Statistics (NCES) oversees the assessment. (National Center for Education
Statistics, n.d.)
Rising above Expectations 19

 Public School Accountability Act (PSAA) The state of California is able to hold schools
accountable for academic progress. Its objective is to assist schools to improve students’
academic achievement. (California Department of Education, 2017f)
 Racial Achievement Gap. Inequalities in education take place where African-American
and Hispanic students are underperforming on standardized state tests in comparison to
their constituents. (Stanford CEPA, n.d.)
 School Accountability Report Card (SARC) Annually the CDE will provide a report card
demonstrating the school’s academic performance. The pubic has access to view any
schools performance with the United States. (California Department of Education,
2017b)
 Supplemental Educational Services (SES) SES provides academic tutoring services for
language arts, math, and science to students who attend a school in Program
Improvement or with low socioeconomics demographics. Tutor services are provided by
entities approved by the state. (California Department of Education, 2011)
 Title I. Provides funding to schools with high percentages of students with low
socioeconomics. (U. S. Department of Education, 2015e)
 Title II. Provides grants to schools to improve the quality of teacher and principals. The
state will hold the schools accountable for academic achievement. (U. S. Department of
Education, 2004)
 Triangulation. The collection of data from various methods utilized to demonstrate
validity within research that was analyzed (Maxwell, 2013).

Rising above Expectations 20

Organization of the Study
The case study is separated into five chapters. Chapter One includes an overview of the
study. The first chapter was divided into the following sections: brief introduction, statement of
the problem, purpose of the study, research questions, significance of the study, methodology,
assumptions, limitations, delimitations, and definitions of terms used within the case study.
Chapter Two is a presentation of the reviewed literature pertaining to the study. Within this
chapter, the significance of the study, historical educational policies, and reforms which have
shaped our educational system are included. It also provides current promising practices and
legislations that have impacted outperforming nontraditional schools. Chapter Three contains
the methodology that was used within the case study. Within this chapter, the description of the
school criteria chosen by the dissertation team is discussed. In addition, the research design and
protocols that were selected for the case study are discussed. A summarization of the key
findings and common themes found within the case study are presented in Chapter Four. Lastly,
Chapter Five includes a summarization of the findings, a discussion of the implications for
practice, and recommendations for future studies. References and Appendices will follow
Chapter Five.

Rising above Expectations 21

CHAPTER TWO: LITERATURE REVIEW
Introduction
In recent years, American schools have placed an emphasis on providing every student
with an adequate education. American education became alarming to the nation, after the
National Commission on Excellence in Education revealed a deficit in public education and
shattered the public’s confidence in education (Gardner, 1983). In recent years, according to the
Every Student Succeeds Act (ESSA), the nation has committed to providing an equal opportunity
for all students (Arnett-Hartwick & Walters, 2016).
However, many urban schools have struggled to provide these students with an adequate
education. National assessments have demonstrated learning gaps to continuously grow
particularly amongst urban schools. Many of the students who attended schools in urban cities
come from a low socioeconomic status, are of color, and are linguistically diverse (Borrero,
2010; Bulkley & Fisler, 2002; Cross, 2007). Urban schools are underfunded and have low
teacher retention (Borrero, 2010).
American students, who live in high poverty areas, have failed to meet national standards.
A growing number of nontraditional schools have demonstrated promising practices to help close
the achievement gap. Chapter Two will demonstrate these promising practices and the historical
events that have lead this innovation.
Historically, students in high-poverty urban schools have not performed well
academically in comparison to students in affluent communities. However, there are
nontraditional urban schools with similar low socioeconomic and demographic characteristics
that are outperforming traditional public schools. More needs to be known about how these
nontraditional outperforming schools have operated in order to achieve excellence.
Rising above Expectations 22

The purpose of this study was to identify the factors present in a nontraditional
outperforming urban K-12 school.
Background
The country’s concern for education became prevalent after Gardner’s (1983) report on
America’s failing school system. The Program for International Student Assessment (PISA)
reported that the United States allocated less educational resources towards the education of
students who presented to have an economic disadvantage, when compared to other nations
(Darling-Hammond, 2014). This highlighted the concern on the educational system that needed
to be addressed. In 2009-2010 school year, urban charter schools had a higher enrollment
percentage of African-Americans and Latino students in comparison to traditional public
schools. Charter school’s enrollment consisted of 32% of African Americans and 23% of
Latinos versus 16% of African American and 17% of Latinos at traditional public schools
(Bulkley, 2011). Within the school year of 2011-2012, 66% of African Americans, 73.7% of
Latinos, and 86.8% of White students graduated high school (Ed Data Education Data
Partnership, 2015). Over the next few school years, these percentages have not changed
significantly. In the school year of 2014-2015, 70.8% of African Americans, 78.5% of Latinos,
and 88% of White students graduated from high school (Ed Data Education Data Partnership,
2015). Minorities continuously failed to surpass their constituents.
Only 60 to 65% of high school students who attended urban schools within the Los
Angeles area graduated (Cullen, Levitt, Robertson, & Sadoff, 2013) which has become
challenging for low-performing schools located in high-poverty areas (Vasquez Heilig, Cole et
al., 2011). In 2011-2012 school year, 22.1% of African Americans, 16.1% of Latinos, and 8.2%
of White students dropped out of high school (Ed Data Education Data Partnership, 2015). In
Rising above Expectations 23

years to follow, few changes were visible. In the school year of 2014-2015, 18.8% of African
Americans, 12.6% of Latinos, and 7.4% of White students dropped out of high school (Ed Data
Education Data Partnership, 2015). This caused the federal, state, and school district to become
concerned with poor attendance, academic performance, violence, and disorder (Holland, 2002).
Many minority students were failing to perform proficiently in comparison to their constituents.
White and Asian students outperformed African-Americans and Latino students on most
academic assessments, indicating that a racial achievement gap was evident (Noguera, 2008).
Urban schools were often found in areas with low social economic status communities.
African-American and Latino students often attended schools that were poor in educational
quality (Bulkley, 2011; Bulkley & Fisler, 2002; Ferraiolo, Hess, Maranto, & Milliman, 2004;
Maxwell-Jolly, Gándara, & Shiels, 2008). The quality of education monitories receive was not
equitable in comparison to their constituents. Urban schools often had unqualified teachers who
often service students of color, poor students, or English Language Learners (ELL), in low
performing schools (Groen, 2006; Maxwell-Jolly et al., 2008). An unqualified teacher could
have a serious detriment to a student’s subsequent school year (Maxwell-Jolly et al., 2008). A
student’s social background influenced the access students had with curriculum and the quality
of teaching (Heck & Hallinger, 2010). About two-thirds of middle school teachers worked in an
area of high poverty, 30% of those students were classified as having an economic disadvantage
(Darling-Hammond, 2014). In the school year of 2013-2014, 24% of traditional public school
and 39% of charter schools were located in high poverty areas (NCES, 2016). Seventeen percent
of charter schools provided a higher service to students of color (RPP International, 2000).

Rising above Expectations 24

History
An academic achievement gap was most often present amongst students who attended
urban schools. Several measures have taken place in order to close the achievement gap. The
Civil Rights Act of 1964 prohibited discrimination or denial of equal access regardless of their
race, color, or national origin (U. S. Department of Education, 2015b). American students had
every right to receive an equitable education. During President Lyndon B. Johnson’s
administration, the educational gap became evident. In 1965, the Elementary Secondary
Education Act (ESEA) provided supplemental support to ensure academic success for all
students (Jaiani & Whitford, 2011). However, many students in urban settings did not progress.
The ESEA Title I was established to ensure that all students received an equal opportunity to
ensure a high quality education (Jaiani & Whitford, 2011). Under Title I, funding was provided
for students who attended a school identified as a Title I school. Title I schools that
consecutively underperformed for a second school year were provided with Supplemental
Educational Services (SES) to ensure academic success (California Department of Education,
2016a). Since many urban schools lacked school funding, Title II was created to provide grants
that would ensure high-quality teachers and principals to low income and minority students, in
order to ensure student achievement (Jaiani & Whitford, 2011). Title III required the state to
provide supplemental support for Limited English Proficient (LEP) students. Funding was
allocated to help LEP students become proficient in English and meet state standards with a
master of proficiency (California Department of Education, 2017e). In order to hold schools
accountable, the law required all states to place 4% of their Title I funds towards their schools’
improvements (Finnigan, Bitter, & O’Day, 2009). Although an attempt was made to close the
Rising above Expectations 25

academic achievement gap, it was still often present amongst minority students who attended
urban schools.
ELL students required additional resources in order to assure academic success. In years
to come, several court cases were upheld which demonstrated the lack of equal educational
opportunity. In 1971, Serrano v Priest charged the California public school’s financing system
for providing inadequate funding, which violated their equal protection (Groen, 2006; Karst,
1972). The lack of resources prevented the schools from creating a foundation for all student to
receive an equitable education. ELL students lacked resources that prevented them from
mastering the English language and to become proficient within their own grade level. In 1974,
the Equal Educational Opportunity Act (EEOA) was established to protect all students and in
order to receive an adequate education regardless of their race, color, or origin (U. S. Department
of Education, 2015c). In 1974, Lau v. Nichols placed a class action suit against San Francisco
Unified District School. The Supreme Court ruled, under the Civil Rights Act of 1964, that non-
English speaking students are required an equal education, providing them the assistants and
support they needed to overcome any language barrier and meet state standards
(U. S. Department of Education, 1974).
During the 2015- 2016 academic school year, California’s ELL population consisted of
1,392,263 students (Ed Data Education Data Partnership, 2015). Inconsistencies within the
educational system created a reform for accountability. Minority students who attended urban
schools performed below the academic standard. Twenty-three percent of Title I schools failed
to meet their Adequate Yearly Progress (AYP) report (Lips, 2006). The academic achievement
gap continued to grow amongst minority students. In August 2006, California for Justice (CFJ)
filed a suit against the California Commission on Teacher Credentialing program for giving
Rising above Expectations 26

unqualified teachers, interns, or teachers with emergency credentials, a teaching credential
(Groen, 2006). Effective planning and accountability has continuously become an emphasis.
In 1999, the Public Schools Accountability (PSA) was established in California. PSA
created the Academic Performance Index (API), a new scale that measured a school’s
performance. In order to improve low performing schools, Immediate Intervention/
Underperforming Schools Program (II/USP) was established (Finnigan et al., 2009). Qualifying
schools either scored at the bottom half of the state’s scores or did not meet their annual growth
(Finnigan et al., 2009). All students should have received an equitable education, but
unfortunately that was not the case. In May 2000, the Williams v. California case required all
students to receive equitable resources and qualified teachers (Groen, 2006).
In order to close the achievement gap with underprivileged students, the United States
Department of Education continued to pursue this objective and instilled the No Child Left
Behind Act (NCLB) in 2001 (Darling-Hammond, 2007; Jorgensen & Hoffman, 2003). The
NCLB Act (2002) provided the opportunity to hold schools accountable for student academic
achievement. Each state had to adhere to an annual state assessment for all third through 12th
grade students. Assessments measured reading and math proficiency. The assessment results
were reported and made public by using the AYP report. Each school year, schools were
required to demonstrate growth. By the year 2014, all students were required to perform
proficient on their state assessment. States who did not meet the deadline by 2014 were granted
an extension waiver, 34 states extended their waivers (U. S. Department of Education, 2013a).
The NCLB Act created an initial intent to measure student academic achievement and hold
schools accountable for their progress. However, underperforming schools were unable to close
the achievement gap. The NCLB Act failed to acknowledge the inequalities within various
Rising above Expectations 27

schools’ demographics, socioeconomic, resources, and funding (Darling-Hammond, 2007). In
2015, President Obama signed the Every Student Succeeds Act (ESSA), which continued to focus
on providing every student with the opportunity to an excellent education preparing them for
college and careers (U. S. Department of Education, 2015d). The ESSA allowed states the
freedom to create their accountability system to measure their student’s improvements (Elgart,
2016). The academic achievement gap is still prevalent today; non-traditional schools have
taken measures to try and close the achievement gap.
Nontraditional Efforts at School Improvements
Failing to close the achievement gap resulted in looking at new measures. School choice,
allowed students who attended low performing schools to attend successful schools (Gay, 2007).
Under the America’s Opportunity Scholarship for Kids initiative, 23,000 students benefited from
receiving a school voucher allowing them to attend an outperforming school of their choice
(Lips, 2006). Students were not assigned to any particular charter school; students had the
freedom to choose a school that best met their needs (Bulkley, 2011). Charter schools were
expected to offer a diverse education and tailor their decisions according to the needs of their
students’ population which was also known as the charter school theory of action (Bulkley &
Wohlstetter, 2004; Wohlstetter et al., 2015). For students who attended urban minority schools,
charter schools were seen as a solution (Ferraiolo et al., 2004; Stetson, 2013). The first
legislation to open a charter school was established in 1991, in the state of Minnesota (Bulkley,
2011; Bulkley & Wohlstetter, 2004; Stetson, 2013; Wohlstetter et al., 2015).
In January 2003, about 2,700 charter schools were operating in 36 states and provided
services to over 684,000 students (Ferraiolo et al., 2004). In 2010, the Center for Education
Reform (Allen & Consoletti, 2010) reported 5,500 charter schools were established in 40 states
Rising above Expectations 28

which serviced about 1.7 million students. According to Wohlstetter et al. (2015), within the
academic school year of 2011-2012 there was a 13% increase in new charter schools. In 2013,
charter schools continued to grow; 6,000 charter schools were established across the United
States (Flaker, 2014). Forty-five percent of all charter school within the United States were
located within Arizona, California, Colorado, and Michigan (Bulkley & Wohlstetter, 2004). In
2013, it was reported that charter schools located in Los Angeles provided services to 121,000
students, representing 18% of the city’s public school enrollment (Wohlstetter et al., 2015). In
2000, a national study was conducted by RPP International (2000) found that about 70% of
charter schools served a similar student population to their neighboring, nontraditional public
schools. Empirical research has demonstrated that the student population found in charter
schools were similar to the student population found amongst traditional public schools within
their community (Bulkley & Wohlstetter, 2004). Many charter schools were located within low-
income communities, whom provided services to predominantly Latino and African-American
students (Bulkley & Wohlstetter, 2004). The Center for Research on Education Outcome
(CREDO, 2014) reported that 62% of California’s charter school student population qualified for
reduced or free lunch. Charter schools that received federal funding were required by most states
to have an open enrollment policy; student admittance was based on a lottery system (Bulkley &
Fisler, 2002).
There are different types of charter schools. Some are independent, corporate, organized,
or stand alone. Given the wide variation of charter schools, they all aspired to the same outcome,
academic achievement to local students (Stetson, 2013). Magnet schools also provided another
alternative for public education. Magnet schools were established in urban communities to
desegregate schools and provide high academic standards (Goldring & Smrekar, 2002). Charter
Rising above Expectations 29

schools provided students with innovative curriculum, teacher and student support systems,
extensive teacher trainings, and community partnerships (Bulkley, 2011; Stetson, 2013). Charter
schools also provided educators, parents, and community organizations with the opportunity to
form and operate their own public schools to meet the needs of their student population
(Wohlstetter et al., 2015). Achievement data from Los Angeles demonstrated that charter
schools that started with high scores maintained their scores overtime (Bulkley & Fisler, 2002).
A six-year study conducted by CREDO found that California charter schools had greater
academic growth in reading (Center for Research on Education Outcomes, 2014). Students of
low socioeconomics background that attended charter schools performed better in reading and
math in comparison to students that attended traditional public schools (Center for Research on
Education Outcomes, 2014). Private schools have demonstrated the ability to outperform
traditional public schools. According to the National Assessment of Educational Progress
(NAEP), assessments of reading and math in 2003, grades four and eight demonstrated achieving
higher scores (Braun, Jenkins, & Grigg, 2006).
Current Status
Currently, a new form of education has effectively helped non-traditional urban schools
become outperforming. Several commonalities have been found within outperforming school
(Wang, Gurr, & Drysdale, 2016; Harris, A. 2004; Heck & Hallinger, 2010; Hulpia & Devos,
2010; Kilinc, 2014; Marks & Printy, 2003; Wang, Gurr, & Drysdale, 2016). Several promising
practices of Transformational leadership have been observed (Hulpia & Devos, 2010). Building
trusting relationships with families and staff, which promoted unity and partnership.
Transformational leadership builds teacher leadership and capacity (Garza, Drysdale, Gurr,
Jacobson & Merchant, 2014). Building teacher leaders, from within, allowed teachers to support
Rising above Expectations 30

teacher learning (Cosner & Jones, 2016). Establishing school-wide common goals allowed
teachers to become more focused (Bulkley & Wohlstetter, 2004). Schools must set high goals
and expectations for student and staff members. Teachers and students adhered to expectations
through continual monitoring and evaluations (Cosner & Jones, 2016). In doing so, they had to
redesign their organization and instruction. An organizational commitment was vital and
powerful for teacher effectiveness (Hulpia & Devos, 2010). High levels of commitment and
morale were promising indicators for teacher collaborations and effective organizations (Bulkley
& Wohlstetter, 2004). Institutions focused on developing and motivating people to reach their
highest potential (Jacobson, Brooks, Giles, Johnson, & Ylimaki, 2007; Winterman, 2008).
Extensive efforts were made to promote effective professional development, establish a positive
school climate, and clear communication skills. According to Klinc (2014), teacher leaders
assisted other teachers and built their capacity, they served as experts, and contributed to the
decision making process. Leadership that was established organically allowed teachers to feel
empowered to assess and meet their students’ individual needs (Bulkley & Wohlstetter, 2004).
Transformational leadership is essential when promoting school effectiveness (Nir & Hameiri,
2014).
The promising practices of distributive leadership on education demonstrated to have a
positive effect on outperforming schools (Harris, A. 2004; Spillane, Halverson & Diamond,
2001). The practice of distribution of leadership was accomplished through the interaction of
multiple leaders working together towards the same outcome and purpose (Harris, 2004).
Allowing the organizational structure and agency to interact together to construct leadership
practices provided the teachers with the opportunity to grow, strengthen their teaching practices,
and work towards meeting their school’s expectations and goals (Harris, 2004). Distributive
Rising above Expectations 31

leadership allowed several leaders to formally and informally work together. The effectiveness
of a school cannot depend on one person. Tighter congruence between the values and behaviors
of teachers and principals resulted in positive school performance (Harris, 2004; Heck &
Hallinger, 2010; Jacobson et al., 2007). Supportive principals had a positive impact on teacher
organizational commitment (Heck & Hallinger, 2010; Hulpia & Devos, 2010; Winterman, 2008).
Distributive leadership created interdependency amongst teachers and staff, establishing a
commitment to the school. A survey revealed that California charter teachers felt positive about
their school (Bulkley & Fisler, 2002). Positive school climate allowed students to feel safe in
their environment, promoting student achievement (Jacobson et al., 2007; Jones & Shindler,
2016). New models and practices of leadership allowed for a more collaborative and democratic
relationship within the school’s community (Jacobson et al., 2007; Kilinc, 2014). Decisions,
policies, and the school’s vision received input from the teachers, providing a sense of unity
within the school (Kilinc, 2014; Winterman, 2008).
Professional learning communities (PLC) provided a form to hold schools accountable
for progress leading towards academic growth (Thessin, 2015). Teachers collectively identified
areas of concern by utilizing data from assessments and student work (Farrell, 2015). Teachers
were provided with the opportunity to learn and develop their teaching practices in order to
impact a students’ academic achievement (Cochran-Smith & Lytle, 1999; Elmore, 2002;
Wieczorek, 2017). Teachers learned within their own school’s community by allowing
distributive leadership to foster and create changes within teachers and their teaching practices
(Cochran-Smith & Lytle, 1999; Elmore 2002; Harris, 2004). PLCs allowed educators to create
interventions which were research based (Wieczorek, 2017). According to Elmore (2002),
effective professional development required consistency and a commitment to their desired
Rising above Expectations 32

focus. Professional learning must occur over time, one-time professional development meetings
were seen as ineffective (Cochran-Smith & Lytle, 1999). Techers that were invested and
committed to their teaching practices demonstrated unity and accountability while utilizing PLCs
(Harris, 2004; Wieczorek, 2017). Teachers who participated and designed their own PLCs were
more likely to implement their inquiry findings (Cochran-Smith & Lytle, 1999; Wieczorek,
2017). In order to enhance a teacher’s teaching practice, a teacher applied or translated what
they learned from other professionals (Cochran-Smith & Lytle, 1999). Collaborative teachers
that utilized data to improve academic achievement created a learning organization (Farrell,
2015). Open minded and willingness to seek improvements within their teaching practices
created a climate of change within the school (Thompson, Gregg & Niska, 2004). PLCs
provided new learning opportunities for teachers as well as for students by empowering teachers
to reflect on their teaching practices causing a positive ripple effect onto a student’s learning
outcomes (Cochran- Smith & Lytle, 1999; Thompson et al., 2004). Professional development
was seen as a strategy for school improvement (Elmore, 2002). According to Darling-Hammond
(2010), investing in and enhancing teacher quality was vital to improving a school’s outcome.
Unity amongst the school and students was vital. Students felt a sense of belonging and
commitment to the school. Active engagement provided the opportunity of participation from
students, which led to learning (Ladd & Dinella, 2009). A school’s positive climate was created
based on the school’s vision and leadership (Kilinc, 2014). According to Ladd and Dinella
(2009) and Hirschfield and Gaspar (2011), engaged students were behaviorally, emotionally, and
cognitively invested in the school. Behavioral engagement was demonstrated through
participation within a task, activity, and school assignments. Emotional engagement refers to
how the student connected to their peers and staff members within their own classroom or school
Rising above Expectations 33

setting. Cognitive engagement refers to the effort a student placed intellectually to resolve a
problem, task, activity, and school assignment.
School families were an extension of the school community. One of the core principals
of charter schools was to increase parent involvement (Wohlstetter et al., 2015). According to
Maxwell-Jolly et al. (2008), schools and teachers should have an open and continuous
communicating relationships with their student’s family. A 2007 survey indicated that charter
schools used technology as a two-way communication tool (Smith, Wohlstetter, Kuzin, & De
Prado, 2011). Parents were critical stakeholders (Alcena, 2014). Studies have found that charter
schools had higher parent involvement (Bulkley & Fisler, 2002; Smith et al., 2011; Wohlstetter
et al., 2015). Parent involvement demonstrated a positive impact on student achievement (Ma,
Shen, & Kreen, 2014; Vera et al., 2012). Parent contribution to the school and the students’
education was vital. Parent involvement created a positive impact on a student’s attendance,
academic achievement level, and attitudes towards their school (Smith et al., 2011; Vera et al,
2012). Schools that provided opportunities for parents to become involved in their students
education were effective (Alcena, 2014; Wohlstetter et al., 2015).
Under Title I Policy, ESEA, and NCLB Act, schools were required to establish and
increase parent involvement within low performing schools (Ma et al., 2014; Menefee-Libey &
Kerchner, 2015, Smith et al., 2011). Parent participation in decision making were required by
allowing them to play a more central role in their child’s education (Smith et al., 2011). Charter
schools included and encouraged their parents to take part in management roles and serve on
school boards or committees (Wohlstetter et al., 2015). As a result, parents who served on a
school’s governing board created a better cultural understanding amongst the parents and staff
members. This created unity and established a commitment between the school, family, and
Rising above Expectations 34

students, which helped establish a trusting relationship. A student’s emotional engagement was
increased by establishing a connection and relationship between the school and their family
(Ladd & Dinella, 2009; Hirschfield & Gaspar, 2011). Parent involvement created an association
to the school leading to collaboration and investment in their child’s education (Wohlstetter et
al., 2015). Many charter school’s policy included and required parent participation, which may
be included within their application or parent commitment contract (Smith et al., 2011). Parent
education and centers have been established to educate and support students and their families
(Smith et al., 2011; Wohlstetter et al., 2015). Parent involvement has demonstrated an
opportunity to close the achievement gap (Bower & Griffin, 2011).
Data provided rich and meaningful information. It helped identify instructional problems
in order to create changes within teaching practices and drive instruction. According to the
California Educational Code 47600, California’s charter schools were permitted to use
innovative teaching methods (Wohlstetter et al., 2015). Innovations enhanced instructional
practices, which had a positive impact on the students’ academic performance (Wohlstetter et al.,
2015). Different measures and decisions were made in order to meet the needs of student
learning (Elgart, 2016). Data contributed to ongoing monitoring of students’ progress and
growth. According to Farrell (2015), scholars have proposed that using data as part of the
formative assessment to improve instruction had a positive impact on academic achievement.
Data allowed schools to make informed decisions and implement interventions to improve
student academic achievement (Farrell, 2015; VanDerHeyden & Harvey, 2012). Through
careful monitoring and continuous evaluations, data captured the impact of intervention
(VanDerHeyden & Harvey, 2012). New interventions or changes in teaching practices that
demonstrated no growth, provided educators the opportunity to reevaluate and investigate new
Rising above Expectations 35

methods or practices (Thyer & Myers, 2010). Instructional freedom provided teachers the
opportunity to focus their instruction towards their student’s population and needs (Wohlstetter
et al., 2015).
Demographics Focus on California
In 2007, 73% of Asian and 71% of White students scored advanced or proficient on the
fourth grade California Standards Test (CST) Language arts assessments, in comparison to
Latinos students which scored 37% and African Americans that scored 39% (Kerchner & Özerk,
2013). The achievement gap between Latinos and White students were evident across
California, but also at a national level (Madrid, 2011). In 2006, three-hundred thousand students
attended underperforming schools within Los Angeles and New York school districts (Lips,
2006). In 2007, California’s students performed poorly on the National Assessment of
Educational Progress report (EdSource, 2008). In the academic school year of 2015-2016, it was
reported that 500,511 students were enrolled in private schools, 572,752 were enrolled in charter
schools, and 6,266,737 were enrolled in public schools (Ed data Education Data Partnership,
2017). In the academic school year of 2014-2015, it was reported that 754,762 students were
enrolled in other educational options such as: smaller learning programs, magnet schools,
alternative learning programs, online education, thematic schools, and independent studies (Ed
data Education Data Partnership, 2017). Within the public school system 3,366,562 students
were Latinos, 1,500,932 students were White, and 361,752 were African American (Ed data
Education Data Partnership, 2017). According to Madrid (2011), many Latino students attended
schools that were over populated that created an unsafe and ineffective environment for learning.
In 2012, the Organization for Economic Cooperation and Development (OECD, 2012), reported
California contributed the most funds per pupil. The effort of spending ample money seemed
Rising above Expectations 36

impressive; however, of the thirty-four countries, California ranked 26 in mathematics and 17 in
reading (OCECD, 2012).
Extent of the Problem
In 2007, African-American and Latino 7th grade students scored below basic or far below
basic in math and language arts (Maxwell-Jolly et al., 2008). Students that attended
underperforming schools were subjected to receiving an unequitable education. From 2006-2010
California’s Annual Yearly Progress Report (AYP) failed to meet national standards (U. S.
Department of Education, 2014). In 2010, according to Usher (2011) 38% of schools nationally
failed to meet their AYP goals. In 2010, 61% of Californian schools did not meet their AYP
(Usher, 2011). In 2013, the National Assessment of Educational Progress (NAEP) average
reading and math scores for fourth and eighth grade students reported higher for White students
than Hispanic or African-American students (U. S. Department of Education, 2014). In 2015,
the nation’s report card stated only one third of fourth and eighth grade students were proficient
in reading (The Nations Report Card, 2015). According to NAEP, fourth grade reading
assessment proficiency was reported to obtain a score of 238-267 (Ed Source, 2008). In 2015,
according to the NEAP assessment, White students scored 232, Latino students scored 208, and
African-American students scored 206 (The Nations Report Card, 2015). Many African-
American and Latino students were more likely to perform at a below basic and far below basic
level (Maxwell-Jolly et al., 2008). According to the California High School Exit Exam
(CAHSEE) in 2014-2015, it was reported that only 17% of Latinos, 15% of African Americans,
and 31% of White students passed the math section. Within the language arts section, Latinos
scored 25%, African Americans scored 25%, and White students scored 41% (California
Department of Education, 2013). According to Madrid (2011), 600,000 Latino students attended
Rising above Expectations 37

schools that did not offer college prep courses. Low socio-economic and minority students
attended school where teachers were unprepared and inexperience; they also demonstrated to
have a low volume of retaining high quality teachers (Ferraiolo et al., 2004; Madrid, 2011;
Maxwell-Jolly et al., 2008; Vasquez Heilig, Cole et al., 2011).
Accountability Measure
No Child left Behind Act (NCLB) held schools accountable for their annual performance
through standardized assessments (Farrell, 2015; Noguera, 2008). Schools and school districts
were required to report data to parents specifying the practices that were used to improve their
scores (Farrell, 2015). The Council of Chief State School Officers and the National Governors
Association worked together to develop common standards and assessments for language arts
and math (Kornhaber, Griffith, & Tyler, 2014). In 2013, the California Legislation revamped the
state’s school funding system creating the Local Control Funding Formula (LCFF, Menefee-
Libey & Kerchner, 2015; Vasquez Heilig, Ward, Weisman & Cole, 2014). Prior to that schools
received funding from local property taxes with greater restrictions (Vasquez Heilig, Ward et al.,
2014). In July 2014, school districts and charter schools were required to submit their first Local
Control and Accountability Plan (LCAP), which indicated what their annual goals were and how
their funding would be spent categorically (Menefee-Libey & Kerchner, 2015).
Charter schools must also abide to similar accountability measures just as public schools
(Stetson, 2013). Charter schools have two facets of accountability. First, they were held
accountable towards the government and second towards the parents and students (Wohlstetter et
al., 2015). If they failed to meet their needs and provided an inadequate education they were
subjected to losing their students (Wohlstetter et al., 2015).
Rising above Expectations 38

In order to measure a student’s growth, states adopted state assessments. California’s
state assessment was known as the California Standards Tests (CSTs). CSTs annually measured
and captured student achievement. It also monitored a school’s, district’s, or individual students’
growth (Ed Source, 2008). According to Bulkley and Fisler (2002), about 96% of charter
schools utilized standardized assessments. Underperforming schools were held accountable for
improving their students’ achievement annually and demonstrating growth (Cosner & Jones,
2016). Schools were required to test 95% of their students in order to meet federal compliance
(Ed Source, 2008). Schools were required to publicize state results on their Student
Accountability Report Card (SARC). In order to hold schools accountable for progress and
growth, many districts participated in PLC (Thessin, 2015). In 1988, California approved the
Classroom Instructional Improvement and Accountability Act, also known as Proposition 98
(California Department of Education, 2018). Public schools received funding with the condition
of reporting annual state assessment results. All data became public property, which created
transparency (Seaton, Dell’Angelo, Spencer & Youngblood, 2007).
Shift towards Standards Based Assessment
In 1999, California required most students to take a standards test, through the Public
Schools Accountability Act (PSAA, Menefee-Libey & Kerchner, 2015). Under the NCLB Act, a
national school accountability reform was established (Conser & Jones, 2016). Although, the
NCLB Act provided accountability between the school and state, the focus of teaching was
shifted towards meeting the state standards. CST assessments annually monitored a student’s
understanding of language arts, math, science, and social studies state standards (Ed Source,
2008).
Rising above Expectations 39

Common core standards did not align with the CST, which caused changes in the
assessment used to measure performance (Shavelson & Huang, 2003). The Smarter Balanced
Assessment Consortium (SBAC) was created to replace the CST (Doorey, 2012; Menefee-Libey
& Kerchner, 2015). The common core standards were designed to focus on what students
needed in order to succeed in college (Conley & Darling-Hammond, 2013).
Critique of the Literature
Although literature has demonstrated the impact of certain characteristics of leadership
and promising practices, within outperforming schools, more historical, theoretical, and legal
information is needed to determine what led nontraditional urban schools to become
outperforming schools. History has demonstrated efforts which have been made to help close
the achievement gap. Yet, minority students that attended urban schools are still performing
below proficiency. This revelation was brought to the attention of the educational system, yet
decades later it still exists. This is unacceptable. All students are entitled and deserve an
adequate education. ELL students required additional support and resources, yet throughout
history, these accommodations have been ignored or dismissed. Therefore, it is prevalent to
continue to research and find promising practices that would help close the achievement gap.
This study emphasized leadership efforts made by nontraditional schools to close the
achievement gap in helping minority students obtain academic success. It highlighted key
components which have led them to become an outperforming school. Furthermore, it also
uncovered promising practices that could help transform a low-performing school. Allowing
schools to transform what was once seen as a low-performing school by assisting students to
thrive beyond their expectations and create opportunities for students and teachers to prosper. It
also focused on closing the achievement gap for ELL students.
Rising above Expectations 40

CHAPTER THREE: RESEARCH METHODOLOGY

Introduction
The purpose of this study was to understand and identify how nontraditional, urban K-12
schools outperformed traditional K-12 schools consisting of similar dynamics and demographics.
Chapter Two provided a historical overview of traditional and nontraditional schools,
educational reforms, highlighting promising practices and programs, leadership practices, and
cultural norms found within outperforming schools. The literature identified key promising
practices that led the dissertation team to create and utilize the developed research questions.
Although many nontraditional schools are outperforming traditional public schools, this chapter
will provide the methodology and research design used to highlight the promising practices
found at XYZ elementary school.
Research Questions
The thematic dissertation team which consisted of 12 members developed the research
design. Each member was responsible for their individual study. Collectively the team designed
the research questions. The research questions were established to understand how some
nontraditional, urban K-12 schools were outperforming traditional public schools with similar
low socioeconomic and demographic characteristics. After reviewing relevant literature, certain
promising factors were identified which demonstrated to have a positive impact on the schools
performance. As a result, the following three components were identified: promising practices,
leadership, and cultural norms. Therefore, this case study addressed the following research
questions:
1. What practices and programs are implemented in urban, outperforming nontraditional
schools?
Rising above Expectations 41

2. What are the leadership practices in an urban, outperforming nontraditional school?
3. What are the cultural norms in an urban, outperforming non-traditional school?
Conceptual Model
After reviewing current literature, the primary conceptual model was designed to guide
the case study. Literature found that leadership practices, cultural norms, and promising teaching
practices and programs were evident and present within outperforming nontraditional schools.
According to Maxwell (2013) “A concept map of theory is a visual display of that theory–a
picture of what the theory says is going on with the phenomenon you’re studying” (p. 54). This
model addressed specific entities found within this case study that proved to be promising. Other
researchers may use this model to help them identify promising practices within other
outperforming school. This model helped validate and establish credibility and reliability within
the data collected. In addition, the model helped address the purpose of this case study.

Figure 1: Conceptual Model for Outperforming Schools

Rising above Expectations 42

In addition, Bolman and Deal’s (2013) Four Frame’s model was used to examine the
promising leadership practices, cultural norms, and programs and practices through a different
lens. The Four Frame model used practices and research to create insight and make sense of an
organization through four perspectives (Bolman & Deal, 2013). The four frames addressed
structural, human resource, political, and symbolic perspectives of an organization. According to
Bolman and Deal (2013), each frame was influential; however, when utilized collectively an
organization can be transformed with new perspectives. The four-frame model provided an
opportunity to form new options and strategies to transform and create changes within a setting.
Within the structural frame, an organization could analyze their goals, polices, rules, and roles
that could restrain or establish changes. The human resource frame provided an opportunity to
evaluate the staffs’ strengths, weakness, fears, and desires. The political frame noticed the
conflict and power within an organization. It examined the differences amongst members and
their values, beliefs, and interest allowing the decision making to become more meaningful. The
last frame, symbolic, focused on the faith, rituals, and ceremonies of the organization that helped
people find meaning and purpose.

Rising above Expectations 43

Note: Adapted from Bolman and Deal’s four (2013) frames by the Thematic Group

Figure 2. Conceptual Model for Outperforming Schools and Bolman and Deal Four Frames

Research Design
Several characteristics were required to have a good qualitative case study. According to
Gall, Gall, and Borg (2003), a case study design was used to conduct an in-depth study, within
its own setting, illuminating the phenomenon. The phenomenon for this case study allowed the
researcher to find impactful leadership practices, programs, school practices, and culture norms
which influenced the students’ academic achievement. Descriptive data was collected in order to
develop a possible explanation and evaluate the phenomenon (Gall et al., 2003).
Structural
Symbolic
Political
Human
Resource

Rising above Expectations 44

The thematic dissertation group met for about a year, which consisted of 12 doctoral
students that attended the University of Southern California Rossier School of Education. The
thematic dissertation group was overseen by Dr. Stuart Gothold and Dr. Maria Ott. The thematic
dissertation group met on a monthly basis. The thematic group created the research design for
the case study. The following criteria was utilized to select an outperforming school which
participated in the case study. Each member selected a school based on the criteria selected.
 K-12 School
 Urban school: low socio economic status, ethnic diversity, under resourced
 Low dropout
 Gold Ribbon School
 High SCAC scores (met/exceeded standards)
Population Sample
This case study examined a single school located in southern California. It is located in
one of the most densely populated underserved communities within Los Angeles. The school
chosen for this case study was purposefully selected after developing criteria which constituted
as a high performing school. XYZ is an urban K-8 charter school with a student population of
over 560 students. Of those students, 97% were Hispanic/Latino, 1.1% were African Americans,
0.4% were American Indian or Alaskan Native, 0.2% were Asian, 0.5% were Filipino, and 0.5%
were other. Ninety-seven percent of the students qualified for free or reduced lunch. XYZ
charter school served a high population of students of low socioeconomic. Of the over 560
students, 50% were ELL students. Student enrollment was open to all school age students who
resided in the state of California. Students were selected on a first come first serve basis, unless
there was more interest than openings were available. If that was the case, then students were
placed in a lottery. Students who were selected in the lottery, had seven days to confirm their
intent to enroll.
Rising above Expectations 45

According to the 2015-2016 Smarter Balanced Assessment Consortium (SBAC)
assessments, students’ achievements were classified into four categories (California Department
of Education, 2017a). Students who scored a one have not met the achievement standards.
Students who scored a two have nearly met the achievement standards. Students who scored a
three have met the achievement standards. Students who scored a four have exceeded the
achievement standards. XYZ charter school had a higher met and exceeded percentage score
than the state and local district. In the annual school year 2015-16, 54% met or exceeded the
English Language Arts portion of the California Assessment or Student Performance and
Progress (CAASSP) test (SARC, 2017c). Forty-five percent met or exceeded the math test
portion. In comparison, 48% of the state met or exceeded in language arts and 36% in math
(SARC, 2017c). Thirty-nine percent, in the local district, met or exceeded in language arts and
29% in math (SARC, 2017c). Two neighboring schools that served the same population were
found within less than a mile. In the school year 2014-2015 school ABC served over 760
students. Thirty-five percent met or exceeded the English Language Arts portion of the
California Assessment or Student Performance and Progress (CAASSP) test (SARC, 2017a).
Thirty-one percent met or exceeded the math test portion (SARC, 2017a). Within the same
school year, School DEF served over 770 students. Twenty-two percent met or exceeded the
English Language Arts portion of the California Assessment or Student Performance and
Progress (CAASSP) test (SARC, 2017b). Fifteen percent met or exceeded the math test portion
(SARC, 2017). In comparison, 44% of the state met or exceeded in language arts and 33% in
math (SARC, 2017b).
XYZ charter school received several awards, since it opened in early 2010s. For
instance, it received the California Title 1 Academic Achievement award; this award was given
Rising above Expectations 46

to schools that have narrowed the achievement gap amongst high and low-performing students.
It also received the California Distinguish Elementary Award; this award was given to schools
that demonstrated substantial gain in closing the achievement gap. It was also awarded the Gold
Ribbon; this award honored the schools that have obtained an exemplary percentage on the
SBAC test. The Advisory Commission on Special Education (ACSE Education) honored the
school with the Gazer Outstanding Achievement in Learning (GOAL) award. This award
recognized institutions that have instilled programs and best practices to deliver academic
success amongst students with special needs.
Several factors made XYZ charter school worthy of this case study. XYZ served an
ethnically diverse population with a high percentage of low SES. Despite all of these adversities,
XYZ managed to rise above the local district and state academic achievement for two
consecutive years. Their success did not go unnoticed; XYZ has received several awards for
their accomplishments. It was because of this that the National Charter School Resource, which
was affiliated with the U. S. Department of Education, used XYZ in a case study where they
discussed their promising practices in leadership and teaching skills, organization structure, and
cultural norms.
Instrumentation
In order to validate the results of the study, several forms of data were collected in order
to provide triangulation. The study utilized the following forms to gather data: interviews,
surveys, observations, and document analysis.
The dissertation team created the research instruments, based on current literature
findings. The dissertation team determined that the following documents would be reviewed in
order to provide an overview of the schools setting and school norms:
Rising above Expectations 47

 In order to provide an overview of the school, the school website was reviewed prior to
visiting the school.
 Achievement test scores were reviewed to see academic achievement.
 School Annual Report Card (SARC) was reviewed prior to visiting the school to see if
the school met the criteria set by the dissertation team such as outperforming
achievement, demographic information, resources, school location, low dropout rate, and
awards.
 Recruitment information was utilized to identify how students were selected.
 Student/parent handbooks were reviewed prior to visiting the school; it provided
information about the school’s year calendar, school policies and procedures, mission
statement, and expectations.
 School plans provided information about the school accountability, student achievement,
intervention implementations, and school budget.
 Mission Statement was reviewed prior to visiting the school; it provided information
about the school’s goals and expectations.
 Organizational chart provided information about the staff roles
 California Department of Education website was reviewed prior to visiting the school to
gather information about the school academic scores, demographics, enrollment,
demographics, and school’s expenditure per student.
 School programs provided information about extra-curricular programs, after-school
programs, and family and community outreach programs.
 Attendance records provided information about the students’ attendance and late arrivals.
Rising above Expectations 48

The dissertation team collectively developed the teacher’s survey (Appendix B),
interview protocols (Appendix C), and observation (Appendix D) which were used to obtain data
about the teacher’s perspective about their school, promising practices, involvement, cultural
norms, family involvement, and professional development.
The survey consisted of 57 questions divided into the following sections: background
information, vison and mission statement, leadership, learning and school environment,
standards and expectations of nontraditional school, monitoring of teaching and learning,
collaboration and communication, family and community involvement, and professional
development. Based on the research questions, the protocols were developed.
Interview protocol consisted of 12 questions. According to Maxwell (2013), an interview
allowed the researcher to see what may have been missed in an observation and check for
accuracy within an observation. Furthermore, Merriam and Tisdell (2016) also mentioned that
an interview allowed the researcher to see what one could not observe. All interview questions
were purposefully designed as open ended questions, providing the researcher with information
about the interviewee’s feeling and understanding of the phenomenon.
The observation protocol was developed to guide the researcher during an observation.
The observation protocol contained focused questions that helped to validate data found within
interviews and surveys. According to Merriam and Tisdell (2016), observations can be used to
triangulate data (p. 139). The observation protocol used the research questions to help guide the
observations held within a classroom, school site, event, or meeting.
Data Collection
The researcher’s initial review of the school began with the schools website. Data
collection was taken from XYZ over a short period of time, where six site visits were conducted.
Rising above Expectations 49

The school visits were conducted once prior to the end of the school year and the remaining five
at the commencement of the following school year. Data was collected only by the researcher.
The following websites were used:
 XYZ organization website
1

 XYZ school website
1

 CAASSPP website page: http://caaspp.cde.ca.gov/SB2016
 California Department of Education Schools Accountability Report Card (SARC,
2017b)
Six interviews were recorded with the consent of the participants. Interviews were in
compliance with Intuitional Review Board (IRB), following regulations and holding the
interviewee’s identity concealed (Merriam & Tisdell, 2016). Interview notes and recordings
were transcribed and stored in a locked cabinet to ensure security and privacy.
Observations were conducted during the end of the academic school year of 2016-2017
and the beginning of the academic school year of 2017-2018. Observations allowed the
researcher to see and triangulate what was stated in surveys and interviews. Observations noted
the physical description of setting, participates, interactions amongst students, teachers, staff
member, and parents.
Validity and Reliability
According to Gall et al. (2003), validity and reliability are essential to a qualitative study.
Furthermore, validity is present when the researcher provided a significant link between the data,
research questions, and findings (Gall et al., 2003). Reliability was dependent on the
researcher’s findings, through which other researchers may have similar findings when

1
Further information withheld for confidentiality
Rising above Expectations 50

implementing the same procedures as in the original research (Gall et al., 2003). Validity and
reliability provided credibility to the research, also known as triangulation (Creswell, 2014). In
order to establish validity and reliability, the dissertation team utilized and created instruments
that would be used across all 12 case studies. Similar findings across 12 case studies provided an
opportunity to make a generalization. Triangulation also helped eliminate any bias within the
researcher’s findings. Maxwell (2013) suggested using supportive approaches that would help
support validity and reliability. For the purpose of this case study, the following were used:
involvement, rich data, and triangulation.
Data Analysis
According to Merriam and Tisdell (2016), “data analysis is the process of making sense
of the data” (p. 202). Within this case study, the following instruments were utilized: interviews,
observations, surveys, and documents. Data was easily retrievable and organized, which allowed
for data analysis and interpretation. In order to interpret and analyze data, Creswell’s (2014) six
step procedure were utilized:
1. Data was organized and prepared. The researcher transcribed interviews and typed field
notes.
2. The researcher read and observed all data, causing deep and meaningful reflections in
order to ensure credibility.
3. Coding was utilized to create categories based on language and common themes found
within interviews, observations, and surveys.
4. The researcher categorized the school sites descriptions, observations, surveys, interviews
through coding.
5. The researcher identified common emergent themes.
Rising above Expectations 51

6. The researcher used instruments to understand findings through common emergent
themes
Ethical Considerations
According to Meriam and Tisdell (2016), conducting research required collecting data,
observing, interviewing, and findings to be investigated and collected in an ethical manner.
After meeting with the IRB, research was conducted according to their ethical guidelines in order
to produce valid and reliable data. The researcher was aware of her positionality and role when
conducting, collecting, and analyzing data. Therefore, all data collected and presented was based
on facts and not opinions or assumptions by the researcher. The researcher provided the
participant with a copy of the interview transcript, in order to confirm that all data was captured
accurately. Prior to conducting an interview, all participants were given a consent form. The
form indicated their voluntary participation and reassurance of privacy protection (Meriam &
Tisdell, 2016). In order to protect the identity of the participant, data did not contain any names;
each participant was assigned as a number. The researcher kept data secured and lock.
Summary
The focal point of this chapter was to highlight and describe the methodology used within
this qualitative case study. The following areas were discussed within the chapter: research
questions, research design, instrumentation, data collection, and data analysis. In order to
understand how XYZ outperformed neighboring traditional public schools, current qualitative
research and methodology were utilized. Chapter Four includes a discussion of the data gathered
from interviews, surveys, observations, and documents used within the qualitative study and
their emerging themes and findings.
Rising above Expectations 52

CHAPTER FOUR: RESULTS
Charter schools have been on the rise in education. Since the opening of the first charter
schools in Minnesota, it has been questioned whether charter schools were the solution to the
existing one problem in education. Since then many changes have occurred within education,
from the implementation of accountability policies and individual state standards evolving into
common core standards. Despite the many changes education has experienced, there is still a
persisting matter where children are not receiving an adequate education, especially in low,
socioeconomic urban areas. Therefore, it is appropriate to review the impact high-performing,
nontraditional public schools in urban areas are experiencing. It was essential to identify the key
factors that were presented in those nontraditional schools which have caused them to
outperform public schools in urban areas.
Prior to this chapter, the first three chapters addressed the problem and the significance of
this study. There was also an examination of the literature related to the problem. Finally, the
methodology used to conduct the case study for this particular school site was discussed. This
chapter will address the findings from XYZ School. In addition, findings that addressed each
research question will be analyzed in depth along with any emerging themes.
Research Questions
The research questions were developed to identify factors that were present in
nontraditional schools that were outperforming traditional urban public schools. A thematic
dissertation team of 12 members met over the course of a year. Collectively the research team
developed the research questions and design. Subsequently after researching relevant literature,
the dissertation team identified key factors that were significant to outperforming, nontraditional
Rising above Expectations 53

schools in urban areas. As a result, three questions were designed to address the study, which are
as follows.
1. What practices and programs are implemented in urban outperforming nontraditional
schools?
2. What are the leadership practices in an urban outperforming nontraditional school?
3. What are the cultural norms in an urban outperforming non-traditional school?
Methodology
Data collection took place at XYZ School over the course of six months. This involved a
total of six school site visits. Although the team worked together to design the research
questions, each researcher was solely responsible for gathering their individual school site data
collection. The majority of the data collected was qualitative, with some quantitative. All data
collection took place in a natural setting, which was purposefully selected by the researcher.
Data was collected and analyzed using Creswell’s (2014) six steps for interpretation. The data
collection that was analyzed consisted of numerous documents: Most recent School
Accountability Report Card (SARC), Local Control and Accountability Plan (LCAP), single
school district plan, parent handout booklet, school mission statement, and agendas from a
professional development, and coffee with the principal. In addition, observation notes were
taken from classrooms during instruction, staff meetings and professional development, school
gatherings, and events. Interviews and survey data were collected and included several staff
members in various positions. Common emerging themes were identified through coding. The
analysis of data from all four instruments emphasized triangulation, in order to ensure the
validity and reliability of the data. In addition, Bolman’s and Deal’s (2013) Four Frame’s Model
was utilized to examine the promising leadership practices, program and practices, and cultural
Rising above Expectations 54

norms. The four frames allowed the researcher to view the organization through different lens
emphasizing on structural, human resource, political, and symbolic representation of the
organization.
In order to extend the collected data, the participants involved in each instrument were
diversified and provided a better understanding of the organization. Most documents were
collected and obtained online; specific documents were obtained through email correspondence
with the previous principal. Surveys were distributed through email and in person; out of 75
school staff members, 41 surveys were completed, representing 54% of the entire school staff.
Of the 41 surveys returned, 21 of the surveys were from teachers, one from a teacher with a
leadership role, three from administrators, 13 classified staff members, and three other certified
staff members. The researcher conducted six separate school site visits, which took place within
a six-month time span. School site visits consisted of observing classroom instruction, school
events, attending professional developments, and school meetings. A total of six interviews took
place. Five interviews took place on campus and one online. In order to gain a broad
perspective of the school, interviews were conducted from the following staff members: interim
principal, dean of culture, assistant principal, and three general teachers from different grade
spans. Each member voluntarily participated in the interview and each member signed a
released form to record the interview. Given the nature of the research questions, observations,
interviews, and surveys all emphasized highlighting the leadership practices, cultural norms,
programs, and practices that occurred at XYZ School.
Background of XYZ School
XYZ School is located in an urban area in Southern California. In 2010, it opened its
doors to serve a community that is underserved, with a population of 38,967 community
Rising above Expectations 55

members (United States Census Bureau, 2017a). The median household income consisted of
$40,353 (United States Census Bureau, 2017b). According to the California Charter School
Association (n.d.), about 59% of the students come from a low socioeconomic disadvantage
household. Ninety-Seven percent of students that attend XYZ School were classified as having a
socioeconomically disadvantage (SARC, 2017c). Fifty-One percent of the student enrollment
were classified as ELL students (SARC, 2017c). The school is committed to raising student
achievement and strengthening the community by providing an opportunity and the skills they
need to succeed in college.
The school is an open public charter school that serves students from kindergarten
through the eighth grade. Student admission is selected based on a lottery system. The school
takes pride on its mission and promise to the community, Prepare and educate students to
become social change agents who are critical thinkers and problems solvers.
2
(ZXY, n.d.)
3
.
Since the opening of the school it has received several awards exemplifying its outstanding
academic performance. For instance, the Grazer Outstanding Achievement in Learning Award,
Gold Ribbon Award, and the Bright Spot Award from the White House. The California
Distinguished Elementary School Award and the California Association of Bilingual Educational
Seal of Excellence award were also received. These awards reflected the commitment the school
set to deliver to their community.
Gaining Entry
Prior to visiting the school, the researcher emailed the interim principal regarding the
nature of the case study and the possibility of using their school for this particular case study.

2
Paraphrased for confidentiality
3
Further information withheld for confidentiality
Rising above Expectations 56

Since the charter school is an independent school, no third part was required for approval. On
April 10, 2017 the previous principal accepted the invitation and was happy to be part the study.
Data collection began on April 11, 2017; due to state testing, no school site visits were conducted
until after the testing period. Sometime between April and June the previous principal was no
longer at XYZ School. The assistant principal at the time was elected to act as interim principal
for the remaining of the school year. On June 7, 2017, the interim principal responded to my
email informing me that the principal was no longer with the school. She was aware of the case
study and the school’s commitment to participate. The first school site visit was conducted on
June 15, 2017.
First Visitation of the School Site
On the morning of June 15, 2017, at approximately 10:05 a.m., the researcher arrived at
XYZ School. Upon entering the school, it was noticeable that the facility was fairly new and
secured. All gates were locked and required admittance from the office. As I approached the
front office, I couldn’t help hearing the laughter of children playing on the school playground.
Although the office staff was busy attending to phone calls, a parent’s question, student’s needs,
and a staff member’ s question, the office staff greeted everyone with a warm smile that
immediately provided a sense of welcome. The office space consisted of glass doors and walls
that provided a sense transparency. In the center of the office, the researcher noticed a
conference table that was being used by two students and a staff member. Along the walls were
pictures of the school’s site development and inauguration. What captivated the researcher the
most was the quote that was painted in front of the administrator’s office which read “Education
is not preparation for life; education is life itself.” This quote was written by John Dewey
(BrainyQuote, n.d.).
Rising above Expectations 57

After checking in with the front office staff, the interim principal greeted the researcher
with a warm welcome and asked the researcher to walk with her to talk about the case study.
After walking behind the office, you entered a hallway that lead to classrooms and the exit door
to the outside playground. The researcher noticed student work, posters of upcoming events, and
pictures of students hanging on the hallway walls. At this point, the interim principal welcomed
the researcher to walk through the school and enter any classroom. She stated that the staff was
welcoming and open to having visitors in their classroom. Prior to ending the conversation, a
staff member informed the interim principal that the interview was about to commence. At this
point the interim principal invited the researcher to accompany her to the interview instead. At
first, the researcher thought the interview would take place in an office or a conference room. It
was soon evident that the interview would take place elsewhere. The interim principal informed
the researcher that the candidate was subjected to a phone interview first, then invited to teach a
lesson, and after the lesson, the candidate would sit down for a final formal interview. Walking
down the hallway, the researcher noticed six students. Three were working on what appeared to
be a project, one student was reading a book, and two were having a casual conversation. The
interim principal greeted them as she passed by. On the second floor, the researcher noticed
more pictures of students interacting or participating in daily activities and students’ work were
also mounted on the walls of the hallway. It was also noted that a community alliance was
present throughout the school. There was a poster that demonstrated a community alliance; it
was visible throughout the school and in different classrooms. The community alliance poster
stated as follow: I am you and you are me. You are my other me. If I do harm to you, I do harm
to myself. If I love and respect you, I love and respect myself.
Rising above Expectations 58

The interim principal, assistant principal, math coach, and two teachers attended the
lesson observation. Each observer took notes on the lesson observation protocol worksheet,
which focused on five key points. Their observation focused on instructional knowledge, high
expectations, organization, class management, and mindset. The classroom teacher introduced
the guest teacher. Each student sat in a circular table, wearing their school uniform, and eagerly
awaiting their lesson. After the observation, the interviewee, interim principal, assistant
principal, and math coach debriefed and continued with the second part of the interview. The
researcher had the opportunity to sit in during the second part of the interview process.
At the beginning of the interview, the interviewee was given the opportunity to describe
who she was and what her philosophy was on education. Each staff member had the opportunity
to go around and ask a question, while the other staff members took notes. Some of the
questions that were asked inquired about: how the interviewee would set up the classroom at the
beginning of the school year to reach student success? How the interviewee would honor
students’ different strategies and ways to answer questions? By the end of the interview, it felt
more like a conversation between colleagues collaborating about how to improve student
academic performance. At the end of the interview, the interim principal met with the grade
level teachers and provided them with a summary of the lesson observed, interview questions,
and expressed her thoughts, and concerns.
On this day, the researcher also had the privilege of accompanying the interim principal
to an advisory meeting that was held every Thursday throughout the school year. The group
consisted of 12 students from sixth through eighth grade, two students were absent that day. The
meeting addressed various topics and activities that focused on building relationships amongst
peers and adults. This particular meeting was their closing session for the school year. Each
Rising above Expectations 59

student received a ceramic project they created. The interim principal asked the students to sit
on the floor and form a circle. Each student held their project and expressed how they felt about
their project and their experience making it. At the end of the session, the students were given a
student survey. The survey asked the students about their experience and how to improve next
year’s advisory meetings.
The day ended by attending the annual end of the year staff celebration. Staff members
met in the school cafeteria, they were greeted with a summer celebration gift packet, food, and
music. Prior to commencing their celebration, the interim principal walked around the room and
greeted the teachers. The interim principal thanked the staff members for their hard work and
dedication. She announced that the school was given a four year WASC accreditation. The
teachers and staff members had created a short skit along with a PowerPoint presentation that
summarized their school year. In order to conclude their celebration, the staff members hit a
piñata. The staff members cheered and laughed together. The researcher had the opportunity to
speak with a few staff members. One conversation that stood out was with the student and
family service coordinator. She stated that she loved working there and that the researcher
would enjoy her time there as well.
Prior to leaving the facility, the researcher noticed five picture frames above the office’s
entrance door. Each frame contained a word in bold that would later represent a legacy that was
founded by former students. The words read as follow: Integrity, Respect, Pride, Responsibility,
and Perseverance. These words represented a symbolism for what the school stood for.

Rising above Expectations 60

Findings by Research Question
Research Question One
What practices and programs are implemented in urban outperforming nontraditional
schools? In an effort to determine which practices and programs were used to make this school
an outperforming school, the researcher first performed a document analysis. According to the
SARC, XYZ School’s CASPP assessments of 2015-2016 school year, XYZ School
demonstrated to have a higher score in math and language arts in comparison to their school
district and state average (SARC, 2017c). The XYZ School’s mission statement, located on their
school website, demonstrated the commitment they had towards their school’s success to provide
the very best for their students. The mission statement read as follows: The schools mission is
to prepare students with college bound skills that will allow them to become critical thinkers and
problem solvers.
4
According to XYZ School’s academic program, which is located on their
school website, XYZ School promises to “educate students in a culturally relevant, academically
rigorous environment. Our research-based curriculum exceeds California State Standards and
provides students with advanced levels of literacy and math skills.”
In addition to the core subjects, the students at XYZ School are also offered special
classes that are created in conjunction with outside community participants. Students are offered
art, music, drama, dance, media literacy, advisory, and P.E. classes. A schedule was created to
include all grade levels to participate in these special classes, better known as “specials,” as the
school refers to them. The academic school schedule was presented to the researcher after an
interview. The schedule was also noted in a classroom’s academic daily schedule, which was
placed on their communication board. In conjunction with the core subjects, teachers

4
Paraphrased for confidentiality
Rising above Expectations 61

implemented programs that have helped and supported their teaching practices. This included
programs such as reader’s and writing workshops, balanced literacy, robotics, cognitive guided
instruction for math, college preparatory in math for middle school, mind up, cool tools, and
discipline without stress. Most of the programs that were offered and utilized by the school were
mentioned on their school website and restated across multiple interviews with staff members
and administration.
Within many of the interviews conducted, several staff members stated that the school
utilized research based programs to help enhance their students’ academic skills and knowledge.
As explained by T1, “A lot of the resources that are offered help to guide our teaching. They’re
not lessons that are pre-made, so they help us, guide us.” Another teacher with a leadership role,
DC, stated, “Our reader’s and writer’s workshop comes out of Columbia University TC (teachers
college). Not only does research back it up and this shows how kids learn best…That’s the same
with our math program.”
T3 confirmed the use of research-based program stating, “We used the teachers reading
and writing workshop from Teachers College Columbia, which has a lot of research behind that
as well as math teaching practices from UCLA.”
Along with document analysis and interviews, the researcher also utilized surveys and
observations for triangulation. Tables 1, 2, and 3 demonstrate how the staff members confirmed
that the school used effective approaches and programs to help their students learn.
Within Table 1 and 2, the staff at XYZ School utilized effective strategies and various
approaches to meet their students’ needs in order to reach high academic standards. Within
Table 1, 63.4% strongly agreed and 36.5% agreed that the XYZ School used effective strategies
to help different subgroups of students meet high academic standards. Table 2 demonstrated that
Rising above Expectations 62

73.1% of staff members strongly agreed and 24.3% agreed to use a variety of approaches and
activities to help students learn.

Table 1
Survey Results for Research Question One - Part One
Survey Question Two Strongly Disagree Disagree Agree Strongly Agree Not Applicable
Teachers use effective 36.5% 63.4%
strategies to help
different subgroups of
students meet high
academic standards.

Table 2
Survey Results for Research Question One - Part Two
Survey Question Three Strongly Disagree Disagree Agree Strongly Agree Not Applicable
Teachers use a variety 2.4% 24.3% 73.17%
of approaches and
activities to help
students learn.

Table 3
Survey Results for Research Question One - Part Three
Survey Question Five Strongly Disagree Disagree Agree Strongly Agree Not Applicable
The schools’ vision/ 0% 0% 29.2% 70.7% 0%
mission is evident in
multiple methods/practices.

Rising above Expectations 63

During a classroom observation, the researcher noted the use of cognitive guided
instruction being used within a math lesson. The teacher did not rely on a prescript curriculum,
the lessons focused on mastering a specific skill. The teacher commenced the lesson by asking
the students to sit on the rug before commencing their “math talk.” This particular problem
required the students to think critically. Guidelines for having “math talk” conversations were
posted on the classroom wall. It stated as follows: We give time to think, we share ideas. We
listen to understand. We give time to ask someone to help us. The teacher asked the students to
think about a strategy they would use to solve this particular problem. After one minute of
thinking time, three students were called on to share their strategy. The teacher validated each
student’s strategy by writing their name next to their strategy and posting it under the document
camera. After their “math talk,” the teacher presented another math problem on the board, which
was written prior to the lesson, on a strip of paper. The teacher asked the students what they
knew about the problem and to identify key details. The teacher then asked the students to turn
and talk to a partner to discuss how they would solve the problem. Shortly after, students were
asked to work on their math problems. The researcher noticed that some students sat at circular
tables and others continued to work on the rug. They did not appear to have specific assigned
seats. The students were required to solve three math problems inside their math spiral
notebook. Students needed to demonstrate their work by either drawing a diagram or using a
model that would help them explain how they solved the problem. Students were also required
to write a statement explaining how they solved the problem; this allowed students to reflect on
their thinking analyze their work. Fifteen minutes later students were asked to return to the rug
with their work. Two students displayed their work underneath the document camera and
explained their work. At the end of each student’s presentation, the other students had the
Rising above Expectations 64

opportunity to ask questions about the strategies that were used or asked for clarification. The
teacher also asked the students to explain why they thought the presenters chose those particular
strategies.
In addition, the researcher was also able to observe another practice that has helped their
students improve their performance. After the math lesson, the students formed two lines by the
classroom door. The students were broken up according to their English Language Development
(ELD) level. Some students left the classroom and new students entered the classroom. This
program was notably different in comparison to traditional schools. The lesson focused on
building the student’s vocabulary, grammar, and sentence usage. It is evident that the school’s
approach is student centered, when designing or implementing programs.
Summary of Findings for Research Question One
XYZ School has clearly demonstrated their commitment to providing students with
programs and practices that have proven high academic achievements. XYZ School’s mission
statement promised that all students would be provided with a rigorous curriculum. The
curriculum chosen were researched-based and have proven to improve their student’s academic
performance. This was evident within their CASPP scores; XYZ scores were higher than the
states’ average score and the school’s district. The teachers placed an emphasis on implementing
programs that developed their students thinking and problem solving skills. Teachers and
students were also provided with the opportunity to reflect on their work in order to gain a
deeper understanding.
Research Question Two
What are the leadership practices in an urban, outperforming nontraditional school?
When considering the school’s leadership practices, the researcher looked at the school through
Rising above Expectations 65

Bolman and Deal’s (2013) four frame model. The researcher obtained a copy of the school’s
staff roster from the office staff. This document helped understand the structure of the school
staff and the roles they officially performed. The school staff consisted of 75 staff members,
who served in various positions. The roster was broken into six sections: administration, office
staff, campus aids, teacher assistants, intervention and mentor teachers, and teachers. Although
only four staff members held a title with an official lead role, several members played a critical
part to the school’s success and served as school leaders unofficially. The use of
transformational leadership appeared to be present at XYZ School. The leaders helped build
their staff’s capacity and work together as one element. This was made evident within an
interview, T1 stated,
I think the administration or the leadership believing in the philosophies that we teach.
The collaborative planning, that they work with us. They don’t see the school as that’s
the principal and that’s all her role is, or that’s admin we’re the teachers and that’s all our
role is. We all play a role in creating. We all kind of are on the same playing field, so
we’re all responsible for each other’s students.
The researcher observed shared leadership during the second part of the schools’
professional development. Teachers led the announcements, reflections, and student celebration
sections. Three teachers shared their student’s success story. Each presenter gave a quick
synopsis, stated who the student was, where they stood academically, the challenges they faced,
and how they overcame them. Each teacher that presented acknowledged the help and
collaboration they received from other staff members. One of the presenters mentioned “We are
all part of his success.” After the first presentation, one of the teacher presenters asked the staff
to share with the people at their tables their students’ success story. Following the second
Rising above Expectations 66

presentation teachers were asked to select a student they would like to focus on for the upcoming
quarter.
T3 stated the following during the interview about professional development and their
goals.
As a whole, we’re always trying to grow and improve and that takes some honest
reflecting and that happens in professional development, it happens. Our leadership have
shared goals with us, what they’re working on, as well as, us setting our own goals.
Within the survey, it was evident how the staff felt they contributed and participated
toward their school’s success. In Table 4, 75.6% strongly agreed and 21.9% agreed that staff
members worked beyond their official roles to help students achieve their schools goal. Staff
members continued to grow and improve their practice; this was validated in Table 5. It was
noted that 56.1% strongly agreed and 31.7% agreed that staff members led professional
developments and school activities. Staff members at XYZ School demonstrated their
committed to the school’s mission and vision.

Table 4
Survey Results for Research Question Two - Part One
Survey Question Four Strongly Disagree Disagree Agree Strongly Agree Not Applicable
The staff works 2.4% 21.9% 75.6%
beyond their official
roles in order to help
achieve school goals

Rising above Expectations 67

Table 5
Survey Results for Research Question Two - Part Two
Survey Question Three Strongly Disagree Disagree Agree Strongly Agree Not Applicable
Different staff 12.2% 31.71% 56.1%
members periodically
lead professional
developments activities
for other staff.

XYZ School contained four mentor teachers that were assigned nine to 11 teachers each.
Each mentor teacher met with their mentee on a weekly basis to discuss their individual goals,
observe their practice, reflect on their practice, and assist in their progress. Teachers were
assigned a mentor teacher, whether they were a first year teacher or someone who has taught for
several years. The school believed everyone had the capacity to continue to build on their skills
and knowledge. Several staff members mentioned the support and professional development
they received from their school leaders. This is another example where the school demonstrated
the use of transformational leadership, they helped teachers build their capacity by assigning a
teacher mentor. This became clear during the interview with the interim principal who stated:
We’ve really prioritize (sic) this year is having mentor teacher be coaches for teachers
instead of admin, because we realized now that our school is growing, that as assistant
principal and principals, we can’t provide weekly coaching for teachers. It just wasn’t
sustainable or consistent. And that resulted in the effectiveness of it, and so we
prioritized having teachers be mentor teachers, they have a group of 9 or 12 teachers who
they work with and meet with on a weekly basis and they support teachers with their
professional goals.
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During another interview, T2 mentioned how their mentor helped them take on a
leadership assignment. He stated,
For my first job, as a first year teacher, was to create a science program. I did that by
reaching out to teachers to find out what curriculum and resources they’d used in the past
. . . ‘Then I asked teachers what programs really worked for you’ . . . I have a mentor
teacher who was the science and math teacher last year, so she’s been really helpful
guiding me there, but that was kinda my first responsibility, was to create the track and
make sure it’s integrated with life, physical, and earth science.
In addition to establishing a mentorship, the school conducted study groups. Each study
group focused on a specific area of interest. Each study group was led by a teacher for a period
of two years. Prior to commencing their study, each group selected a topic of interest and then
presented their ideas to administration. If administration felt it was in the school’s best interest
to pursue this study, the group would be approved to conduct their study. At the end of each
study group’s cycle, the group would present their findings to their colleagues. All professional
development sessions were also noted on the school’s annual calendar, which was located on the
schools website. Nine professional development days were assigned prior to the commencement
of the school year and were spread out throughout the school year. In addition, teachers met
every Thursday. Each Thursday teachers focused on an area of development. T2 explained the
process within his interview; he stated:
On Thursdays we have minimum day followed by a two-hour professional development,
and we have study groups . . . One week per month is devoted one for ELA, and one for
math, and one for ELD, the fourth is a study group.
T3 elaborated on the study group, she stated the following during her interview, she stated:
Rising above Expectations 69

They’re two year cycle, the study group set goals. Within the study group there’s
reflection. So we fill out a reflection form every single time, which measures… how it’s
going. At the end of the year there’s a presentation of growth and what we learned and
how it can be utilized with the school.
Administration met with the study group leaders once a month to discuss and provided
training on how to lead effective inquiries and provide support in adult learning. This clearly
demonstrated how leadership was valued and was commitment to building their staff’s capacity.
During an interview with the interim principal, she stated:
I think that relationship building with teachers and I think having trust in staff’s ability to
make decisions, and not micromanage . . . Creating spaces for people to reflect, because
you know that you want them to build their ability to make decisions. So your role is to
help guide them and make sure they have the tools to do that most effectively.
The school staff also believed their admiration was supportive of their development. T2
stated, “The leadership team, they’re really supportive and I feel like they have our back all at
times.” Continuing, T2 stated:
We have multiple days per week for professional development, and as a first year teacher,
that’s what sold me to develop here as an individual and as a teacher. Everyone here has
a true motivation to work with kids and they’re here for the right reason.
The survey also captured the how strongly teachers believed their school provided them
with the opportunity to grow and develop their teaching practice and working towards their
school’s mission and vision.
Rising above Expectations 70

Many staff members felt their school provided them with the opportunity to grow and
develop their practice. Table 6 demonstrates that 51.2% strongly agreed and 39% agreed that the
school provided them with professional development opportunities.

Table 6
Survey Results for Research Question Two - Part Three
Survey Question Two Strongly Disagree Disagree Agree Strongly Agree Not Applicable
The school provides 9.7% 39% 51.2%
opportunities to grow
professionally through
professional development
opportunities.

Summary of Findings for Research Question Two
It is evident that the leadership practices at XYZ School demonstrated characteristics of
transformational leadership. The school’s organizational structure provided support and
development across all positions. It was also noted the school consciously worked on building
their staff’s capacity by setting a mentorship, allowing teachers to set individual goals, reflect on
their teaching practices, place support groups, and studies to assist in the process. Staff members
shared the responsibility to improve their student academic success.
Research Question Three
What are the cultural norms in an urban outperforming non-traditional school? Through
document analysis, interviews, observations, and a survey it was noted that the school worked to
provide the students with a culturally relevant framework, creating unity and understanding for
others, by establishing a relationship based on trust. A few of the cultural norms that stood out
were:
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 Creating a sense of unity and building a trusting relationship within the school’s
community
 Establishing a positive school climate
 Developing and fostering growth, to reach everyone’s fullest capacity.
Within in their introductory announcement, which was located on their school website,
XYZ School stated the following: Their school philosophy focus on integrating academics with
social aspects as a means to become social change agents
5
. Not only was this evident amongst
students, but teachers, and parents as well.
For instance, the staff roster indicated that all staff members were assigned a school
email, this also included staff members who were not in a teaching position, indicating a sense of
unity and continuous communication across all positions. Another example of building a
trusting relationship was through the school’s newsletter. The school’s newsletter was sent home
on a weekly basis and was also available at the front office counter. The letter informed parents
of upcoming school events such as invitations to community events, parent book clubs, parent
conferences, coffee with the principal, parent workshops, English Learners Advisory Committee
(ELAC) meetings, and School Site Council Committee (SSCC) meetings. The newsletter helped
established communication between the school and the families, continuously. It also
demonstrated the commitment they had towards the families and their student’s growth.
The school demonstrated how invested and committed they were to their school’s
community, by hiring two key staff members. They have played a significant role in building
unity within their school’s community. The school has a dean of student culture and a family
and parent coordinator. These two roles were essential to building a trusting relationship and

5
Paraphrased for confidentiality
Rising above Expectations 72

unity amongst the students, teachers, and parents by creating their own unique school
community. The researcher also had the privilege to observe these two staff members at several
school functions, where they supported their school’s mission statement and vision. Both
members were observed translating at school events such as: classroom presentations on back to
school night, at the monthly coffee with the principal meeting, and at their first quarterly
students’ celebration assembly. The principal also noted how valuable they were to students’
success overall, not just in academics. She stated the following:
We have a family coordinator, we have a school counselor, a dean of student culture, so
just the fact that we have those roles as well I think show that we’re committed to all
aspects of a kids educational experience.
Staff members noted that the school continuously makes an effort to build a relationship
with the families and earn their trust. Teachers were also encouraged to conduct home visits
when challenges were presented. Home visits were established to provide support to the students
and their families’ needs. This was also evident within the survey demonstrated on Tables 7 and
8.

Table 7
Survey Results for Research Question Three - Part One
Survey Question Two Strongly Disagree Disagree Agree Strongly Agree Not Applicable
Teachers have frequent 4.88% 48.7% 46.3%
contact with the families
of their students.

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Table 8
Survey Results for Research Question Three - Part Two
Survey Question Three Strongly Disagree Disagree Agree Strongly Agree Not Applicable
The school provides 9.7% 43.9% 46.3%
ample information
to families about
how to help students
succeed in school.

The researcher noted the school invested its time and effort to develop a meaningful
relationship with their student’s families. Within Table 7, staff members indicated that 46.3%
strongly agreed and 48.7% agreed to have frequent contact with the student’s families. It was
also noted that the school felt the need to inform their students’ families and provide them with
knowledge to help their student succeed academically. Table 8 reported to have 46.3% strongly
agreed and 43.9% agreed that the school helped inform parents on how to help their students.
It was also prevalent that the school established a positive school climate. About three
years ago a group of students helped establish the school’s core values, that later also helped
create the school’s “student responsibility system.” The five core values were posted throughout
the school site and school’s newsletter. Teachers also integrated core values within their lessons.
The researcher noticed the core values during her first school site visit located in the front office.
The students who selected the five core values believed that all students at XYZ School should
utilize and apply the core values in order to succeed in life and in college. The interim principal
spoke about the core values during her interview and explained how a group of students helped
established the school’s core values. These students were struggling in school and they met with
the acting principal at that time. The interim principal stated that they were asked to think about
what they valued and what they needed to succeed in college. The interim principal also
Rising above Expectations 74

mentioned how the school implements the core values within their school. She stated, “So, core
values is really our school-wide approach and Nancy’s role as the dean of student culture is
really to find ways to have them live and breathe throughout our school.” T2 stated,
We definitely tie our core values to everything we do. Our core values are responsibility,
integrity, respect, perseverance, and pride. When we do lesson plans, we try to
incorporate at least one if not multiple core values into our lessons. We also use those
core values to implement our discipline without stress program.
In order to help establish these core values, it was also noted that it required time, effort,
and dedication. DC stated in her interview, the following:
I think everyone plays an equal part. Parents, leadership team, students, teachers; I feel
like it’s a circle where everyone needs to function and work together. If it was just one
person or one group doing the work then, that’s not really the whole community. I think
it’s everyone working together to build a positive school culture.
Creating a positive school climate was also evident within their quarterly student
celebrations. Parents, teachers, students, and administration attended this assembly. Students
were asked to identify one area of growth and success their classroom experienced. During the
first quarters’ celebration assembly, the students conducted their classroom presentations and
their fellow peers cheered and clapped for them. At the end of each class presentation, the
teacher acknowledged the students who had demonstrated attributes that represented their core
values. One student was selected per core value. It was evident that the students took pride and
celebrated their peer’s success. During one presentation, a teacher mentioned that prior to
awarding and selecting their recipient, they contacted their parents to see if they were applying
this specific core value not only at school, but also at home.
Rising above Expectations 75

Another aspect to XYZ’s school culture is their belief in development, by utilizing a
growth mind set. The school displayed their commitment to their staffs’ and students’
development, within school values, which was located on the school website. It stated as
follows: The school takes great pride in preparing their staff and students to obtain an
outperforming outcome
6
. They believed that everyone has the capacity to develop their skills
and knowledge. During the first part of the professional development the researcher attended, it
was highlighted that part of their session focused on developing through a growth mind set. The
principal asked the staff members to select a pod cast session, which she emailed previously, and
reflect on their teaching practices for the first quarter, pushing them to look at their strengths and
areas they would like to grow in. As previously mentioned, the school has set aside nine school
calendar days to provide staff with professional development. In addition, they meet every
Thursday to focus and develop on an area of interest. One teacher, T3 stated in interview the
following:
I was able to participate in weeks of professional development around math and
cognitively guided instruction from UCLA. The organization will help send teachers to
New York for a week of training of [at] Teacher’s College at Columbia, as well the
district, the organization offers training as well. So far this year I’m doing five different
sessions of professional development around English Language development programs.
The researcher observed a teacher inform the principal that they were accepted to attend a
training at the Teacher’s College in New York. The principal and teacher were both excited
about the news. The principal informed the teacher what to expect that week and the paper work
that was required. She also mentioned that upon his return, she would set up a meeting with him

6
Paraphrased for confidentiality
Rising above Expectations 76

to discuss the professional development he would be presenting to the staff. As stated by T2,
“They place such a high emphasis on developing their teachers and retaining their teachers as
well.”
The survey captured how the school placed a great emphasis on development, which was
focused an emphasis towards their school’s mission. Within Table 9, 60.9% strongly agreed and
36.5% agreed that the school aligned their professional development with their school’s goals.

Table 9
Survey Results for Research Question Three - Part Three
Survey Question One Strongly Disagree Disagree Agree Strongly Agree Not Applicable
Professional development 2.4% 36.5% 60.9%
activities are consistent
with the schools goals.

The school also demonstrated their interest and commitment to developing students to
their fullest potential. In an interview, T2 stated the following about growth mind set:
The teachers work as teams to identify strengths and weaknesses. Each student will
receive some type of intervention. Even if they’re advanced, we find an area that they
can work on, and we just want to make sure that all students are challenged every day.
Kinda like that rubber band. We wanna pull their rubber band as much as we can and not
just focus on the students who are struggling or need more help. We want to provide
intervention for everyone.
In an interview, AP stated the following about the school’s commitment towards the student’s
success:
XYZ School believes in sending all kids to college, making sure kids graduate from
college. I feel like that was something really unique. Where a lot of schools think about,
Rising above Expectations 77

“how are we going to get kids to graduate from high school and maybe apply to college?”
We want kids to graduate from college, and we have supports in place to provide that.
Summary of Finding for Research Question Three
The data collection offered multiple sources of evidence that emphasized on the school’s
cultural norms. The school climate presented to have a positive school culture. They focused on
establishing and building trusting relationships across all stakeholders within the school. The
school was committed to developing and enhancing their stakeholder’s skills and knowledge.
In an interview, the AP stated the following about staff development:
We really believe in developing people. A lot of times when we create our professional
development calendars, for the year, we think about “how teachers are growing?”, but
[also] “how our TA’s and campus aides, and everyone at the school [is] growing in their
practice?”
It was evident that the school’s mission and vision were understood and followed by all
stakeholders. It was present during their professional development sessions, end of the quarter
celebration, and within their community alliance agreement. Stakeholders demonstrated their
joint success by cheering, clapping, and celebrating everyone’s success. If one members
succeeded, then they all succeeded.
Emergent Themes
While answering the three research questions, the following were major themes that
became apparent.
 Shared Leadership - All stakeholders at XYZ School understood what the school’s vision
and mission were. The school focused on setting high expectations for all stakeholders in
order to provide outperforming academic success for all students. Everyone worked
together to accomplish this goal. Besides the administrative staff, other staff members
Rising above Expectations 78

played lead roles. Teachers lead staff development meetings. Teachers help other
teachers enhance their teaching practice.
 Devoted School Community – The school worked hard to build relationships with all
stakeholders. It was imperative that they all had a sense of belonging and unity. This
provided an avenue for all stakeholders to commit towards their school mission and
vision. Teachers worked collectively to ensure their student’s academic success and
assist in the growth of their peers’ teaching practice. Through collaboration, students and
teachers were able to brainstorm, solve problems, and create a platform that would build
the staff’s capacity. They often met to collaborate during their weekly professional
development sessions and study groups. It was also a model that was followed by the
students. In order to establish this, all stakeholders needed to work collectively. The
school made it a priority to include all stakeholders to participate in school events and be
part of all students’ academic success.
 Educating the Whole Person - It was imperative that all stakeholders work collectively to
meet the needs of their students more than academically. In addition to focusing on the
student’s academic development, the school placed an emphasis on the students’ social
and emotional well-being. Various programs were placed to oversee this. The students
received special classes such as music, drama, art, dance, and advisory classes. XYZ
School also invested in providing a bridge between home and school. The dean of
culture and family and parent coordinator oversaw many of the school’s functions and
events. The staff at XYZ School were also encouraged to conduct home visits.
 Teaching and learning helped make this school successful – XYZ School has created an
environment where the students and staff members are constantly learning and teaching
Rising above Expectations 79

each other something new. Teachers and students often reflected on their learning and
practice. The school established a set schedule, across the school’s yearly calendar,
setting aside nine days for professional development and their Thursday model. This
model allowed the school to conduct staff meetings, study groups, meetings with a
mentor, district training, college trainings, and outside network trainings. Everything the
staff members learned assisted to improve their skills and knowledge, but also to build
their students’ capacity.
Conceptual Model
The conceptual model that was referenced in Chapter Three focused on two ideas that
were merged into one. The first part of the model focused on three aspects of outperforming,
nontraditional urban K-12 schools. It focused on: leadership practices, cultural norms, and
programs and practices. Each of these aspects were analyzed through our second model, Bolman
and Deal’s (2013) Four Frame model. This model provided the researcher with the opportunity
to look at each aspect of an outperforming school through a different lens that focused on four
frames. It evaluated and analyzed the school’s political, human resource, structural, and
symbolic perspectives of its organization. The researcher was able to identify different features
that contributed towards their success.
Through multiple sources of data analysis, the researcher was able to see components of
transformational leadership. The school’s staff maintained a clear vision and understanding of
their mission statement. The school and leadership team were invested and committed to
developing individuals, to reach their maximum capacity. The school placed a great emphasis on
everyone’s development by cultivating a community of learners. Teachers participated in study
groups that would address their student’s needs. Teachers were given several opportunities to
Rising above Expectations 80

lead and develop their own professional development sessions. This was established by creating
a systematic professional development system, mentorship program, and setting a growth mind
set culture.
The school focused on utilizing programs and practices that were student centered and
researched based. The school continuously placed an emphasis on developing their teaching
practice. There were several components that were unique to this school’s success. Teachers
had the freedom to change and utilize researched-based programs that would help meet their
student’s needs. When implementing new programs or practices, the school maintained a clear
focus on their school’s vision. The school also used data to help design their ELD classroom
model. In addition to core subjects, students were also provided with extracurricular programs.
XYZ School’s culture norms contributed towards their academic success. As soon as you
walked onto the school’s campus, the environment provided a sense of happiness and welcome.
Various aspects indicated that the school focused on establishing deep and meaningful
relationships. Throughout several interviews, the teachers emphasized the close community their
school had developed, creating a positive and open environment. Teachers openly discussed
how their school could improve. Students followed the same model. One example of this was
the establishment of the core values. Former students helped design their school’s core values,
which are as follow, integrity, respect, pride, responsibility, and perseverance. The core values
were integrated into the school’s academic and social vision.
According to Bolman and Deal (2013), high performing teams work towards a common
goal collectively. Leaders must set a clear vision and path to help their organization obtain their
goals. The Structure Frame suggested that leaders must set their organization’s mission and
goals and create an environment of consistency and clarity (Bolman & Deal, 2013). It was
Rising above Expectations 81

evident that a clear path was created and implemented by the interim principal at XYZ School.
However, this wasn’t accomplished independently. Leaders must not only know how to lead
others, but also be willing to listen and take others into account. Most organizations’ structure
are shaped like a pyramid, leading from the top to the bottom. It was evident who the formal
leaders at XYZ School were; however, it was also clear that everyone played a significant role at
their school. The school’s culture created an environment where stakeholders felt valued and
were heavily invested in obtaining the school’s goal. In the Human Resource Frame, Bolman
and Deal believed that an organization can reach its highest productivity through people. High
performing organizations spend time and resource to develop their stakeholders’ capacity
(Bolman & Deal, 2013). Within this model, an organization will work towards meeting the
needs of their personnel. XYZ School placed a significant amount of time developing their
staff’s capacity, through mentorships, professional development, and offsite training. The school
believed it was important to enhance their staff’s performance, creating a reciprocal effects
amongst teachers and students as well.

Summary
The purpose of this study was to identify the factors present in an urban, outperforming
nontraditional K-12 school. This chapter provided the opportunity for the researcher to report on
the study’s research and observation of findings for the three research questions.
1. What practices and programs are implemented in urban, outperforming nontraditional
schools?
2. What are the leadership practices in an urban outperforming nontraditional school?
3. What are the cultural norms in an urban outperforming non-traditional school?
Rising above Expectations 82

Through triangulation of the data collection, which consisted of document analysis,
surveys, staff interviews, and school site observations, produced four emerging themes, shared
vision, community, educating the whole person, and teaching and learning. These themes were
also discussed in relation to Bolman and Deal’s (2013) Four Frame’s model.

Rising above Expectations 83

CHAPTER FIVE: DISCUSSION
Overview

Chapter One provided an introduction to help identify the factors that were present in a
nontraditional outperforming urban K-12 school. Chapter Two included current and relevant
literature on this matter. It also provided an examination of the history surrounding this area of
focus, the efforts nontraditional schools placed to improve schools, and also studied its current
status in relation to what factors helped nontraditional urban public schools outperform
traditional public schools. Chapter Three included an explanation of the methodology that was
used to conduct this qualitative case study as well as the research questions and methodology
that were used. In addition, the study’s demographics, instruments, tools, data collection
process, and the validity and reliability of the methodology was also discussed. The case study’s
findings for each research question were discussed within Chapter Four. Within Chapter Four,
emerging themes were revealed from the data collection. Chapter Five presents a summary,
discussion of implications, and recommendations for this case study.
Purpose, Significance, and Methodology
The purpose of this case study was to identify factors present in a nontraditional
outperforming urban K-12 school. The study also looked at the research questions through the
lens of Bolman and Deal’s (2013) Four Frame’s model. The following three research questions
were developed collectively through the 12 members of the thematic group were also addressed.
1. What practices and programs are implemented in urban outperforming nontraditional
schools?
2. What are the leadership practices in an urban outperforming nontraditional school?
3. What are the cultural norms in an urban outperforming non-traditional school?
Rising above Expectations 84

Conclusions

Four themes emerged through the triangulation of data collection were as follows, shared
leadership, devoted school community, educating the whole person, and teaching and learning
helped make this school successful.
Shared leadership. All stakeholders understood the school’s vision. The school had
established clear and high expectations for all staff members. All stakeholders worked together
to help meet and exceed their expectations. Throughout the survey and interviews, it was
evident that the school’s stakeholders understood their school’s mission and vision. Everyone
had a key role that helped their school outperform academically. Teacher mentors built other
teacher’s teaching capacity. Teachers helped lead two-year study groups. Teachers and
administrators led professional developments and helped enhance their teaching practice.
Devoted school community. A devoted school community was the second emerging
theme. The school created a sense of unity and commitment amongst all stakeholders. XYZ
School continuously worked on building trusting relationships across all stakeholders. The
school’s community provided an opportunity for the various stakeholders to communicate and
collaborate productively. This created a sense of belonging, producing a deep commitment
towards their school’s success across all stakeholders.
Educating the whole person. Educating the whole person was the third emerging
theme. The school placed an emphasis on the student as a whole. They developed a community
that educates students academically, physically, mentally, and provided emotional and moral
support. XYZ School placed key factors to ensure that all students’ needs were met.
Teaching and Learning Helped Make This School Successful. The last theme that
emerged focused on teaching and learning. The school was determined to develop individuals
Rising above Expectations 85

and help them reach their greatest potential. In order to ensure this, the school made it a priority
to set aside professional development days and attend out-of-network trainings throughout the
school year. The school also offered parent workshops, books clubs, and trainings to develop
and equip parents with new skills and knowledge. It also provided the opportunity for parents to
contribute towards their student’s academic success. Students were exposed to a school
community of lifelong learners. Teachers helped other teachers improve and enhance their
teaching practice. Teachers often reflected on their practice. The same model was used on the
students.
Implications
Research showed that several commonalities have helped outperforming nontraditional
urban schools (Harris, 2004; Heck & Hallinger, 2010; Hulpia & Devos, 2010; Kilinc, 2014;
Marks & Printy, 2003; Wang, Gurr, & Drysdale, 2016). Research indicated that certain
leadership attributes, cultural norms, and programs and practices were constructive and effective.
XYZ School demonstrated many promising practices to perform above the academic
expectation, in order to ensure academic progress. Obtaining and sustaining effective practices
at XYZ School has not been established with ease. The solution is not a prepackage item or
curriculum, it is also not a one-type-fits-all model, but rather requires several layers, consistency,
and commitment. Therefore, it would be difficult to replicate and obtain the same results. No
two schools have the same environment and dynamics, therefore preventing this signal study to
be generalized towards a wider publication. The researcher was only able to visit the school site
with brief visits, at the discretion of the interim principal’s schedule. In addition, the researcher
was only able to capture brief moments in this particular sample school. The school
demonstrated their commitment towards their vision and mission. The school demonstrated to
Rising above Expectations 86

have a very close and intimate community that constantly worked towards the same outcome.
Everyone worked extremely hard to develop their student’s academic potential. Teachers at
XYZ School have demonstrated their genuine interest to improve their teaching practice and
self-development. This required the staff members to devote an extensive amount of time
towards their overall commitment. Many traditional schools are restricted in time and would
have a hard time to sustain an extensive training and developing routine. However, one could
see the benefit a school could obtain, which is why this time is so valuable. A school may
reevaluate the types of professional development offered to their staff by inquiring and receiving
input from their staff. In addition, professional development is an ongoing process’ therefore, it
should hold their participants accountable for their progress. According to research, teachers
invested in their own learning and practice often grew more in their profession, than if they
would had attended a one-time professional development session (Cochran-Smith & Lytle, 1999;
Wieczorek, 2017). Therefore, teachers should be part of or lead certain professional development
sessions. Schools could also encourage teachers to view or attend other professional
developments off school site.
Recommendations for Future Study
The factors that have impacted many urban, nontraditional public schools to outperform
traditional public schools are extensive. This research is continuously growing and evolving, as
other schools are studied and examined. As a result, other studies will be conducted as this study
grows and evolves. Although this is one case study of 12, educators could benefit from more
research that have demonstrated a positive and everlasting effect on their school and student’s
academic success.
The following recommendations for future and further studies include,
Rising above Expectations 87

1. Due to the extensive time and effort this school has invested, it would be beneficial to see
the long lasting effect it had on teacher’s retention and continuous commitment.
2. In order to see the long-lasting effects these particular practices and programs had on
their student’s success, a longitudinal study would help see their progress and outcome.
3. Additional studies on the types and effects of parent involvement and participation to
support the school mission and vision are needed. Much of the study focused on the
school’s staff participation and involvement. Gaining deeper understanding about the
parent’s involvement and support may benefit school leaders as they look to build
relationships with parents.
Developing strong practices and programs, positive school cultural norms, and strong
leadership practices can contribute to a school’s high performance. As with any change, it will
require time, commitment, and consistency. Many schools could benefit from creating strong
connections with their student’s family, building their staff’s capacity, and creating a culture of
constant learning.

Rising above Expectations 88

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Rising above Expectations 103

Appendix A: Document Analysis Tool
Document Review

1. What practices and programs are implemented in urban outperforming non-
traditional schools?
 Master calendar
 Daily schedule
 Mission statement
 School plan
 SARC (school accountability report card)-state mandated
 Curriculum guide
 Parent handbook
 Student handbook
 Staff handbook
 LEA plan (Local education agency plan)
 School site council minutes
 School website
 WASC (Western association of school and colleges) accreditation
 Departmental meeting notes/agenda
 Student work/portfolio
 LCAP
 Attendance rates
 Dropout rates
 Graduation rates
 Discipline records
 Clubs and organizations
 Volunteer/parent volunteer records
 Field trips
 List of faculty
 Fundraiser forms
 Fundraisers
 Grants
 Achievement test scores
 Recruitment information
 Organization chart

2. What are the leadership practices in an urban outperforming nontraditional school?
 School plan
 District budget/fiscal year
 SARC
 LCAP
 Leadership Team Meeting Notes
 Departmental meeting notes/agenda

3. What are the cultural norms in an urban outperforming non-traditional school?
 Master calendar
 Daily schedule
 Mission statement
Rising above Expectations 104

 School plan
 Display of student work
 Curriculum guide
 Parent handbook
 Student handbook
 Staff handbook
 School site council minutes
 Departmental meeting notes/agenda
 Student work/portfolio
 Departmental meeting notes/agenda
 Leadership team meeting notes
 Team meeting notes
 California Department of Education
Attendance records
Demographics
Retention rates
School Programs available
 Recruitment information

Rising above Expectations 105

Appendix B: Survey Instrument

OUTPERFORMING NONTRADITIONAL SCHOOL SURVEY

Strongly
Disagree

Disagree

Agree
Strongly
Agree

Not
Applicable
Vision and Mission

1) The school has a clear mission/vision.

1 2 3 4
N/A
2) I have a clear vision of what the school is
trying to achieve.
1 2 3 4
N/A
3) The staff shares a common
understanding of what the school wants to
achieve.
1 2 3 4
N/A
4) The staff works beyond their official
roles in order to help achieve school goals.
1 2 3 4
N/A
5) The school’s vision/mission is evident in
multiple methods/practices.
1 2 3 4
N/A

BACKGROUND INFORMATION
1) What is your primary role at the school?
Administration Teacher Teacher with leadership role
Classified staff Other certificated staff
2) How many years have you worked in your current role?
 0 - 3  4 - 7  8 - 15  16 or more
3) How many years have you worked at this school?
 0 - 3 4 - 7  8 - 15 16 or more
4) Have you previously taught at any other schools?
 Yes  No
5) What is the primary reason you decided to work at this particular school? (Mark all that apply)
 Curriculum  Mission/Philosophy  Staff  Employment Opportunity
 Unhappy at previous school  Other
__________________________________________

Background Information
Rising above Expectations 106

6) The staff keeps the school’s goals in
mind when making important decisions.
1 2 3 4
N/A

Strongly
Disagree

Disagree

Agree
Strongly
Agree
Not
Applicable
Leadership

1) The leaders at my school lead by
example.
1 2
3 4 N/A
2) The school provides a clear pathway for
leadership opportunities.

1 2
3 4 N/A
3) School leaders/administrators consider
various viewpoints when making decisions.
1 2
3 4 N/A
4) School offers many leadership
opportunities for all staff members.
1 2
3 4 N/A
5) Leaders/administrators hold staff
accountable for improving student learning.
1 2
3 4 N/A
6) When issues arise at the school,
leadership responds in a prompt manner.
1 2
3 4 N/A

Strongly
Disagree Disagree Agree
Strongly
Agree
Not
Applicable
Learning Environment

1) The school environment is conducive to
learning.
1 2
3 4 N/A
2) Teachers use effective strategies to help
different subgroups of students meet high
academic standards.
1 2
3 4 N/A
3) Teachers use a variety of approaches and
activities to help students learn.
1 2
3 4 N/A
Rising above Expectations 107

Strongly
Disagree Disagree Agree
Strongly
Agree
Not
Applicable
School Environment

1) Student discipline is managed well. 1 2
3 4 N/A
2) Teachers show they care about all of
their students.

1 2
3 4 N/A
3) The staff respects the diversity of all their
students.

1 2
3 4 N/A
4) Student interactions are polite and
supportive of one another.
1 2
3 4 N/A

4) School work is meaningful to students. 1 2
3 4 N/A
5) Instruction is adjusted to meet individual
needs.
1 2
3 4 N/A
6) Classroom activities are intellectually
stimulating and engaging.
1 2
3 4 N/A
7) What instructional practices do teachers often use in the classroom? (Mark all that apply)
 Scaffolding  Direct Instruction  Differentiated Instruction 
Technology  Collaborative Learning  Hands-on learning  Project-based learning
 Other _______________________________
8) How is instructional content delivered at your school? (Mark all that apply.)
 Traditional Classroom  Small group  Independent Study 
One-to-one  Blended Learning  Distance Learning  Dual language
 Other ________________

9) How does student attitude toward learning compare to your last teaching experience?
 Better  About the same  Worse  No previous experience
 Not Applicable
Rising above Expectations 108

5) What are the common discipline practices at the school?
 Detention  Rewards/Consequence Programs
 Parent/contact meeting
 Restorative Discipline  Office referrals
Other _________________________
6) Which of the following clubs/activities/sports are offered at the school?
 STEM/STEAM  Visual arts  Performing arts 
Technology programs  Sports  Advanced
academics  Other ________________

Strongly
Disagree Disagree Agree
Strongly
Agree
Not
Applicable
Monitoring of Teaching and Learning

1) Assessment results are used to determine
professional learning activities.
1 2
3 4 N/A
2) Teachers receive regular feedback on how
they are performing.

1 2
3 4 N/A
3) Teachers provide feedback to each other to
help improve instructional practices.
1 2
3 4 N/A

Strongly
Disagree Disagree Agree
Strongly
Agree
Not
Applicable
Standards/Expectations of Nontraditional Schools

1) Students are expected to achieve at high
standards.
1 2
3 4 N/A
2) All students are consistently challenged by a
rigorous curriculum.

1 2
3 4 N/A
3) Teachers are involved in creating and
implementing a culturally relevant curriculum.
1 2
3 4 N/A
4) The school gives teachers substantial
freedom to carry out lessons and activities.
1 2
3 4 N/A
Rising above Expectations 109

4) Students receive regular feedback about
what they need to do to improve.
1 2
3 4 N/A
4) The school gives teachers substantial
freedom to carry out lessons and activities.
1 2
3 4 N/A
5) What is the evaluation process for teachers at the school?
 Portfolio model  Formal observation  Value-added model  Teacher
survey
 Parent/student survey  Informal Observations  None of the above
 Other __________________

Strongly
Disagree

Disagree

Agree
Strongly
Agree
Not
Applicable
Collaboration and Communication
1) School staff are interdependent and value
each other.
1 2
3 4 N/A
2) I feel comfortable sharing my ideas with
other staff members.

1 2
3 4 N/A
3) The school supports and appreciates the
sharing of new ideas by staff members.
1 2
3 4 N/A
4) Teachers regularly discuss teaching issues. 1 2
3 4 N/A
5) The staff works in teams across grade levels
to help increase student learning.
1 2
3 4 N/A
6) Staff routinely work together to plan what
will be taught.
1 2
3 4 N/A
Rising above Expectations 110

Strongly
Disagree Disagree Agree
Strongly
Agree
Not
Applicable
Family and Community Involvement
1) The school works with community
organizations to support its students.
1 2
3 4 N/A
2) Teachers have frequent contact with the
families of their students.

1 2
3 4 N/A
3) The school provides ample information to
families about how to help students succeed in
school.
1 2
3 4 N/A
4) Many families are involved as volunteers at
the school.
1 2
3 4 N/A
5) Compared to your last teaching experience,
how involved are parents/community with the
school.
1 2
3 4 N/A
6) The school has systems or structures in place to support and encourage parents to be
involved in the school.
 The school has many systems and structures in place that encourage and support
parent involvement.
 The school has some systems and structures in place that encourage OR support
parent involvement.
 The school has a few systems and structures in place that encourage OR support
parent involvement.
 The school does not have any systems and structures in place to encourage and
support parent involvement.

Strongly
Disagree Disagree Agree
Strongly
Agree
Not
Applicable
Professional Development
1) Professional development activities are
consistent with school goals.
1 2
3 4 N/A
Rising above Expectations 111

2) The school provides enough opportunities
to grow professionally through professional
development opportunities.
1 2
3 4 N/A
3) Different staff members periodically lead
professional development activities for other
staff.
1 2
3 4 N/A

Rising above Expectations 112

Appendix C: Interview Protocol
Interview Questions Group 3
Questions RQ#1
What programs
and practices
are
implemented in
urban,
outperforming
nontraditional
school?
RQ#2
What are the
leadership
practices
present in an
urban,
outperforming
nontraditional
school?
RQ#3
What are the
cultural norms
in an urban,
outperforming
nontraditional
school?
1. Why did you choose to
come to this school, and
what are your experiences
here in comparison to
where you were before?

X
2. When others visit your
school, what do you believe
their first impressions are?

X
3. Why do you believe
parents should send their
children to this school as
opposed to the traditional
neighborhood school?

X
4. What do you believe puts
your school in a position to
outperform traditional
schools?

X
5. How significant of a role
do you feel the
principal/students/ teachers
play in the molding of the
school culture/climate?
 What other factors
do you feel have an
impact on school
climate?

X
6. How does the school
resolve discipline issues
when they arise?

X
Rising above Expectations 113

 How are
stakeholders
involved?
7. How empowered is the
staff to make decisions in
the best interest of the
students without waiting on
the leadership? Can you
give an example?

X

8. What specific leadership
practices do you believe
are most significant factors
that sustain and improve
student achievement?

X

9. How are decisions made
to implement researched
instructional practices at
your school?

X

10. How are resources and
programs used to increase
student academic
achievement?
X

11. What school-wide
programs or rules does
your school implement in
order to promote student
success?
 What was the
process in coming
up with these
school-wide
implementations?
 How are they
implemented?
(Action-
Resolution?)
 How are they
measured for
effectiveness?
(Specific
X

Rising above Expectations 114

benchmarks?
Numbers?)
12. How would you
describe the
implementation of
professional programs,
training, and professional
opportunities to grow?
X

Rising above Expectations 115

Appendix D: Observation Protocol
Observation Protocol

Name of Observer Date Time
Location Study
Brief Summary of Observation
Physical Space
Define the physical space.
· Geographical
· Temporal
· Physical
· Political

Utility: What is the purpose of event/setting?

Participant reactions to physical setting

Other

People/Participants
Who are the participants taking place in observation/event?
How many participated?

Demographical information:
· Racial
· Ethnic
· Gender
· Class

What are the roles of those being observed? How do you know?

What was each of the specific participants doing?
· Group interaction
· Individual actions
· Passive participants
· Active participants

Purpose of Events/Observation
Rising above Expectations 116

Why is the event taking place? Are there any political contexts to be discussed?

Who was invited to event? Who was not?

Was there any discussion of educational policy? Why? How so?

What are the positions of the various participants involved?
· Power dynamics
· Roles

What is being discussed?

Sequence of Events
Beginning

Middle

End

Observer Role
What am I doing? What is my role throughout the observation?

Describe some of my interactions with other participants throughout the observation.

How did my interaction/presence affect the observation participants?

Other

Pictures

Rising above Expectations 117

Appendix E: School Site Observation Protocol
School _________________________________ Date______________________________
Observer _______________________________ Grade/Subject______________________
Observation duration: ______________________ Time______________________________

RQ 2: What are the leadership practices in an urban outperforming nontraditional
school?
What was your first impression of the leadership?

Please consider the following items to help facilitate your observation:
 Single Leader or Leadership team
 Who are the formal leaders
 Who are the informal leaders
o Where are they; what are they doing
 Traits of leader(s)
 Leadership practice
 Decision making process
o how does it work; who is involved
 Leadership communication to/from stakeholders
 Leadership interaction with stakeholders
 Stakeholders role
 Clearly articulated mission and goals

RQ 3: What are the cultural norms in an urban outperforming non-traditional school?
What was your first impression of the school site? Staff?

In preparation for your observation, please consider the following
Do you see or hear information regarding the following questions/items
(this is a guide to help facilitate your observation):

Rising above Expectations 118

Considerations for Professional Culture
 Collaborative practices
 Professional development
 Monitoring of instructional practice for consistency
 Use of data
 Program evaluation
 Common understanding of expectations
 Instruction reflect high expectations
 Student engagement
 Classroom environments

Student Support
 Advertised/promoted supports and resources: physically, socially, and emotional
support
 Service personnel accessible
 Identify/ support students at risk of dropping out, students in crisis, and students who
require intensive assistance
 Identification of students with special needs
 School resources to support diverse academic needs
 Procedures for lunch
 Group work/individual work
 Structure and organization of school
 Student work posted in hallways
 Communication of announcements and programs
 School spirit
 Appearance of campus

Various Stakeholders (Teachers, staff, students, parents, community members, board
members, community partners, etc.)
 Stakeholder engagement
 Feedback opportunities
 Methods of communication
 Partnerships
 Interaction among/between stakeholders

Rising above Expectations 119

Appendix F: Classroom Observation Protocol
Teacher_________________________________ Date______________________________
School _________________________________ Grade/Subject______________________
Observer________________________________ Time______________________________
Observation duration: _____________________
Research Questions
RQ1: What practices and programs are implemented in urban outperforming non-traditional schools?

Classroom Environment
Student Seating Arrangement (create a diagram of the classroom layout including what
direction students are facing, desk arrangement, tables, open space, instructional centers,
resources, computers, etc.):

Student Demographics:
Male:
Female:
Race/Ethnicity:
Description of classroom wall space:
(Students work to aid in learning, data, standards, posters, what is written on the
whiteboard/chalkboard, code of conduct, etc.)

Instructional programs used in classroom
Curriculum:
Resources/Materials:

Instructional practices used by teachers in classrooms:

1. What does the
teacher do?

2. What does the
student do?
3. What are the interactions between
teachers and students?
Rising above Expectations 120

Stakeholders involvement in the classroom (community partners, aids, tutors, etc.):

Abstract (if available)

Abstract Many urban nontraditional schools have surfaced across our nation placing an emphasis on their students’ academic success. The purpose of this qualitative case study was to identify factors that may have contributed to their success, which could then serve as a model for others. The study addressed the following questions: (1) What practices and programs are implemented in urban, outperforming non-traditional schools

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Asset Metadata

Creator Barajas, Polet (author)

Core Title Rising above expectations: a case study of an outperforming urban nontraditional school

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 05/02/2018

Defense Date 05/01/2018

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag case study,nontraditional school,OAI-PMH Harvest,outperforming,Urban

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Gothold, Stuart (committee chair), Hocevar, Dennis (committee member), Ott, Maria (committee member)

Creator Email pbarajas@usc.edu,poletsegura@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-499027

Unique identifier UC11265645

Identifier etd-BarajasPol-6302.pdf (filename),usctheses-c40-499027 (legacy record id)

Legacy Identifier etd-BarajasPol-6302.pdf

Dmrecord 499027

Document Type Dissertation

Format application/pdf (imt)

Rights Barajas, Polet

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

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