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Against all odds: a case study of an outperforming nontraditional urban charter school

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Against all odds: a case study of an outperforming nontraditional urban charter school

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Content OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL

AGAINST ALL ODDS: A CASE STUDY OF AN OUTPERFORMING NONTRADITIONAL
URBAN CHARTER SCHOOL
by

Samuel D. Peña

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 Samuel D. Peña

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 2

AGAINST ALL ODDS: A CASE STUDY OF AN OUTPERFORMING NONTRADITIONAL
URBAN CHARTER SCHOOL
by
Samuel D. Peña

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

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 3
Acknowledgements
First and foremost, I would like to thank my Lord and Savior, Jesus Christ for allowing
me the opportunity to participate in a doctoral program. He alone deserves all the honor and
glory! To my family in El Paso, Texas: Thank you for your support and unconditional love. I
am also thankful to have been part of an amazing group of colleagues that challenged and
inspired me throughout this journey. Pursing my doctorate would not have been as meaningful
without the friendships that were created along the way.
I would also like to acknowledge my dissertation chair, Dr. Gothold who provided
continuous support and encouragement throughout the process. Dr. Gothold, I am truly blessed
and thankful to have been part of your last dissertation group. My acknowledgements are further
extended to Dr. Ott who has been a positive, caring, and supportive voice. Lastly, I would like to
acknowledge Dr. Hocevar for the positive feedback and for accepting the invitation to be part of
this dissertation committee. My hope is that through this dissertation, educational leaders will be
inspired to create a lasting impact on urban schools across America.

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 4
Dedication
This dissertation is dedicated to my amazing and beautiful wife, Jiyoo. You sacrificed
your time and energy to ensure that I successfully completed this dissertation. Thank you for
being so kind, patient, and understanding. I could not have completed this without you. I also
want to dedicate this dissertation to my 18 month old daughter Marissa. You have brought so
much joy and happiness into my life. My hope is that one day we can both read this dissertation
together.
Finally, this dissertation is dedicated to my father, Daniel Peña and my mother Soledad
Peña. You have truly exemplified what servant leadership should be. Thank you for always
encouraging me and instilling a desire and love for education. It is through your Christ-centered
love that I am reminded of God’s inspiring Word in Proverbs 16:3, “Commit to the Lord
whatever you do, and your plans will succeed” (NIV).

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 5
Table of Contents
List of Tables ................................................................................................................... 7
List of Figures ................................................................................................................. 8
Abstract ........................................................................................................................... 9
CHAPTER ONE: OVERVIEW OF THE STUDY ......................................................... 10
Statement of the Problem ................................................................................... 12
Purpose of the Study .......................................................................................... 13
Research Questions ............................................................................................ 13
Importance of the Study ..................................................................................... 13
Limitations and Delimitations ............................................................................ 14
Definition of Terms ............................................................................................ 14
Organization of the Study ................................................................................... 16
CHAPTER TWO: LITERATURE REVIEW ................................................................. 18
Purpose of the Study .......................................................................................... 20
Background ........................................................................................................ 20
History ............................................................................................................... 22
Current Status .................................................................................................... 32
Charter Schools .................................................................................................. 40
Summary and Critique of Literature .................................................................. 47
CHAPTER THREE: METHODOLOGY ....................................................................... 50
Research Questions ............................................................................................ 50
Research Design................................................................................................. 51
Limitations of a Case Study................................................................................ 52
Population and Sample ....................................................................................... 52
Instrumentation .................................................................................................. 54
Data Collection .................................................................................................. 57
Ethical Considerations........................................................................................ 58
Validity and Reliability ..................................................................................... 59
Data Analysis ..................................................................................................... 60
Summary of Research Methods .......................................................................... 62
CHAPTER FOUR: RESULTS....................................................................................... 63
Research Questions ............................................................................................ 63
Methodology ...................................................................................................... 64
Background of School X .................................................................................... 66
First Visitation of School X ................................................................................ 68
Results for Research Question One .................................................................... 71
Summary of Findings for Research Question One .............................................. 78
Results for Research Question Two .................................................................... 79
Summary of Findings for Research Question Two.............................................. 83
Results for Research Question Three .................................................................. 83
Summary of Findings for Research Question Three ............................................ 91
Emergent Themes .............................................................................................. 92
Summary............................................................................................................ 94
CHAPTER FIVE: DISCUSSION .................................................................................. 95
Purpose, Significance, and Methodology ............................................................ 95
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 6
Conclusions ....................................................................................................... 97
Implications ..................................................................................................... 100
Recommendations for Further Study ................................................................ 102
References ................................................................................................................... 104
Appendix A: Survey Instrument................................................................................... 113
Appendix B: Observation Protocol .............................................................................. 120
Appendix C: Interview Protocol................................................................................... 128
Appendix D: Document Analysis ................................................................................. 132

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 7
List of Tables

Table 1: Professional Development ................................................................................ 77
Table 2: Monitoring of Teaching and Learning .............................................................. 78
Table 3: Leadership ....................................................................................................... 81
Table 4: Vision and Mission .......................................................................................... 82
Table 5: Standards/Expectations of Nontraditional Schools............................................ 85
Table 6: Collaboration and Communication ................................................................... 86
Table 7: SBAC Results in English Language Arts and Mathematics of School X ........... 88
Table 8: Student Environment........................................................................................ 89

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 8
List of Figures
Figure 1: Triangulation Analysis .................................................................................... 60
Figure 2: Creswell’s (2014) Data Analysis Framework .................................................. 61

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 9
Abstract
Urban K-12 public schools often face challenges that are not found in schools located in
suburban areas. Students in urban schools are often not prepared to attend college and are more
likely to drop out of high school. This is often the result of limited resources in urban schools,
yet educators are expected to close the achievement gap and support all students in low-income
areas. However, there are nontraditional urban schools with similar low socioeconomic and
demographic characteristics that have accepted the challenge to go against the odds and prepare
students for college and life. In this study, nontraditional schools are identified as either charter,
magnet, alternative, online, or dual immersion schools. This qualitative case study examined the
dynamics of School X, a charter high school located in an urban community in southern
California. Through data analysis, four themes emerged from School X: Shared leadership,
family environment, reflective practice, and a collaborative environment. This study examined
how these four themes of an outperforming urban charter high school supported the academic
and social-emotional needs of students.

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 10
CHAPTER ONE: OVERVIEW OF THE STUDY
Martin Luther King Jr. once stated, “The job of the school is to teach so well that family
background is no longer an issue” (Rouse & Barrow, 2006, p. 100). For years, Americans have
held high expectations for the public education system, regardless of the background of its
students. The demand for high quality public education is important, since education is closely
linked to both income and occupation (Rouse & Barrow, 2006).
Public schools in urban areas often face significant issues that are not found in schools
from rural or suburban communities (Lee, 2005). Educators are expected to close the
achievement gap of students from low-income backgrounds despite the limited resources that are
often found in urban K-12 schools (Lee, 2005). Jacob (2007) found that schools in urban
communities spend less per student compared to schools in suburban communities. The lack of
adequate resources in urban schools can often become a disadvantage for educators responsible
of improving student achievement.
Despite educational leaders establishing high standards and expectations for public
schools, many urban schools fail to improve or meet those standards. In 1981, the National
Commission on Excellence in Education was established to assess the quality of education in
America. The results revealed that there were weaknesses in the public educational system in
America (Gordon, 2003). Despite the controversy that A Nation at Risk (U. S. Department of
Education, 1983) created, dialogue about how to reform education was established. Paul
Copperman, an educational analyst stated that “For the first time in the history of our country,
the educational skills of one generation will not surpass, will not equal, will not even approach,
those of their parents” (Gordon, 2003, p. 172). This was alarming to many Americans and it was
during this time that educational leaders began to focus on implementing standards and
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 11
expectations for public schools to meet. Also, the federal government began to hold public
schools accountable for student performance.
Although many urban schools continue to struggle with supporting student achievement,
there are many others that are implementing promising practices that have produced positive
results for students. Among these promising practices are effective school leadership, family
engagement, parental support, professional learning communities, project-based learning, and
school culture. These practices are discussed in greater depth in Chapter Two of the study.
Many studies have shown that outperforming, nontraditional urban K-12 schools have a
strong emphasis on school leadership. Effective school leadership is often a key component that
determines how successful a school will become (Whitney, Maras, & Schisler, 2012). School
leaders are responsible for empowering and motivating staff members to meet goals and
expectations. The three valuable types of leadership discussed in this study are transformational,
distributive, and shared instruction. Each leadership type plays a significant role in
outperforming urban schools.
Family engagement and parental support have helped improve connections for principals.
In outperforming urban schools, the importance of relationships is valued and encouraged. One
particular study shared how one principal valued relationships by stating, “Nothing is more
important to success in schools than relationships” (Auerbach, 2009, p. 19). Strong relationships
have led to improved parental support and higher test scores (LaRocque, Kleiman, & Darling,
2011).
Many outperforming urban schools also implemented the use of professional learning
communities (PLC) and project-based learning (PBL). PLCs allow teachers to engage in
ongoing and reflective practices that support growth individually and collectively. PLCs are
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 12
aimed at improving teacher effectiveness which in turn benefits students (Stoll, Bolam,
McMahon, Wallace, & Thomas, 2006). Research has shown that a PLC is capable of promoting
and sustaining the learning environment of all professionals in a school community (Stoll et al.,
2006, p. 229).
Project-Based Learning (PBL) requires students to become self-directed learners which
helps increase student motivation to learn (Wurdinger, Haar, Hugg, & Bezon, 2007). Problem
solving is a critical component that encourages and motivates students to learn (Wurdinger et al.,
2007). Student engagement is often an important factor found in outperforming urban schools.
School culture is also discussed in this study as one of the greatest factors that determines
how effective a school will be (Muijs, Harris, Chapman, Stoll, & Russ, 2004). Outperforming
schools place a special emphasis in establishing positive values and norms within the school
community. Schools that practice a culture of high expectations and clear goals have observed
academic improvement in students.
Statement of the Problem
According to the National Center for Education Statistics, there are many high schools
across the nation that are struggling to support students (Cullen, Levitt, Robertson, & Sadoff,
2013). The high school graduation rates in large urban school districts like Chicago, New York
City, and Los Angeles average around 60-65% (Cullen et al., 2013). Students in urban
communities are less likely to receive a college degree and more likely to drop out of high school
compared to students in suburban communities (Lee, 2005).
Historically, students in high-poverty urban schools have not performed well
academically when compared to students in affluent communities. However, there are
nontraditional urban schools with similar low socioeconomic and demographic characteristics
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 13
that are outperforming traditional public schools. Nontraditional schools are public schools that
are either charter, magnet, alternative, online, or dual immersion schools. More needs to be
known about how these nontraditional outperforming schools operate in order to achieve
excellence.
Purpose of the Study
The purpose of this study was to identify the factors present in a nontraditional,
outperforming urban K-12 school. Understanding what influential factors impact urban schools
may provide insight for educational leaders. This study shared how outperforming urban K-12
schools are supporting student needs and addressing opportunity gaps among students that live in
urban communities.
Research Questions
There are many urban K-12 schools across the nation that have achieved student success
despite being located in low-income areas. This study focused on three research questions
designed to offer insight into what an outperforming urban school is engaging in. The following
questions guided this study:
1. What programs and practices are implemented in an urban, outperforming nontraditional
school?
2. What are the leadership practices in an urban, outperforming nontraditional school?
3. What are the cultural norms in an urban, outperforming nontraditional school?
Importance of the Study
Today’s urban K-12 public schools often struggle to support the needs of all students.
Lee (2005) shared that, “Although the goal of education in any setting is fundamentally the
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 14
same, ensuring educational success for all children, this mission takes on challenging dimensions
in an urban environment” (p. 184).
Too often educators in urban schools are not equipped with the proper resources,
programs, and training required in order to support student learning. Much of the literature does
not focus on the specific elements needed for urban schools to achieve success. Understanding
how nontraditional, outperforming urban K-12 schools are improving the achievement gap is
important for public schools across the nation. By studying and identifying the elements needed
for urban schools to achieve success, educational leaders can create polices designed to support
urban schools. The results of this study provided additional insights into how urban schools can
effectively support the needs of all students.
Limitations and Delimitations
The delimitation is that this study focused on a single specific case, which can be difficult
when generalizing the findings to other settings. However, this study is one of 12 studies
developed with a common research design by a thematic dissertation cohort at the University of
Southern California where common themes were learned. The thematic dissertation cohort
consisted of 12 students that applied a common research design to all 12 studies and a qualitative
research design was implemented to provide a thick and rich description of the data collected.
Each student conducted independent research and wrote his/her own dissertation.
Definition of Terms
The following terms were used in this study. Each definition applies to how the terms
were used for this particular study.
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 15
• Achievement Gap – Racial disparity that is found in school performance that is evident
in standardized test scores, grades, graduation rates, college completion, and career
tracking (Taylor, 2006).
• Culture – Values and norms that are practiced within a school (Muijs et al., 2004).
• Education for All Handicapped Children Act (EAHCA) – This Act was implemented in
1975 and played a significant role for students with special needs. Prior to 1975, students
with special needs were not given the appropriate attention and support (Katsiyanis, Yell,
& Bradley, 2001).
• Elementary and Secondary Education Act (ESEA) – Federal Act that was established in
1965 to address students that come from low-income backgrounds. This Act provided
financial assistance to school districts that served a high percentage of students from low-
income families (Thomas & Brady, 2005).
• Every Student Succeeds Act (ESSA) – Federal Act passed in 2015 that replaced the No
Child Left Behind Act (NCLB, 2002).
• Individuals with Disabilities Education Act (IDEA) – Federal Act designed to assist
states in supporting students with disabilities (Katsiyannis et al., 2001).
• Local Control Funding Formula (LCFF) – Law passed in California that allows local
school districts and communities the decision-making power to spend money that is
received from the state (Affeldt, 2015).
• Local Control and Accountability Plan (LCAP) – A three-year strategic plan that
school districts and charter schools use to input their goals and the actions needed to meet
those goals. The LCAP requires that schools specify budget priorities to meet the needs
of their schools (Menefee-Liby & Kerchner, 2015).
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 16
• No Child Left Behind (NCLB) – Federal Act that was passed in 2001 that was designed
to raise achievement and close the achievement gap among all students (Darling-
Hammond, 2007).
• Nontraditional School – Public schools that are either charter, magnet, alternative,
online, or dual immersion schools.
• Outperforming – Consists of a K-12 public school that is located in an urban, low-SES
community, that has a low dropout rate, achieved Gold Ribbon status, and has achieved
high state scores on the Smarter Balanced Assessment Consortium (SBAC).
• Project-Based Learning (PBL) – Teaching method that involves students creating
projects that are meaningful learning experiences (Wurdinger et al., 2007).
• Professional Learning Communities (PLC) – A group of individuals that share and
examine their practice in an ongoing, reflective, and collaborative way that helps promote
growth individually and collectively (Stoll et al., 2006).
• Smarter Balanced Assessment Consortium (SBAC) – Standardized test that is used in
several states. Test is aligned to a national curriculum that is based on Common Core
standards.
• Urban – Densely populated territory that contains 50,000 or more people (Lee, 2005)
Organization of the Study
This dissertation is composed of five chapters. Chapter One included a presentation of
the introduction and overview of the study. Chapter One also included the purpose of the study,
the research questions used, and the importance of the study. In Chapter Two, a review of the
literature which explores the background, history, and current status of outperforming urban K-
12 schools is presented. Chapter Three contains the methodology of the study which includes
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 17
the research design, the participants involved in the study, and the specific instrumentation used.
Chapter Four includes the specific findings and results of the study. Finally, Chapter Five is a
discussion of the summary, conclusions, implications of the research, and recommendations for
further study.

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 18
CHAPTER TWO: LITERATURE REVIEW

Chapter Two presents a review of the literature and explores the background, history, and
current status of outperforming urban K-12 schools. The background will discuss the importance
of the study and how urban schools are faced with the challenge of having to close the
achievement gap. In the history portion, the literature will explore civil rights legislation and
court cases that have played a role in urban K-12 schools. The current status portion will discuss
promising practices of outperforming urban schools such as: leadership practices, family
engagement, parental support, professional learning communities, project-based learning, and
school culture. Also, charter schools are discussed with a special focus on three outperforming
charter schools that have demonstrated student success. Finally, a summary and a critique of the
literature is presented.
Schools across America are struggling to serve students in urban areas. In many K-12
urban schools, there is a need to maintain and establish a positive culture of academic success.
Often schools that are found in urban areas face significant issues that are not found in rural or
suburban schools (Lee, 2005). According to the U. S. Census Bureau (2002 as cited in Lee,
2005, The Urban Context, para. 2), an urban area is described as a densely populated territory
that contains 50,000 or more people. Urban areas refer to cities and the municipalities or
counties that are in close proximity to them (Lee, 2005).
Urban K-12 public schools are expected to close the achievement gap for students with
often limited resources (Lee, 2005). Taylor (2006) defined the achievement gap as the “racial
disparity in school performance that is evident in standardized test scores, grades, graduation
rates, college completion, and career tracking” (p. 77). Carpenter, Ramirez, and Severn (2006)
described the achievement gap as “the academic performance difference between Whites and
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 19
minorities” (p. 114). The achievement gap has contributed to the inequalities that are found in
urban public schools across the nation. And for many Americans an urban school conjures up a
negative image of a worn down school building that is located in a poor neighborhood and
populated by African-American and Hispanic students (Jacob, 2007).
Much of the literature does not focus on what elements are required for urban schools to
achieve student success. Understanding how urban K-12 schools contribute to the achievement
gap for students is important for our nation’s public schools. 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 operate in order
to achieve excellence.
Although many urban K-12 public schools struggle to serve students, there are isolated
pockets of excellence within urban communities where schools are considered “outperforming.”
The literature does not present the term outperforming; rather, “high-performing” or “effective”
was used to identify schools that are celebrating success. Edmonds (1979) described effective
schools as having a strong administrative leadership and that have a climate of high expectations
in which there are no students that are allowed to perform below minimum standards. When
identifying common traits of successful charter schools, Stetson (2013) noted that schools that
were effective had high expectations for students, parents, and teachers. Shannon and Bylsma
(2007) identified characteristics such as having high standards and expectations for students,
establishing a clear and shared focus, and an effective school leadership as characteristics among
high-performing schools.
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 20
Purpose of the Study
A challenge we have in our education system is the low performance and achievement
among many students in urban K-12 schools. Low achievement, high dropout rates, and students
that are not academically engaged are often found in lower socioeconomic status (SES) schools
(Warren, 2002). Understanding how educators in nontraditional, outperforming urban K-12
schools implement specific programs, leadership practices, and cultural norms can allow other
urban K-12 schools opportunities to replicate their success. The purpose of this study was to
identify the factors present in a nontraditional, outperforming urban K-12 school. This study
shared how outperforming urban K-12 schools are addressing opportunity gaps among students
in urban communities.
Background
For many years, the achievement gap among urban K-12 students has concerned
education and government leaders (Guskey, 2005). The passing of the No Child Left Behind Act
of 2001 (NCLB, 2001) was a major education initiative that was designed to raise student
achievement and close the achievement gap among students (Darling-Hammond, 2007). NCLB
was designed to help support students in urban K-12 schools that were being marginalized. A
focus was placed on closing the achievement gap by targeting students from economically
disadvantaged families, with disabilities, and students from all major and ethnic and racial
groups (Fisher, Frey, & Lapp, 2011). With the passing of NCLB (2001) and the most recent law
of Every Student Succeeds Act (ESSA, 2015) in 2015, educators have been challenged to support
student achievement. Mathis and Trujillo (2016) discussed that research evidence of over 30
years explains the importance of addressing the opportunity gaps in our schools in order to close
the achievement gap. Opportunity gaps are described as “inequalities that are directly related to
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 21
children’s backgrounds and school practices that reinforce and often exacerbate inequity”
(Boykin & Noguera, 2011, p. 186; Hall Mark, 2013, p. 338).
Low student achievement is found to be associated with students that live in urban
districts (Jacob, 2007). Students in urban schools are less likely to meet the minimum standards
on national tests and are less likely to successfully complete high school in four years (Lee,
2005). Based on the National Assessment of Educational Progress (NAEP) math exam, only
17% of fourth-grade students in urban schools scored proficient, while 27% of students in
suburban schools scored at a proficient level (Jacob, 2007). Lee (2005) identified common
characteristics such as population density, high concentration of people of color, high
concentration of recent immigrants, high rates of reported crimes, and higher rates of poverty as
characteristics that are found in an urban context.
Teachers in urban K-12 schools are expected to improve student achievement and
performance despite the challenges and lack of resources that are often found in urban school
districts (Jacob, 2007). Nationally, urban school districts are spending less per student than
students who attend non-urban school districts (Lee, 2005). According to the 2004 Schools and
Staffing Survey (SASS), districts located in suburban school districts spent $7,812 per student
compared to $7,542 for students in urban school districts (Jacob, 2007). Also, many of our
nation’s children live in poverty (Jacob, 2007). According to the 2004 U. S. Census Bureau (as
cited in Jacob, 2007), 13 million children under the age of 18 lived in poverty. This has led to
many urban K-12 schools with the burden and responsibility of preparing students from
disadvantaged communities to become productive citizens (Jacob, 2007).
School districts across the nation are challenged with having to prepare students to
graduate high school and be prepared for college or the work force. Students from urban
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 22
communities are also less likely to complete a college degree and more likely to drop out of high
school compared to students from rural and suburban communities (Lee, 2005). In 2003, the
overall national graduation rate for students was 73%, but significantly lower for minority
students and lower SES students (Orthner et al., 2010). African-American students had a 55%
graduation rate while Hispanic students had a 53% graduation rate (Greene & Winters, 2006;
Orthner et al, 2010). In urban school districts, the graduation rates are often lower than suburban
school districts. Large, urban school districts such as Chicago, New York City, and Los Angeles
have graduation rates between 60% to 65% (Cullen et al., 2013). Historically, educators
continue to struggle with closing the achievement gap and ensuring educational success for
urban students across the nation (Lee, 2005).
History
Brown v. Board of Education (1954)
For years, public schools across America have marginalized students of color and
students from low poor backgrounds. Brown v. Board of Education (1954) became the first
major court case in America that was aimed at closing the achievement gap and supporting
equity. This significant court case mandated desegregated education and created the impetus for
the Civil Rights movement for not only African Americans but for other marginalized groups
such as Latinos and children with special needs (Weinstein, Gregory, & Strambler, 2004). The
desegregation of schools was intended to give marginalized groups opportunities to close the
achievement gap among White students. Yet, the wealth gap between African Americans and
White Americans created residential segregation which resulted in the development of large,
underfunded urban schools that primarily served minority students with poorer facilities and less
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 23
instructional resources (Weinstein et al., 2004). Schools across the nation are more racially
segregated and unequal now than before Brown (Weinstein et al., 2004).
While progress is evident since Brown, the achievement gap among marginalized groups
has not been met (Ferguson & Mehta, 2004). Ferguson and Mehta (2004) stated, “Brown was
not merely about equality of resources; it was also about children’s hearts and minds and status
in the community” (p. 657). The landmark case paved the way for future federal legislation and
court cases such as the Elementary and Secondary Education Act (1965) and the Education for
All Handicapped Children Act (1975). The 1960s was a decade that would soon create a
significant turning point for educational history (Groen, 2012).
Elementary and Secondary Education Act (1965)
The Elementary and Secondary Education Act of 1965 (ESEA) was created to address the
gaps in educational attainment (Guskey, 2005). This Act played a major role in President
Lyndon Johnson’s “War on Poverty” policy programs that focused on specific students from
lower SES backgrounds (Guskey, 2005). The ESEA was aimed at providing financial assistance
to school districts that served a high percentage of students from low-income families (Thomas
& Brady, 2005). In 1965, approximately $1 billion was disbursed to school districts to support
students from low income communities (Thomas & Brady, 2005). ESEA was soon followed by
the Education for All Handicapped Children Act of 1975.
Education for All Handicapped Children Act, EAHCA (1975)
The Education for All Handicapped Children Act (1975) played a significant role for
students of special needs. This historic legislation was implemented in public schools across the
nation in October of 1977 after Congress passed the law in 1975 (Lechtenberger, 2010). Prior to
1975, students with disabilities were often excluded from public schools or not given the
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 24
appropriate attention and support to meet their needs (Katsiyannis et al., 2001). In 1974, there
were more than 1.75 million students with disabilities that were not receiving any educational
services (Katsiyannis et al., 2001). Educating students with disabilities was often seen as more
of a privilege and benefit rather than an individual right (Katsiyannnis et al., 2001). The
Education for All Handicapped Children Act was later renamed the Individuals with Disabilities
Education Act (IDEA, 2004) in 1990 (Katsiyannis et al., 2001). The Act is composed of the
following six federal mandates:
• All children, regardless of ability are guaranteed a free and appropriate public education
(FAPE)
• Nondiscriminatory identification and evaluation was guaranteed to address students that
were being misidentified as needing special education services
• An Individualized Education Program (IEP) is required for all students who qualify to
receive special education services
• Students would be placed in the Least Restrictive Environment (LRE) to be served to the
maximum extent that is appropriate with other public school students who are not
disabled
• Due process was implemented to ensure the rights of students and their families
• Parental participation that gives parents the right to be included in all of the decision
making process (Lechtenberger, 2010, pp. 412-413).
The Education for all Handicapped Children Act (1975) created a pathway for all
students with disabilities to access a free and appropriate public education. The Civil Rights
movement led to educational breakthroughs for students of lower SES and students with
disabilities. Despite the educational reform our nation was taking part in, the quality of
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 25
education in America would be tested through the report entitled A Nation at Risk (U. S.
Department of Education, 1983).
A Nation at Risk
In 1981, the National Commission on Excellence in Education was created to examine
the quality of education in America. The Commission was the result of Secretary of Education
T. H. Bell’s concern of the public perception that there was something seriously wrong with
America’s public educational system (Gordon, 2003). According to educational researchers,
indicators of risk were identified that revealed weaknesses in our public educational system
(Gordon, 2003). In comparison with other nations, America did not rank first or second on 19
academic tests and science achievement scores of national assessments revealed that American
students showed a steady decline in 1969, 1973, and 1977 (Gordon, 2003).
Educational researcher Paul Hurd conducted a national survey of student achievement
and concluded that the new generation of Americans were illiterate in both science and
technology (Gordon, 2003). Paul Copperman, another educational analyst shared,
Each generation of Americans has outstripped its parents in education, in literacy, and in
economic attainment. For the first time in the history of our country, the educational
skills of one generation will not surpass, will not equal, will not even approach, those of
their parents. (Gordon, 2003, p. 172)

The conclusions shared by educational researchers and analysts created a significant movement
from political and educational leaders to find solutions to increase the teaching of mathematics
and science (Gordon, 2003). The movement challenged researchers to define the meaning of
excellence and what that resembles for schools across our nation. For the individual learner,
excellence is described as “performing on the boundary of individual ability in ways that test and
push back personal limits, in school and in the workplace” (Gordon, 2003, p. 173). It is
necessary that educators and students commit to strive for excellence in school and the
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 26
workplace (Gordon, 2003). In order for excellence to occur in public schools, accountability and
goals must be established to assist all students to work to reach their potential (Gordon, 2003).
Despite the controversy that A Nation at Risk (U. S. Department of Education, 1983) created,
dialogue about education reform was established that encouraged educators and politicians to
search for solutions to our educational system.
Individuals with Disabilities Education Act (1990)
The Education for All Handicapped Children Act of 1975 was renamed in 1990 as the
Individuals with Disabilities Education Act (1990). IDEA was enacted to assist states in
supporting the educational needs of children with disabilities (Katsiyannis et al., 2001). Since
1975, educational progress had been made for students with special needs. IDEA is a
comprehensive law that provides funding to states and has the authority to govern how schools
are supporting students with disabilities (Katsiyannnis et al., 2001). According to Katsiyannis et
al., (2001), students that meet the eligible criteria of having a disability must be provided with
instruction specifically tailored to meet their unique needs. IDEA provided more accountability
for public schools and continues to support students with disabilities today.
No Child Left Behind Act (2001)
Today, the No Child Left Behind Act of 2001 (NCLB, 2001), is still considered to be one
of the most controversial federal education reform policies to date. This historical law was
signed into law in 2002 by President Bush and involved both Democrats and Republicans (Jaiani
& Whitford, 2011). Bush’s administration realized that major education reform would only be
possible if they acquired bipartisan support (Jaiani & Whitford, 2011). Bush would eventually
gather support from both parties by bargaining and compromising which eventually led to
signing the $26 billion law (Jaiani & Whitford, 2011).
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 27
President Bush embraced education as a major theme during his presidency and stated,
“Every child can learn. It starts with raising people’s sights and raising expectations and
refusing to yield, refusing to accept a curriculum that won’t work” (Jaiani & Whitford, 2011,
p. 9). NCLB (2001) was a progressive step forward in improving education for students that
were traditionally left behind in American public schools; in particular students of color, from
lower SES backgrounds, English learners, and students with disabilities (Darling-Hammond,
2007). NCLB included the broad goals of raising student achievement and closing the
achievement gap for students (Darling-Hammond, 2007). This would be accomplished by
having educators improve test scores for all groups of students, allowing parents to have access
to more educational choices, and ensuring that schools would be staffed with qualified teachers
(Darling-Hammond, 2007; Jaiani & Whitford, 2011).
NCLB (2001) required all states to adopt academic standards that would be tested and
aligned to accountability systems (Jaiani & Whitford, 2011). Schools that did not meet
performance goals and objectives were required to implement interventions and appropriate
measures (Jaiani & Whitford, 2011). Schools that continued to fall short of performance goals
would be closed while schools that met their performance objectives continued to receive federal
funds (Jaiani & Whitford, 2011). NCLB created a high-stakes accountability environment for all
public schools in America and assumed that creating performance pressures would ultimately
lead to student achievement (Taylor, 2006).
Under NCLB (2001), academic success was described as the ability to perform well on
standardized tests (Groen, 2012). Standardized testing would eventually become the major
indicator of whether students were showing gains in student achievement. According to Taylor
(2006), NCLB gave priority to specific content areas such as mathematics and reading. Taylor
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 28
further added that required testing would take place for every child. The idea of placing a great
deal of emphasis on standardized testing to determine whether students were learning and
achieving caused many educators to protest NCLB.
NCLB (2001) soon acquired nicknames such as “No Child Left Untested,” “No School
Board Left Standing,” and “No Child’s Behind Left” (Darling-Hammond, 2007). This led to
states and school districts to protest the Act and bring lawsuits against the federal government
(Darling-Hammond, 2007). Further, the Act caused several states to abandon their
instructionally rich methods of teaching and adopt a more rote-oriented system that brought more
harm to students (Darling-Hammond, 2007). Critics argued that NCLB caused more harm than
good to our students, but accountability was established by requiring teachers to be highly
qualified educators. In the short amount of time that NCLB was in place, educators were
challenged to teach differently and teachers and principals were held accountable for student
improvement (Groen, 2012). During the course of NCLB, new national standards were
developed by the federal government that brought much controversy.
Common Core
In 2010, the Common Core standards were released as a state-led effort to establish an
agreement on what expectations of knowledge and skills are required for all students in public
schools in America (Porter, McMaken, Hwang, & Yang, 2011). Before Common Core was
implemented, states developed and used their own individual state standards. Common Core
was a shift from individual state standards to a more unified consensus among all states. The
Common Core standards allowed states an opportunity to create a national curriculum that
focused on mathematics, English language arts, and reading (Porter et al., 2011). Creating a
national curriculum would bring benefits such as shared expectations, focus, efficiency, and
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 29
quality of assessments (Porter et al. 2011). For decades, states had no way to compare results
since standards differed from state to state. This encouraged educational leaders to promote and
create a common set of rigorous standards that would advance equity and prepare students to
compete in the global economy (Kornhaber, Griffith, & Tyler, 2014).
The Common Core standards were created with the purpose that students would be able
to graduate from high school and pursue college or a career path without having to participate in
remedial courses (Kornhaber et al., 2014). Students in public schools would be challenged with
rigorous standards and better prepared after high school. The assumption was that through
Common Core, the standards-based reform, would provide equal opportunity for all students to
learn by providing equal standards that would promote equal expectations (Kornhaber et al.,
2014).
One particular standard that Common Core emphasized was the cognitive demand
category of “demonstrate understanding” (Porter et al., 2011, p. 105). Demonstrating
understanding in Common Core is emphasized more than state standards. For mathematics, the
Common Core standards shifted to higher levels of cognitive demand which was not the case for
state standards (Porter et al., 2011).
With the push to implement Common Core standards, states were given grants to reward
the adoption of Common Core (Lavenia, Cohen-Vogel, & Lang, 2015). The Race to the Top
initiative (RTTT) was a competitive grant that was awarded to states that adopted Common Core
(Lavenia et al., 2015). This grant caused many states to adopt the common standards which
resulted in receiving funds for their schools. While some critics argued that many states
embraced the national standards in order to qualify for financial incentives, others shared that
states desired for standards that would deepen student understanding of concepts and curriculum
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 30
that would be used to increase their international competitiveness (Lavenia et al., 2015). The
adoption of Common Core standards along with NCLB led to greater accountability for states.
However, a new federal law that would replace NCLB would soon be initiated for all states to
follow.
Every Student Succeeds Act (2015)
Recently, the Every Student Succeeds Act (ESSA, 2015) was signed into law by President
Obama on December 10th, 2015 (Mathis & Trujillo, 2016). This new law shifted accountability
from the federal government over to states. But ESSA, like NCLB. continued to place a strong
emphasis on standardized testing. Annual testing was still required in reading and math for
students in grades 3-8 (Mathis & Trujillo, 2016). States are now given the freedom to set and
establish their own standards but the law still requires that performance levels remain the same
for students (Mathis & Trujillo, 2016).
ESSA placed great emphasis on four variables to determine growth and improvement.
Academic achievement, student growth, graduation rates, and English proficiency are multiple
measures that ESSA used to assess progress (Mathis & Trujillo, 2016). Despite the new
measures that were used to assess school performance across the nation, standardized testing
remained in place during ESSA. However, much of the recent literature on ESSA will still be
forthcoming in the years to come. Despite the new education reform that ESSA brings to all
states, California moved ahead by introducing new education reforms for public schools across
the state (Affeldt, 2015).
Local Control Funding Formula (2013)
For the first time in 40 years, California passed a new radical law that addressed how
California funds its schools (Affeldt, 2015). The Local Control Funding Formula (LCFF) is
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 31
designed to allow local districts and communities the decision-making power on how to spend
the money that is received from the state (Affeldt, 2015). In essence, school districts would be
able to determine what programs and subgroups state funds should be addressed to. One
prominent superintendent in California was quoted as saying, “The governor and this state board
did something that has never been done in the United States without a court case. It changed the
distribution mechanism from an equality formula to an equity formula” (Menefee-Libey &
Kerchner, 2015, p. 4).
According to Menefee-Libey and Kerchner (2015), the LCFF law represents a low-trust
system to a high-trust system where money is moved to schools and classrooms. Rather than
having schools invest in state mandated programs, the state decided that money and authority
should be moved closer to the classroom where school leaders could invest the money in the
local school programs that need attention (Menefee-Libey & Kerchner, 2015).
The law required that school districts participate and conduct an inclusive budget process
that identifies local goals that can then be used to create a plan of how resources will be used to
achieve the goals (Menefee-Liby & Kerchner, 2015). Goals are documented in the Local
Control and Accountability Plan (LCAP), a three-year strategic plan where school districts and
charter schools input their goals and the actions needed to achieve those goals (Menefee-Liby &
Kerchner, 2015). The LCAP requires that all districts identify specific goals and budget
priorities according to eight specific areas. These include: basic services, implementation of
Common Core standards, parental involvement, student achievement, student engagement,
school climate, access to a broad curriculum, and other outcomes (Menefee-Liby & Kerchner,
2015).
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The LCFF law is new and many educators and schools are still uncertain about how
effective it will be. Yet most educators and politicians agree that targeted funds for
disadvantaged students through the LCFF is the answer that can support students in need.
Despite the current status of the LCFF and the LCAP in California, many public schools across
the nation are currently implementing their own promising practices and programs that have
been found to improve student achievement.
Despite challenges that face public schools in America, improving student performance
remains the central focus for educational leaders. From Brown v. Board of Education (1954), to
the passing of ESSA (2015), standards have improved and expectations of increased student
performance have remained high for school districts across the country.
Current Status
Currently, many urban K-12 public schools across the nation are implementing a variety
of promising practices that have shown positive results for students. In this section, the literature
review will focus on promising practices such as: school leadership, family engagement, parental
support, professional learning communities, project-based learning, and school culture. A
special emphasis will be placed on charter schools and their influence on urban K-12 public
schools.
School Leadership
According to Leithwood and Riehl (2005), school leadership is defined as “The work of
mobilizing and influencing others to articulate and achieve the school’s shared intentions and
goals” (p. 14). Hitt and Tucker (2015) described leaders as, “Those who influence and mobilize
others in the pursuit of a goal” (p. 533). Effective and strong school leadership is often
considered a key component to determining a school’s success (Whitney et al., 2012). Strong
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 33
leaders are described as individuals that use data to make decisions (Whitney et al., 2012). They
are also recognized as individuals that welcome challenges that are presented at schools
(Whitney et al., 2012). Strong leadership is also a factor that is associated with resilient schools
since leaders “Provide leadership development for all educational stakeholders; administration,
faculty, and staff, as well as parents and community members” (Whitney et al., 2012, p. 36).
School leaders are responsible for supporting, influencing, and building capacity among
staff members (Leithwood & Riehl, 2005). Leithwood and Riehl (2005) further added that there
are three core leadership practices that are necessary for schools to succeed, regardless of
whether the school is located in an urban or suburban community. These core practices include
setting directions, developing people, and redesigning the organization.
Setting directions involves leaders that identify and articulate shared goals that encourage
a common purpose among followers (Leithwood & Riehl, 2005). Setting directions also requires
that principals set high-performance expectations for teachers and students. Principals that
practice developing people model by using their own practices and performance to influence
faculty members (Leithwood & Riehl, 2005). Developing people requires that principals walk
their talk by demonstrating the behaviors they want to see in others (Leithwood & Riehl, 2005).
Redesigning the organization involves leaders that participate to strengthen their school cultures
by building and establishing collaborative processes among staff members (Leithwood & Riehl,
2005).
Although leadership is found in both urban and suburban schools, strong leadership has
been shown to be more valuable in urban elementary schools than schools located in suburban
communities (Leithwood & Riehl, 2005). Schools in high poverty areas benefit from leadership
that “Include the co-operation and alignment of others to shared vision and values, distributed
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 34
leadership, and a core belief that all children can learn” (Mulford et al., 2008, p. 465) The
literature discusses three valuable types of leadership: transformational, distributive, and shared
instructional.
Transformational leadership. Many urban schools have adopted a transformational
type of leadership. Transformational leadership is the belief that leaders provide intellectual
direction within an organization while empowering teachers and staff members as partners in the
decision-making process (Marks & Printy, 2003). Transformational leaders are expected to
“Motivate followers by raising their consciousness about the importance of organizational goals
and by inspiring them to transcend their own self-interest for the sake of the organization”
(Marks & Printy, 2003, p. 375). Transformational leadership is also described as the “ability to
empower others” in order to accomplish a common goal (Spillane, Halverson & Diamond, 2001,
p. 24).
Leaders who practice a transformational leadership approach have also been described as
being mission centered, performance centered, and culture centered (Marks & Printy, 2003).
Mission centered involves developing a shared vision for the school for all staff members (Marks
& Printy, 2003). Performance centered focuses on high performance expectations, while culture
centered places values on a productive school culture that collaborates and participates in school
decisions (Marks & Printy, 2003). Transformational leaders are also accountable to teachers by
modeling excellence and leading continual improvement that can be used to move a school
towards success (Hitt & Tucker, 2015). While transformational leadership is often found in
schools, distributive leadership has also been practiced among many school leaders.
Distributive leadership. Distributive leadership assumes influence practices that are
“Enacted by people at all levels rather than a set of personal characteristics and attributes located
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 35
in people at the top” (Leithwood, Mascall et al., 2007, p. 38). This type of leadership involves
working collectively towards a common goal where leadership is shared among members of the
organization. Schools that practice a distributive type of leadership often share leadership tasks
such as goal-setting that is aligned to the vision, intellectual stimulation, and a shared
collaborative culture (Leithwood, Mascall et al., 2007). Each leadership task is required in order
for a school to achieve their vision. Elmore (2000) described distributed leadership as the
responsibility of leaders to enhance the skills and knowledge of the individuals in the
organization. Distributive leadership involves various individuals in the decision-making
process and has similar aspects of shared instructional leadership
Shared instructional leadership. Shared instructional leadership involves the “active
collaboration of principal and teachers on curriculum, instruction, and assessment” (Marks &
Printy, 2003, p. 371). This leadership type calls on the principal to seek out ideas and insights
from teachers and faculty members to improve student achievement (Marks & Printy, 2003). In
a shared instructional model, the principal shares the responsibility for staff development and
curricular development among all teachers (Hitt & Tucker, 2015; Marks & Printy, 2003). The
principal is not the only member leading and facilitating teacher development; rather this is a
shared group effort among teachers. Shared instructional leadership redirects principals from an
inspector role of teacher practice to more of a facilitator that supports teacher growth (Hitt &
Tucker, 2015; Marks & Printy, 2003).
Principals that practice shared instructional leadership invest teachers with the proper
resources and instructional support while maintaining accountability for the quality of the
educational program (Marks & Printy, 2003). Principals and teachers play an important role in
determining the instruction that is delivered to students. Both principals and teachers work
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 36
together as “communities of learners” to serve and improve student achievement (Marks &
Printy, 2003, p. 374). Often principals that demonstrate strong leadership have also been found
to develop strong relationships with families.
Family Engagement
According to Auerbach (2009), urban schools that seek out family and community
engagement are schools that are more equitable and culturally responsive. Principals that reach
out to marginalized families and increase parent participation strengthen the school culture and
community (Auerbach, 2009). Family engagement has helped improve connections for
principals. Leithwood and Riehl (2005) shared that schools that support families from low-
income backgrounds in developing strong educational cultures at home often have students that
make improvements in grades and test scores.
Through family engagement, principals and teachers can develop trust. Tschannen-
Moran and Gareis (2015) described trust as a “willingness to make oneself vulnerable to
someone else in the belief that your interests or something that you care about will not be
harmed” (p. 68). When a climate of trust is developed among principals, parents, teachers, and
students, schools are more likely to achieve success (Tschannen-Moran & Gareis, 2015).
Auerbach (2009) shared a study in which principals in Los Angeles took an active role in
promoting family engagement. One principal in the study shared that the essential core of family
engagement was to improve the communication and relationship between teachers and parents.
Strong relationships played an important role for the success of the school. The principal further
shared a quote that hung on his office wall that described his view on family engagement as
“Nothing is more important to success in schools than relationships between and among students,
staff, and parents” (Auerbach, 2009, p. 19). This view on family engagement encouraged the
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 37
principal to build strong relationships among various stakeholders in the school. Family
engagement from schools and leaders have led to more parental involvement.
Parental Support
LaRocque et al. (2011) shared that higher levels of parental involvement have
encouraged an improvement in student attendance, higher math and reading scores, and an
increase in graduation rates. Smith, Wohlstetter, Kuzin, and De Pedro (2011) added that parental
involvement increases homework completion and state test results. Parental support, or family
involvement, is described as a parents’ investment in their children’s education (LaRocque et al.,
2011). Parental support can include various activities such as: volunteering at school, assisting
children with homework, attending school activities, visiting teacher classrooms, and
participating in school committees (LaRocque et al., 2011). Parental support has led to schools
that provide a nurturing and safe environment for students (LaRocque et al., 2011). Parental
support continues to be welcomed in schools across the nation. Building capacity among
teachers to work together in teams or communities has supported student growth for urban
students.
Professional Learning Communities (PLC)
According to Stoll et al. (2006), a professional learning community (PLC) involves a
group of individuals that share and examine their practice in an ongoing, reflective, and
collaborative way that promotes growth both individually and collectively. PLCs are designed to
allow teachers to work and support each other to achieve a common goal. Stoll et al. (2006)
stated, “unless teachers are provided with more supporting and engaging work environments,
they cannot be expected to concentrate on increasing their abilities to reach and teach today’s
students more effectively” (p. 224). Teachers that have opportunities to engage and collaborate
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 38
with each other are more likely to grow and develop in their profession. PLCs are aimed at
enhancing teacher effectiveness as professionals which ultimately benefits students (Stoll et al.,
2006).
Research showed that: “An effective professional learning community has the capacity to
promote and sustain the learning of all professionals in the school community with the collective
purpose of enhancing pupil learning” (Stoll et al., 2006, p. 229). Ultimately, PLCs promote
teacher development and accountability to each other.
PLCs share five essential characteristics that operate together (Stoll et al., 2006).
Characteristics include: shared values and mission, a collective responsibility, reflective
professional inquiry, collaboration, and group as well as individual learning is promoted (Stoll et
al., 2006). Through the characteristics mutual trust, respect, and support among staff members
were found to help support a school-wide community (Stoll et al., 2006).
Outperforming schools located in poor communities benefitted from teachers that worked
in teams or PLCs. Trimble (2002) studied five high-performing urban schools located in poor
communities and found that teachers working in teams was a common element among all
schools. Outperforming schools have teams of teachers that are required to work together to
carry out the vision and mission of the school (Trimble, 2002). Teams are responsible for parent
contacts and improving the work environment which in turn improves student achievement
(Trimble, 2002). Teams that teachers participate in included administrative teams, grade-level
teams, school-improvement teams, content-area teams, and student support teams (Trimble,
2002). PLCs support students in urban schools while special project-based learning activities
have been implemented by teachers that have proven to motivate students.

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 39
Project-Based Learning (PBL)
Project-Based Learning (PBL) is a teaching approach that is motivating students and
helping to improve schools across the nation by inspiring students to take ownership for their
learning (Wurdinger et al., 2007). Wurdinger et al. (2007) described PBL as a teaching method
that captures students’ interests by allowing them to create projects that lead to a meaningful
learning experience. Newell (2003) added that PBL is a process that:
Emphasizes student interest rather than following a fixed curriculum; emphasizes a
broad, interdisciplinary focus rather than a narrow, discipline-based focus; uses direct,
primary, or original sources rather than texts, lectures, and secondary sources;
emphasizes data and materials developed by students rather than teachers. (p. 5).

PBL is an active process that requires students to become autonomous self-directed
learners which helps increase student motivation to learn (Wurdinger et al., 2007). In PBL,
problem solving is a critical component that inspires students to learn (Wurdinger et al., 2007).
PBL projects should be challenging for students to engage in critical analysis through the
planning, assessing, and reflecting phases of the project (Wurdinger et al., 2007). Student
engagement is an important factor that plays a major role in the school culture of outperforming
urban schools.
School Culture
According to Muijs et al. (2004), school culture is one of the greatest factors that
determines how effective schools will be. School culture is described as the values and norms
that are practiced within a school (Muijs et al., 2004). Schools that value high expectations and
clear goals for students have observed academic improvement in students. Bryan (2005) found
that high-performing urban schools had high expectations and standards for all students, access
to rigorous curriculum, extra support for students in need, and strong relationships with families
and community members. High student expectations for schools with low SES populations have
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 40
a significant impact on student growth (Muijs et al., 2004; Trimble, 2002). Trimble (2002)
observed that in all five schools studied there were clear goals and programs designed to meet
the school goals. Administrators and teachers also encouraged students daily that high
expectations were required and that all students can learn (Trimble, 2002). Schools also
displayed visual reminders of expectations in the halls and administrators could be found
encouraging students during passing periods (Trimble, 2002).
Developing meaningful relationships was also found in high performing schools. Urban
schools that pursue meaningful partnerships are able to increase social capital in struggling
communities which can eventually lead to opportunities for students, families, and communities
(Auerbach, 2009). Bryan (2005) described social capital as
Resources stored in human relationships whether casual or close . . . the stuff we draw on
all the time, through our connections to a system of human relationships, to accomplish
things that matter to us and to solve everyday problems. (p. 221)

One principal who served in an urban Los Angeles Unified School District (LAUSD) stated,
“Nothing is more important to success in schools than relationships between and among students,
staff, and parents” (Auerbach, 2009, p. 19). Relationship building is also a common element that
was found in charter schools.
Charter Schools
Charter schools have become a popular choice for many teachers, students, and parents.
Charter schools strive to give school administrators, teachers, parents, and community members
a voice in what happens in schools to enhance school performance and student achievement
(Malloy & Wohlstetter, 2003). Charter schools were originally designed with the belief that
teachers are professionals that should be actively involved in operating and managing schools
(Malloy & Wohlstetter, 2003). Charter school teachers are valued as important stakeholders in
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 41
the charter organization. Stetson (2013) identified three characteristics that define charter
schools that are found in most states:
• Charter schools are public schools that are free to attend and publicly funded
• They are schools of choice that do not necessarily enroll students based on where they
live
• They are privately managed by an organization that can include a local school district,
state education agency, or a charter management organization (Stetson, 2013, p. 71).
Charter History
In 1991, Minnesota became the first state that passed legislation to allow for a new type
of public school (Stetson, 2013). The passing of this legislation sparked the Charter Schools
movement in America (Stetson, 2013). California soon followed by passing charter legislation
in 1992, which resulted in the first charter schools being opened in the following year
(Wohlstetter, Smith, & Farrell, 2013). Albert Shanker, former President of the American
Federation of Teachers, called for a reform of public schools in which charter schools would be
designed as institutions of teacher-led innovations in instructional practices (Stetson, 2013). Ray
Budde, an educator and administrator in Massachusetts, also played an important role in the
creation of charter schools. Budde published a paper entitled “Education by Charter” that
offered ideas for the reorganization of school districts (Wohlstetter et al., 2013).
The Minnesota’s Citizens League was the final key actor that influenced the charter
movement (Wohlstetter et al., 2013). This league consisted of members that were policy
champions that supported the idea of allowing individual schools more autonomy and flexibility.
Teachers would be given opportunities to create innovative curriculum to improve student
achievement.
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 42
Charter School Teachers
Renzulli, Parrott, and Beattie (2011) shared how charter schools are marketed to
prospective teachers as places where teachers can enjoy autonomous work environments that
provide flexibility. The National Education Agency (NEA) conducted a study and found that
61% of teachers chose to teach at a charter school for the opportunity to gain the freedom to
teach the way they wanted (Malloy & Wohlstetter, 2003). The study further added that 34% of
teachers chose charter schools as an opportunity to be free from district rules and regulations.
Charter school teachers have also been shown to favor the intimacy of schools and
classes as key motivators for choosing charter schools. According to Malloy and Wohlstetter
(2003), teachers in California were drawn to participate in charter schools because of the smaller
classes and schools. They further added that teachers in charter schools were extremely satisfied
with this aspect of their work life and claimed that working in smaller schools and classes
allowed opportunities to develop positive relationships with students and colleagues.
Charter school teachers were also drawn to competent and supportive administrators.
Teachers described principals as visionaries that facilitated innovation and change (Malloy &
Wohlstetter, 2003). Principals at charter schools were also identified as instructional leaders and
curricular leaders that led their staff to improve academic success (Malloy & Wohlstetter, 2003).
The principal at a charter school was also identified as being part of the team who allowed
teachers to be part of the decision-making process at the school (Malloy & Wohlstetter, 2003).
Charter school teachers also noted the importance of principals providing resources and support
for teachers.
However, although charter schools are able to increase satisfaction through increased
autonomy, they struggle with teacher turnover from heavy workloads and long hours (Renzulli et
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 43
al., 2011). Teachers in charter schools are also more likely to be young and inexperienced and
are at greater risk of leaving teaching and moving schools (Renzulli et al., 2011; Stuit & Smith,
2012). Stuit and Smith (2012) shared that charter schools are more likely to employ uncertified
teachers, which may contribute to the turnover gap since uncertified teachers are attributed to
having higher attrition rates. Data from the National Center for Education Statistics (NCES),
revealed that uncertified teachers were more likely to turnover than teachers who were certified
(Stuit & Smith, 2012). NCES also found through the Schools and Staffing Survey (SASS) that
was given to teachers in 2003-2004, that 15% of charter school teachers lacked any type of
teaching certificate or license, compared to only 1.4% of traditional public school teachers (Stuit
& Smith, 2012).
California Charter Schools
In California, the average charter school had a smaller enrollment of 431 students, while
non-charter schools consisted of an enrollment of 645 students (Center on Educational
Governance, 2013). In 2013, charter schools in California were serving more than 484,000
students (Center on Educational Governance, 2013). New charter schools in California have had
a significant increase. From the nation’s 6,000 new charter schools, 1,065 are from California
(Center on Educational Governance, 2013). Five out of the top ten charter high schools in
California are from Los Angeles (Center on Educational Governance, 2013). The measures that
were used to determine a high school’s performance consisted of rigorous curriculum, high
school graduation rates, and college-readiness indicators (Center on Educational Governance,
2013).

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 44
Charter School Accountability
The significant increase in new charter schools across the nation has prompted the
National Association of Charter School Authorizers (NACSA) to place a special focus on having
authorizers conduct rigorous oversight of charter schools (Wohlstetter et al., 2013). NACSA’s
guidelines and standards for authorizers include:
• The charter application and decision-making processes
• Oversight and evaluation of charter schools
• Revocation and renewal decision making (Wohlstetter et al., 2013, p.13).
Charter school authorizers continue to be questioned and challenged for their specific role
and responsibility of ensuring a high-quality charter sector (Wohlstetter et al., 2013). Charter
schools are given contracts for 3 to 5 years and required to meet accountability standards in order
for the charter to be renewed (Bulkley & Fisler, 2003). Also, many charter schools struggle to
establish track records of academic success since they are so new (Bulkley & Fisler, 2003).
Charter School Performance
In 2009, a widely publicized report by the Center for Research on Education Outcomes
(CREDO), found that only 17% of charter school students outperformed non-charter schools in
math (Wohlstetter et al., 2013). However, the primary author of CREDO agreed with Hoxby and
Murarka’s (2008) findings that New York City charters surpassed achievement of students in
non-charter schools. CREDO’s study also found that low-income charter school students
outperformed non-charter schools (Wohlstetter et al., 2013). The mixed findings may be the
result of charter schools serving some students better than others (Wohlstetter et al., 2013).
There are many charter schools across the nation that have achieved significant positive
results. Common themes that were found in outperforming charter schools were: high
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 45
expectations for behavior and academic achievement, extended learning time which involved
longer school days, innovative curriculum and instructional techniques, intensive teacher
training, and strong supportive school leadership (Stetson, 2013). Stringer (2017) shared that
U.S. News ranked seven charter high schools as being in the top ten of all public high schools.
Often, charter schools that have been successful have become charter management
organizations (CMOs). CMOs were first established when a single charter school was
successful, which then led to opening a network of charter schools that operate multiple charter
schools (Stetson, 2013). CMOs are a nonprofit organization that manage multiple charter
schools that adopt a specific educational philosophy and often focus on supporting a specific
demographic population and geographic area (Wohlstetter et al., 2013). There are three highly
successful charter schools in America that also became CMOs which include: Knowledge Is
Power Program (KIPP), ASPIRE Public Schools, and Achievement First (AF).
KIPP charter schools. KIPP schools contain the largest national network of charter
schools with about 40,000 students that are enrolled in 125 schools in 20 different states
(Stetson, 2013). KIPP schools are often found in urban areas that serve low-SES students.
Nationally, the demographics for all KIPP schools are made up of 87% low-SES students
(Stetson, 2013). The national average of all KIPP schools includes 95% African American and
Latino, 14% English language learners, and 8% of students with special needs (Stetson, 2013).
KIPP charter schools have a strong commitment to success. Stakeholders such as
parents, students, teachers, and school leaders all contribute to the vision of the school (Stetson,
2013). KIPP schools require all parents to sign a contract that states that students are required to
attend an extended school day, an extended week by coming to school on Saturday, and an
extended school year that includes three additional weeks of summer school (Stetson, 2013).
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 46
KIPP schools place a special emphasis on developing character and increasing academic
achievement (Stetson, 2013). The motto that KIPP schools focus on for every student is, “Work
hard. Be nice” (Stetson, 2013, p. 72). KIPP schools also offer mandated state achievement
exams and 90% of seniors graduate high school (Stetson, 2013). Also, 80% of high school
graduates from KIPP schools go on to attend college (Stetson, 2013). According to the Center
on Educational Governance (2013), three KIPP schools in California ranked in the top ten
charter elementary/middle schools. KIPP charter schools continue to embody the qualities of
outperforming urban schools.
ASPIRE public schools. ASPIRE schools are a California-based charter school
organization. ASPIRE schools consist of 34 K-12 schools that serve 12,000 students (Stetson,
2013). ASPIRE schools serve predominantly students from low-SES communities (Stetson,
2013). ASPIRE schools have a low enrollment of students. Elementary schools (K-5) are
capped at 360 students while secondary campuses (6-12) are limited to 400 students (Stetson,
2013). ASPIRE schools, like KIPP schools, have longer school days and an extended school
year of 190 days (Stetson, 2013). ASPIRE schools also require parents, teachers, and students to
sign a contract that describes the accountability that is required from each individual (Stetson,
2013).
ASPIRE schools include an advisory program which involves grouping students in
classrooms of 15 students with one advisory teacher (Stetson, 2013). Groups operate in a cohort
model and stay with each other through graduation. These programs are designed to provide
student support, encouragement, and increase home school relations (Stetson, 2013). Students in
ASPIRE schools participate in state and federally mandated assessments (Stetson, 2013).
ASPIRE schools continue to outperform their local school districts. For example, 100% of their
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 47
graduating seniors were accepted into college which reinforced the school’s motto of, “College
for Certain” (Stetson, 2013, p. 73). Connecticut and New York also have an outperforming,
urban charter school.
Achievement first (AF). Achievement First contains a network of 22 charter schools
that serve more than 7,000 students in grades K-12 (Stetson, 2013). AF charter schools contain
mostly low-income students that are African American or Latinos (Stetson, 2013). AF schools
have a clear purpose that is shared with all stakeholders. Administration and faculty at AF
schools focus on two goals: closing the achievement gap and having all graduates attend college
(Stetson, 2013).
AF schools believe that in order to achieve the goals, students must follow AF’s mission
statement which states, “No excuses; no shortcuts” (Stetson, 2013, p. 74). AF schools practice
longer school days and tutoring is provided for students throughout the school day including
Saturdays (Stetson, 2013). AF schools place a special emphasis in having highly qualified
teachers in all schools (Stetson, 2013).
Summary and Critique of Literature
Since the passing of Brown v. Board of Education in 1954, students across the nation
have gained educational opportunities that were once not granted. Opportunities to close the
achievement gap and support equity have led to minority and special needs students with better
educational opportunities. President Johnson’s “War on Poverty” policy programs focused on
students from low income backgrounds (Guskey, 2005). Policy programs such as the ESEA and
EAHCA supported students that were marginalized across the nation. These programs led to
many students gaining appropriate access to education in public schools. Policy programs have
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 48
also led to more accountability for schools through NCLB (2001) and the most recent passing of
ESSA (2015).
There are many factors that contribute to an outperforming urban K-12 school. Factors
such as leadership practices, family and parental support, professional learning communities,
project-based learning, and school culture play an important role in outperforming schools.
Leadership is an important factor that was found in many outperforming K-12 public schools.
Specifically―transformational, distributive, and shared instructional were three types of
leadership that were discussed as important factors of effective leadership. The literature also
discussed that strong leadership was found to be more valuable in urban elementary schools
rather than schools located in suburban communities (Leithwood & Riehl, 2005).
In addition to school leadership, family engagement and parental support have increased
academic performance for students. Schools that have stronger parental support have observed
an improvement in student attendance and an increase in graduation rates. Parental support can
include volunteering at school, tutoring students, and participating in various school committees.
Effective school leaders understand the importance of having parents involved in their child’s
education process.
Outperforming schools that were located in low-income communities benefitted from
teachers that participated in professional learning communities (PLCs). Teachers working
together to carry out the vision and mission of the school made an impact on student
achievement.
The literature discussed charter schools as a special type of public school that have
demonstrated success for students in urban communities. Charter schools such as KIPP,
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 49
ASPIRE, and Achievement First have demonstrated significant results in student achievement
for students in low-income urban communities.
Although there are many charter schools throughout the nation that have implemented
innovative curriculum and have demonstrated an improvement in student achievement, many
have also not been successful. Charter schools are often looked upon as schools that do not
properly serve all students. Many charter schools across the nation have closed or have not been
allowed to renew their charter due to school finances or poor school management. Many charter
schools have also not been able to properly serve students with special needs which has led to
students being counseled and encouraged to attend other non-charter public schools.
Much of the recent literature focuses on the history of K-12 education and the programs
and practices that have been implemented in schools across the nation. However, more needs to
be known about how specific urban K-12 schools are outperforming and are highly effective.
This case study examined the factors that influence a nontraditional, outperforming urban school
in southern California. Based on the literature, three factors surfaced that the thematic
dissertation group identified. The three factors include: programs and practices in an urban
outperforming nontraditional school, leadership practices, and cultural norms. These factors
were later used as research questions to guide the data collection process.
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 50
CHAPTER THREE: METHODOLOGY

Chapter Three contains the research design that was used for this study. A description of
the participants involved is discussed and the specific instrumentation used which included the
survey instrument, observation protocol, interview protocol, and document review. Data
collection and data analysis are also discussed in this chapter. From the review of literature in
Chapter Two, more needs to be known about what elements are needed for urban schools to
achieve student success. This study investigated the factors present in a nontraditional,
outperforming urban K-12 school. Many urban K-12 public schools continue to struggle with
improving student academic performance. Yet, there are urban schools that are outperforming
and demonstrating success in student performance.
The criteria that was used to determine whether a school was outperforming was based on
five factors. Outperforming schools had to be a K-12 public school, be located in an urban low-
SES community, have a low dropout rate, achieve Gold Ribbon status, and have high state scores
on the Smarter Balanced Assessment Consortium (SBAC). The specific factors that this case
study examined were leadership practices, cultural norms, and programs and practices that
outperforming schools implemented. A qualitative research design was used to identify the
factors present in a nontraditional outperforming school.
Research Questions
This study involved a 12-member cohort team that collaborated to develop the research
questions and data collection instruments. The team also defined the problem statement and
purpose for the study. Although the team collaborated to create a common research design and
establish specific criteria for a nontraditional outperforming K-12 school, each researcher
individually participated in selecting a school of choice to conduct data collection and analysis of
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 51
an outperforming K-12 school. This study specifically focused on answering the following
questions:
1. What programs and practices are implemented in an urban, outperforming nontraditional
school?
2. What are the leadership practices in an urban, outperforming nontraditional school?
3. What are the cultural norms in an urban, outperforming nontraditional school?
Research Design
This study used a qualitative case study design. Merriam and Tisdell (2016) shared that
qualitative research consists of a rich description with the use of words and pictures rather than
numbers. The focus in qualitative research is to understand the purpose of the participants and
actions they engage in during the study (Maxwell, 2013). Qualitative researchers are “interested
in understanding the meaning people have constructed and how people make sense of their world
and the experiences they have in the world” (Merriam & Tisdell, 2016, p. 15).
The key aspect in qualitative research is to understand a phenomenon of interest from a
participant’s perspective rather than from the researcher (Merriam & Tisdell, 2016). Throughout
the research process, the researcher maintained a focus on learning the meaning and purpose that
participants held toward certain experiences (Creswell, 2014). Qualitative research is an
inductive process that requires the researcher to gather data and build concepts and hypotheses
from the data collected (Merriam & Tisdell, 2016). This study focused on creating concepts and
themes from data collection and observations through a case study design.
Creswell (2014) described case studies as a design of inquiry that consists of the
researcher developing an in-depth analysis of a specific program, activity, or process. Case
studies are designed to be bounded by time and activity and researchers are required to collect
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 52
detailed information through data collection over a specified amount of time (Creswell, 2014).
Researchers engage in a case study approach to “shed light on a phenomenon, which is the
processes, events, persons, or things of interest to the researcher” (Gall, Gall, & Borg, 2003,
p. 436). A qualitative case study focuses on providing a detailed description of a particular
phenomenon (Gall et al., 2003). Although case studies can reveal important findings and be
beneficial for researchers, they also have limitations.
Limitations of a Case Study
In a qualitative case study, researchers are the primary instrument involved with data
collection and analysis (Merriam & Tisdell, 2016). The researcher as the primary instrument
must identify and monitor their own biases throughout the study (Merriam & Tisdell, 2016).
Throughout this study, the researcher monitored personal potential influences that could threaten
internal validity.
This study focused on a single, specific case which can allow the question of generalizing
the findings to be difficult. Being able to generalize the findings to other situations can be a
disadvantage for qualitative case studies (Gall et al., 2003). However, by providing a thick and
rich description a researcher can identify “constructs that bring order to the descriptive data and
that relate these data to other research findings reported in the literature” (Gall et al., 2003,
p. 439).
Population and Sample
In qualitative research, the most appropriate form of sampling is purposeful sampling
(Merriam & Tisdell, 2016). Purposeful sampling is based on the idea that the researcher wants to
“discover, understand, and gain insight” from a select sample where the most learning can occur
(Merriam & Tisdell, 2016, p. 96). Creswell (2014) discussed that the idea of qualitative research
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 53
is to purposefully select participants that will allow the researcher to gain an understanding of the
problem and research question. In this study, the school selected met the established criteria
needed for a nontraditional outperforming K-12 urban school. School X is a public charter
school that is located in an urban low-SES community, has achieved Gold Ribbon status, and has
high state test scores. School X was selected because it is part of the largest growing network of
charter schools in the community, and has a track record for serving students in a low-SES urban
community.
The study focused on a charter school located in a low-SES community that was an
outperforming nontraditional school. This was a high school charter school with grade levels 9-
12. School X was first established in 2002 and is part of a network of non-profit organization
schools designed to serve communities from low-SES backgrounds. The charter school studied
serves 636 students from an urban community and consists of 89% Hispanic and 11% African-
American students.
The enrollment process of School X consists of a public lottery that is advertised, where
any student from the nearby community or from outside the community can apply. School X
holds two public lotteries for students. The first lottery is held for students that reside within the
school community. This allows students that live within the school community to have first
priority to attend School X. The second lottery is held for all other residents that do not live
within the school community.
School X is located in an urban area with a population of 111,905 and an annual median
household income of $42,249. Only 17% of residents in this urban community have attained a
Bachelor’s degree or higher (School X, 2017
1
). The residents from School X include 51%

1
Additional information withheld for confidentiality
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 54
Hispanic, 43% African American, 3% White, 2% Mixed races, and about 1% Asian. About 90%
of students at School X come from low-income families.
School X consists of 40 staff members which includes certificated teachers,
administrators, and classified staff. The union works closely with the Charter Management
Organization (CMO) to support teachers at School X. The student population of School X
accurately reflects the demographic information of the city where it is located. The population
sample that was studied from School X consisted of teachers, administrators, and a counselor.
No students were interviewed or took any part in this study.
Instrumentation

This study consisted of multiple forms of data collection done through triangulation.
Maxwell (2013) described triangulation as “using different methods as a check on one another,
seeing if methods with different strengths and limitations all support a single conclusion”
(p. 102). Merriam and Tisdell (2016) shared how triangulation involves the use of multiple
sources of data collection that is a “powerful strategy for increasing the credibility or internal
validity of your research” (p. 245). By collecting information from a diverse range of
individuals and settings, the researcher is able to eliminate biases that could result from relying
on one data collection method (Gall et al., 2003; Maxwell, 2013). The forms of data collection
included observations, interviews, surveys, and document analysis.
Survey Instrument
The dissertation team created a survey (Appendix A) that consisted of 57 questions.
Surveys were administered to teachers and administrators and each survey given took
approximately 20 minutes for participants to complete. Surveys were delivered through
Qualtrics, an online software program. Teachers completed surveys using laptops during a
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 55
faculty meeting, which allowed the researcher to receive immediate responses. There was a 76%
participation rate with a total of 22 out of 29 teachers completing the survey. The first five
questions on the survey consisted of background information of the participant. This information
allowed the researcher to have a clear understanding of the participants’ experience and their
purpose for working at their school site. The survey also included nine sections: Vision and
mission, leadership, learning environment, school environment, standards/expectations of
nontraditional schools, monitoring of teaching and learning, collaboration and communication,
family and community involvement, and professional development. For each section,
participants ranked each question with either a 1-Never, 2-Sometimes, 3-Often, or 4-Always.
Observation Protocol

Observation protocols (Appendix B) were created by the dissertation team which
consisted of a classroom observation protocol and a school site observation protocol. The school
site observation protocol was created as a guide to help lead the researcher through the
observation process. The classroom observation protocol consisted of three sections. The first
section, “Classroom Environment,” allowed the researcher to gather information on the specific
student seating arrangement, student demographics, and the description of the classroom wall
space. The second section, “Instructional programs used in the classroom,” consisted of the
curriculum, resources, and materials that were used in the classroom. The final section,
“Instructional practices used by teachers in the classrooms,” contained three questions that were
based on the interactions and behaviors of teachers and students.
The observation protocol created by the dissertation team included a brief summary of
the observation. Along with the brief summary, there were six sections that guided the
observation: Physical space, people/participants, purpose of events/observation, sequence of
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 56
events, observer role, and pictures allowed the researcher an overall picture of what was
observed.
Observations allow the observer to see things firsthand and make it possible to record
behavior as it happens (Merriam & Tisdell, 2016). Observations also allow the researcher to
collect data when participants are not willing or able to discuss a particular topic of study
(Merriam & Tisdell, 2016).
Interview Protocol

The interview protocol (Appendix C) allowed the researcher to collect data from specific
participants. There were five sections that the researcher followed in the interview protocol.
The sections included: Introduction, setting the stage, heart of the interview which consisted of
the questions that were directly tied to the research questions, closing question, and the closing
section. Each interview took approximately 40 minutes to complete and took place at the school
site, where participants felt comfortable. Interviews were only given once to each participant
involved. There were a total of seven interviews administered. Interviews were given to: school
principal, assistant principal, counselor, and four teachers.
The “Setting the Stage” section of the interview consisted of five open-ended questions
aimed at gathering general responses from the participant’s experience in education. The five
questions were followed by the “Heart of the Interview” which consisted of 12 questions that
gave the researcher data that related directly to the research questions of the study. A closing
question was also asked that allowed the participant to share any information that may not have
been asked.
Interviews allow the researcher to obtain a special type of information that may not be
gathered through an observation (Maxwell, 2013; Merriam & Tisdell, 2016). Through
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 57
interviews, the researcher “wants to find out what is in and on someone else’s mind” (Merriam &
Tisdell, 2016, p. 108). Interviews gave the researcher an opportunity to see a different
perspective. By conducting interviews, the researcher can access and learn about a place they
have not been to (Maxwell, 2013).
Document Analysis
The final type of instrumentation used in this study was document analysis, or document
review (Appendix D). The document review consisted of three research questions and the
specific documents and artifacts associated with each question. Documents allow the researcher
to “uncover meaning, develop understanding, and discover insights relevant to the research
problem” (Merriam & Tisdell, 2016, p. 189). The school website, mission statement, student
work/portfolio, departmental meeting notes/agenda, and lesson plans were a few documents used
that pertained to the research questions.
Data Collection

Data collection took place through the data instruments previously discussed above. The
first step taken was to contact the principal via email about participating in the case study. After
permission was granted, an informal visit took place at the school site to establish a relationship
with the principal and staff members. During the visit, the principal shared two important events
that would be beneficial in observing: A New Teacher Orientation and a Teacher Retreat. Both
events were later observed.
The next task that was taken was to distribute surveys to teachers at a faculty meeting.
This allowed surveys to be completed and immediately returned to the researcher. Twenty-two
teachers participated in completing the surveys. Next, observations were done at professional
development meetings. Observations were also conducted in various settings of the campus to
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 58
capture the daily life of the school. Observations allowed the researcher to determine what types
of cultural norms were practiced at the school. After the observations were done, interviews
were conducted with four teachers, a counselor, assistant principal, and the principal. The final
step involved was completing classroom observations of five teachers.
The data collection stage was an inductive process. Merriam and Tisdell (2016)
described this process as researchers gathering data to build concepts and hypotheses. According
to Merriam and Tisdell (2016), information from the interviews, observations, surveys, and
documents should be combined and organized into larger themes to reveal specific findings for
the researcher.
Ethical Considerations
Throughout the study, the researcher protected participants, developed trust with them,
and promoted the integrity of the study (Creswell, 2014). First, the researcher had the study
reviewed and approved by the Institutional Review Board (IRB). The IRB is a committee that
exists on campuses to provide protection against any human rights violations (Creswell, 2014).
Once the IRB committee approved the study, the researcher contacted the gatekeeper, the
principal, to obtain permission to complete the study.
The researcher informed participants of the study and consent forms were signed by
participants who completed interviews. The following items were addressed in the informed
consent forms: identification of the researcher, identification of the institution sponsoring the
study, purpose of the study, assurance that the participant can withdraw at any time during the
study, and confidentiality of and to the participant (Creswell, 2014). Participants were also
assigned pseudonyms to protect privacy.

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 59
Validity and Reliability
To ensure that the study was credible, the researcher engaged in the use of triangulation
(Figure 1). Triangulation involves the collection of information from a diverse range of
individuals and settings by employing various methods (Maxwell, 2013). By using triangulation,
the researcher reduces the chances of biases that can take place when only one method of data
collection is used (Maxwell, 2013). Surveys, observations, interviews, and document reviews
were all used to provide the researcher a better assessment of generality. Through triangulation,
the researcher was able to identify common themes that emerged from the multiple sources of
data collection.
The researcher also utilized member checking to determine the accuracy of the findings
and to ensure internal validity. This was done through follow-up interviews when the researcher
presented findings and common themes that emerged from the study. Participants were given
the opportunity to comment on the findings and to verify whether findings were accurate.
Member checks are “the single most important way of ruling out the possibility of
misinterpreting the meaning of what participants say and do and the perspective they have on
what is going on” (Merriam & Tisdell, 2016, p. 246).

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 60

Figure 1. Triangulation Analysis

A last strategy used to prevent any threats to validity was the use of peer debriefing. Peer
debriefing involves having a person review and ask questions about the study to determine
whether the findings are credible (Creswell, 2014). The validity and reliability of the study was
also supported by the dissertation team’s research model of studying 12 case studies of
nontraditional outperforming K-12 schools.
Data Analysis
To analyze the data, Creswell’s (2014) six-step data analysis framework was used (Figure
2). Step one consisted of organizing and preparing all data that was collected. This included
interviews, observation notes, and surveys (Creswell, 2014). Step two involved reading through
all data reflecting on the overall meaning of all data collected (Creswell, 2014). During this
Participant
Observation
Surveys Interviews

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 61

NOTE: Adapted from Creswell (2014)

Figure 2. Creswell’s (2014) Data Analysis Framework

stage, the researcher wrote notes on the margins of observations and interview notes. Step three
consisted of coding all data. Coding is a process where the researcher organizes data into chunks
and assigns categories to data (Creswell, 2014). Step four used the coding process to describe
the categories and themes. In this stage, description was used which involved a detailed account
of the information from interviews, surveys, and observations. Step five consisted of describing
data and themes through a narrative passage. During this stage, the themes that emerged from
this study were described using quotations and perspectives from participants that were
interviewed. The final step was the interpretation of the findings. This step consisted of
comparing the findings from this study to the information found in the literature and determining
whether findings “confirm past information or diverge from it” (Creswell, 2014, p. 200).
The theoretical framework that guided the themes of this study was based on Bolman and
Deal’s (1991) framework on theories of organizations. The framework is based on four frames:
structural, human resource, political, and the symbolic frame. Each frame is used to offer a
unique perspective on how School X as an organization can be understood.
Step 1
Organize andprepare
data for analysis
Step 2
Read throughall the data
Step 3
Codeall data
Step 4
Describethe setting by
using the coding process
to generate themes
Step 5
Advance descriptionand
themes through a
narrative passage
Step 6
Interpret themeaning of
the findings

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 62
Summary of Research Methods
The themes in this study were analyzed through surveys, interviews, and observations.
The surveys and documents analyzed allowed the researcher to gather data on staff members’
beliefs on leadership, school environment, the vision and mission of the school, and the
standards/expectations of what a nontraditional, outperforming K-12 urban school should
resemble. Interviews and observations were aimed at examining the leadership practices and
cultural norms of the school. This study involved an inductive process where data was gathered
to build concepts, hypotheses, and theories (Merriam & Tisdell, 2016).

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 63
CHAPTER FOUR: RESULTS
There are many Urban K-12 schools that continue to struggle to improve student
academic growth. Often, many schools that are located in low-SES urban communities lack the
adequate resources needed to improve student achievement. This has caused many parents in
low-SES communities to demand improvement of education in their local school community.
However, there are nontraditional Urban K-12 schools that are outperforming and increasing
student achievement. Understanding what influential factors impact urban schools may provide
insight to supporting student needs and addressing the opportunity gap among students in urban
communities. The purpose of this study was to identify the factors in a nontraditional,
outperforming urban K-12 school.
The first few chapters of this dissertation have focused on the problem and importance of
this study. A review of literature was also presented along with the research design used to study
School X. This chapter discusses the findings of the case study for School X. Chapter Four
presents an analysis of the data collection and discusses the findings for each research question.
Finally, Chapter Four will include a discussion of the emerging themes that were found in the
case study.
Research Questions
The study focused on the factors that impact nontraditional urban K-12 schools through a
specific case study of School X. A thematic dissertation team consisting of 12 students met over
the course of a year to develop the research design and research questions. The dissertation team
also completed an in-depth review of the literature and identified three important factors that
impact nontraditional, outperforming urban K-12 schools. Factors such as: programs and
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 64
practices, leadership practices, and cultural norms. From the factors that were identified, three
research questions were developed to guide the study:
1. What programs and practices are implemented in an urban, outperforming nontraditional
school?
2. What are the leadership practices in an urban, outperforming nontraditional school?
3. What are the cultural norms in an urban, outperforming nontraditional school?
Methodology
The data collection process at School X took place over the course of five months. A
qualitative case study design was conducted with the researcher being the primary instrument of
data collection. Data collection consisted of interviews, surveys, and observations of School X.
Also, the researcher engaged in document analysis and examined several documents such as:
school website; school profile; staff handbook; and school data packet which included
demographics and students’ SBAC scores, a promotional school flyer, and school outreach
presentation PowerPoint slides. Observations conducted included: classroom observations,
school site, new teacher orientation, and a staff retreat.
Creswell’s (2014) six-step framework was used to analyze and code the data for School
X. By implementing Creswell’s framework, the researcher was able to generate themes and
consistent patterns from the data. Themes were generated through the coding process where the
data was triangulated from surveys, interviews, observations and document analysis.
The researcher first made contact with the principal of School X through email. Through
the initial email, the researcher was able to set a future date for an informal meeting with the
principal to gather background information of School X. The first meeting with the principal
allowed the researcher to establish a timeline for the data collection process. During this
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 65
informal meeting, the researcher was also able to take a tour and conduct the first observation of
the school. The tour was held during the summer so there were no students on site. Two
observations were later conducted in the summer. The second observation was a New Teacher
Orientation which involved all teachers that were new to the school site. The last observation
that was conducted in the summer was the school’s annual Teacher Retreat which was held in
southern California. Each observation allowed the researcher an opportunity to observe and
collect data from School X.
Teacher surveys were distributed during a staff meeting and 22 out of 29 surveys were
completed on laptops through Qualtrics, an online software data collection program. Classroom
observations were conducted after the surveys were completed. Five formal classroom
observations were conducted during a two-week period. Classroom observations included: a
10th-grade Algebra II teacher, 11th-grade Spanish 2 teacher, 9th-grade World History teacher,
11th-grade Chemistry teacher, and a-10th grade Art teacher. The school principal recommended
each teacher to participate in the observations.
In addition, seven staff interviews were conducted at School X during the course of four
weeks. During this time, four teacher interviews were conducted as well as interviews with one
counselor, one assistant principal, and a principal interview. A total of three school-wide
observations were conducted when school was in session. This allowed the researcher to
observe the interactions between students and staff members and observe the culture of School
X. To ensure the data was credible, the researcher engaged in the use of triangulation from
multiple sources of data such as document analysis, surveys, observations, and interviews.

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 66
Background of School X
School X is a public charter school that serves students in grades 9 through 12. School X
is located in a southern California urban community and first opened its doors in 2002 with 140
freshmen students. In 2005 the school relocated and established itself in a repurposed hospital
building. The school’s mission is to “prepare ethnically and economically diverse students for
college, leadership, and life through innovative instruction, a rigorous curriculum, and the use of
technology” (School X, 2017). Students in School X must wear a uniform which consists of
khaki pants or skirts and a black polo shirt. School X is also part of a network of charter schools
in southern California that is led by a CMO. Currently, School X is one of 20 charter schools
located in this southern California community that is led by a common CMO. There are 12
charter high schools and 8 middle schools that the CMO leads in this southern California
community.
Initially, School X was denied the opportunity to open the school by the local school
district in 2002, but later won an appeal from the State Board of Education. Enrollment at
School X is open to all students in California with priority given to residents that live within the
school community. School X holds two public lotteries; the first lottery is held for students that
live within the school community, and the second lottery is held for students that live outside of
the school community. There are 185 students that are accepted every year, while over 300
students remain on the wait list.
School X has a total of 636 students in grades 9 through 12. The distribution of students
is fairly even with the 9th grade class containing 171 students, 10th grade with 161 students, 11th
grade with 158 students, and 12th grade with 146 students. Demographically, School X contains
89% Hispanic and 11% African-American students. Special education students make up 6% of
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 67
the student population and English Learner (EL) students make up 13% of the population. Also,
93% of students participate in a Free or Reduced lunch program. Parents of School X students
have low education levels with 17% having received a college degree, 35% that have a high
school diploma, and 36% that are not high school graduates. Only 17% of residents within the
school community have attained a Bachelor’s degree or higher.
School X was awarded the California Distinguished School in 2008, and most recently
received the Gold Ribbon School award in 2017. U.S. News and World Report listed School X
as one of America’s Best High Schools in 2016. These awards have helped School X establish
itself within the community as a school that is demonstrating success by meeting and addressing
the needs of students in a low-SES community.
Faculty
There are 29 teachers at School X and 11 of them have all of their teaching experience at
School X. Teacher demographics in School X are: 11 White, 11 Hispanic, 3 Asian, 2 African
American, 1 Two or more races, and 1 unknown. According to the teacher surveys that were
distributed, there are a total of 11 teachers that have been teaching at School X between 4-7
years. School X has one principal, two assistant principals, and two counselors. There is also
one operations manager in the main office along with one office assistant. To ensure that the
campus is safe and secure, School X has two security officers that consistently monitor the
campus.
Curriculum
School X provides a college-prep rigorous curriculum for all students. The curriculum is
aligned with the graduation requirements for the University of California A-G subject
requirements. Students in School X are required to complete 250 credits in order to graduate.
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 68
This is higher than the state minimum in California where students need to complete 220 credits
to graduate. The academic program in School X is organized into a rotating block schedule with
six academic classes each semester. Each class is held for 1 hour and 40 minutes.
School Clubs
School X also has the following clubs that are led by student leaders and facilitated by
faculty advisors: Book club, Gentleman’s Quality Organization, Photography Club, Gay Straight
Alliance, Storiez of Hype, Women Empowerment, Geeks and Gamers Affiliation, Black Student
Union, Nintendo Club, Golden Souljahs, Earth Club, and a Movimiento Estudiantil Chicano de
Aztlán (MEChA) club. Students also have the opportunity of starting a new club by submitting
an application and getting an approval from administration and student council. School X also
provides students with opportunities to serve in leadership positions through student council.
First Visitation of School X
The first visit was during the summer so students were not on campus. Before the visit,
the researcher contacted the principal through email to organize an informal meeting to gather
background information on School X. When the researcher arrived on campus, the researcher
first noticed a large mural of the school mascot on the front of the building with the following
three words: “College, Leadership, Life.” This was the first image that the researcher noticed in
the school parking lot. The researcher then walked through the glass doors to the front office and
was greeted warmly by the office manager. After checking in, the researcher was led to the
principal’s office for a formal introduction.
The principal of School X greeted the researcher with a smile and allowed the researcher
to explain the research design and purpose of the study. After the researcher explained the
purpose of the study, the principal shared her background and professional experience. The
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 69
principal then began to share some important background information of School X. She shared
the history, demographics, and mission of the school. The principal also shared two upcoming
events that would be valuable for the researcher to observe. The first event was a New Teacher
Orientation that would be taking place in the upcoming weeks. This event was designed for all
first year teachers of School X. The event would give new teachers the opportunity to learn the
culture of School X and connect with other teachers. The second event was the school’s Annual
Teacher Retreat. This was an event that was held for all teachers and staff members during the
first day back from summer break. This event was designed for teachers to reconnect and be
encouraged for the start of the new school year.
The researcher was also able to share a timeline of when data collection would need to be
collected during the upcoming months. During this time both the principal and researcher agreed
on when to distribute surveys and when to conduct classroom observations and teacher
interviews. After meeting with the principal for approximately one hour, the researcher asked
the principal for an opportunity to tour the campus. The principal agreed and encouraged the
researcher to tour the campus alone and ask any questions after the tour.
Although students were not present, the researcher was able to observe the campus and
walk into several classrooms. At the front office, there was a bulletin displayed that stated,
“Welcome to the Family.” The bulletin had pictures of the administration and artifacts of life
experiences that some administrators had taken part in. The principal had a medal and a bib
number displayed that she received after completing her first marathon. An assistant principal
had an old family picture and a high school graduation tassel displayed under his name. The
bulletin seemed to give students, parents, and other faculty members insights into the lives of the
administration team.
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 70
School X is located in a multi-story building, and each floor had several college pennants
displayed throughout the hallways. It was apparent that School X was promoting a college-
going culture. Every hallway and every floor that the researcher walked through had college
pennants displayed. The researcher also noticed how clean and organized the campus was.
There was no trash on the floor and there were no desks, boxes, or teacher supplies out in the
hallways.
After the researcher walked through each floor and each hallway, the researcher then
proceeded to walk through the cafeteria area and outdoor area in front of the cafeteria. The
cafeteria area had several college pennants displayed. There were also large college logos such
as UCLA, Stanford, Cal Berkeley that were displayed in front of the lunch line. The outdoor area
in front of the cafeteria had banners displayed of pictures and quotes of well-known leaders.
One example was a banner of Nelson Mandela with one his personal quotes that read,
“Education is the most powerful weapon we can use to change the world” (Nelson Mandela
Centre of Memory, 2003, para. 24). After observing the cafeteria area, the researcher returned to
the office area and met with the principal. The school tour lasted about 30 minutes and allowed
the researcher to gather some observation data.
It was evident that School X was promoting a family atmosphere and a college-going
culture for all students. The school’s motto of “College, Leadership, and Life” was represented
throughout the school site. The following sections present the results obtained from surveys,
classroom observations, school site observations during school days, interviews, and document
analysis.

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 71
Results for Research Question One
The first research question in this study asked, “What programs and practices are
implemented in an urban, outperforming nontraditional school?” In order to determine what
programs and practices were being implemented, document analysis was first conducted. The
researcher used the school’s handouts that were located in the front office to view the daily
schedule of School X. Through the daily schedule, the researcher identified programs that were
being implemented at the school. The schedule of School X consists of a block schedule where
students attend three classes each day for approximately 1 hour and 40 minutes. The schedule
also includes two additional classes, Curriculum Skills and Advisory.
Curriculum Skills and Read-In
The Curriculum Skills class is offered on Mondays and Tuesdays for one hour. This
class is designed to offer students additional support in areas such as mathematics and literacy.
School X reviews student data and determines what type of Curriculum Skills class to place a
student in. Students that are in 9th and 10th grade focus on study skills such as: note taking,
materials organization, time management, test taking strategies, and presentation and research
skills. Students in 11th grade focus on SAT Prep, while 12th grade students focus on college
readiness. Students in 9th and 10th grade have opportunities to reflect on their classwork and
create personal goals worksheets. Goals must be written using the SMART method: Specific,
Measureable, Attainable, Resources, and Timely. Students share their goals with classmates and
the Curriculum Skills teacher supports students in keeping them accountable and focused.
Read-In is a program that takes place during the first 15 minutes of the Curriculum Skills
class on Mondays and Tuesdays. The goal of this program places focus on the importance of
reading at the school site and provides structured time for students to complete reading logs.
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 72
During the Read-In time, all students are reading silently simultaneously throughout the school.
The Read-In time gives students an opportunity to read silently and improve their literacy skills.
The Curriculum Skills class and the Read-In program use data to support student improvement.
Student data is initially reviewed during a Summer Bridge program for incoming students.
Summer Bridge
The Summer Bridge program assesses all students to determine learning strengths and
weaknesses as well as overall proficiency in core subjects. During the Summer Bridge program,
students are identified for special needs, English Learner levels, and social-emotional supports.
Through the Summer Bridge program, students also have the opportunity to learn the culture and
expectations of School X.
The Curriculum Skills class, Read-In program, and the Summer Bridge program support
the mission of the school by preparing and equipping students for “College, Leadership, and
Life.” This was further supported through C1’s
2
interview, “If a student’s showing that they’re
not improving and they need more support outside of the classroom, then we place them
accordingly.” Advisory is another class that the researcher observed on the schedule.
Advisory
The Advisory class is held weekly on Friday mornings for 50 minutes. Students attend
this class before going to their regular content classes. The Advisory program at School X
serves two purposes: academic and social-emotional support. Students participate in an advisory
cohort which remains together throughout the four years of high school. Students discuss issues
such as: relationships, mental health, family, and substance abuse. Students also learn self-
efficacy skills to address barriers of learning with resiliency. The Advisory program also gives
students opportunities to learn different study-skill strategies and test-taking strategies.

2
Counselor 1
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 73
School X has placed a focus of building the school community during Advisory.
Teachers receive weekly PowerPoint lessons from an assistant principal that shares the specific
lesson to be discussed during Advisory. Part of each lesson is that students are encouraged to
share their “high” and “low” for the week. The “high” can consist of a great experience or event
that took place during the week. Students also share a “low” which can be a difficult, sad,
frustrating, or challenging experience that they experienced during the week. Students are
encouraged to listen and support each other throughout Advisory. AP1
3
explained through an
interview,
Advisory is really about family building, feeling attuned to the culture of the school, and
feeling like students have a place at the school. Advisory really this year has become a
place where we’re trying to develop the idea of community, raising the idea of Ubuntu, I
am because we are, as our guiding light, to develop that definition of community and to
refine it as we go.

The researcher was able to observe the family atmosphere that was practiced during
classroom observations. Students were seen supporting each other and listening to each other.
Students were able to interact with classmates and also receive guidance from their advisor.
Through document analysis, the researcher identified “family-oriented environment” as a
characteristic that School X promoted to the community.
Students that need more support outside of advisory time are able to meet teachers during
their Office Hours. School X required all teachers to set aside two days during the week where
students could meet with a teacher and receive additional academic or social support. Office
Hours allowed students to receive one-to-one support. School X also provides a program called
Read 180 to support student’s needs in literacy. For students that require additional support in
mathematics, a program called i-Ready is used.

3
Assistant Principal 1
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 74
Read 180 and i-Ready
Students that test low in reading are enrolled in the Read 180 program. Read 180 is an
online program designed to support reading comprehension, academic vocabulary, and writing
skills. Students are identified early on in order to receive academic support. Through
interviews, teachers shared that School X is faced with the challenge of serving students that are
coming to the school with low reading and writing skills. One English teacher (T1
4
) shared the
challenge of supporting all students through an interview,
We have a wide array of students at different levels. I think sometimes that can make it
difficult. I mean, you have kids who are coming in sometimes reading at a 3rd and 4th
grade level, but they’re in the same class sitting with other freshmen who are reading at a
9th and 10th grade level. So it can be definitely challenging to manage that.

Many students begin their academic career at School X with many gaps that teachers
need to address. Read 180 is able to differentiate instruction and meet the needs of English
learners and students with special needs. School X also utilizes i-Ready, an online program
designed to support students in mathematics. Students can take assessments through i-Ready to
assess areas of weaknesses. Teachers use i-Ready data to differentiate and provide instruction to
help students improve in the area of mathematics. Teachers also collaborate with one another
and share student data of how students are progressing. Much of the collaboration that takes
place at School X is done through professional development meetings.
Professional Development
School X places an important emphasis on effective and purposeful professional
development for teachers and administration. The Charter Management Organization (CMO)
that leads and guides School X provides ongoing professional development for administrators
and teachers to support students at School X. A critical component of the CMO that leads

4
Teacher 1
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 75
School X is to provide ongoing professional development to allow staff members to engage in
reflective practice that ultimately is designed to improve student achievement. An English
teacher shared how “Teachers are trained to constantly reflect on the strategies that are most
effective and strategies that are not so effective. Then, what kinds of strategies can be
experimented on to fill in those gaps and needs” (T2
5
). Professional development is also included
as part of School X’s 5-year renewal as a charter school. The renewal documentation for School
X stated that “Professional development opportunities will provide teachers time to inquire about
practice, study individual and group student data, develop best practices, and ensure
accountability for school-wide goals” (School X, 2017).
The first observation the researcher conducted at School X was during a “New Teacher
Orientation.” School X required all new teachers to attend a week-long orientation during the
summer. The orientation provides teachers with the opportunity to learn the culture, programs,
and practices of School X. The researcher observed the New Teacher Orientation and noted that
School X placed an important emphasis and value on caring for teachers and encouraging them
to be resilient. During the orientation, teachers completed a resiliency self-assessment. The
assessment allowed teachers to assess how well they were able to confront and manage various
demands, challenges, and problems that are found in the teaching profession.
The instructors at the orientation also shared four key factors of how educators can
manage stress and build emotional resilience. The four factors include: build community, know
yourself, create a plan for self-care, and a resilience-building skill. Building community involves
teachers leaning and supporting each other. Community is built through conversation, through
sharing stories, and listening. Knowing yourself requires a teacher to know their purpose and
mission as an educator. This requires that a teacher understand their personality and the ways in

5
Teacher 2
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 76
which it affects their work. Creating a plan for self-care involved teachers prioritizing sleep,
exercise, and a healthy diet. Finally, a resilience-building skill involved teachers noticing that
students are learning, persevering, and building community with each other. This skill allows
teachers to receive inspiration and encouragement despite encountering negative experiences in
the work place. Each factor was discussed in small groups which gave teachers an opportunity
to connect and share experiences with one another. One instructor also shared that teaching is an
“Emotional profession that requires teachers to build resiliency” (T2).
The researcher also observed the “Annual Teacher Retreat” that was held when teachers
returned from summer break. The retreat allowed teachers to reconnect with each other to build
community among all staff members. The principal of School X began the retreat by having all
staff members learn and sing a new song, “I’m from School X.” The principal led and
encouraged all staff members in singing the new song. Teachers participated and were observed
as being positive by smiling and encouraging one another. Teachers later reviewed the norms
that were established for the staff. School X has six norms that teachers and administration
jointly created: Do your fair share, communicate effectively, respect and value others, always put
students first, be solution oriented, and be a united front. Each of the norms were also written in
the staff handbook. Both collaboration and communication were evident during the “New
Teacher Orientation” and the “Annual Teacher Retreat.”
Teachers and administrators at School X value the importance of collaboration and
communication. Staff members were observed collaborating in small groups and discussing the
school’s mission and vision. This was further supported through an interview when T3 shared,
I think that the focus that teachers have when they come together during professional
development is different. It’s always a, ‘What can we do to help our kids?’ We see a
weak point, ‘Let’s figure it out.’ There’s problem solving that happens. It’s often caught
pretty early.
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 77

It was evident that teachers valued the importance of problem solving during professional
development meetings and the importance of reflective practice. This was further supported
through a teacher survey. Table 1 shows that 21 out of 22 teachers believed that professional
development activities are consistent with school goals. In addition, 20 out 22 teachers believed
that School X provides enough opportunities to grow professionally through professional
development opportunities. School X provides weekly staff development opportunities for all
teachers on Wednesday mornings, which is considered a late start for students. Weekly staff
development meetings are held for 90 minutes and topics are based on the assessment of student
needs and identifying areas of improvement for School X.
Table 1
Responses Regarding Professional Development

Statement
Strongly
Disagree

Disagree

Agree
Strongly
Agree
Not
Applicable
Professional development activities
are consistent with school goals. 1/22 15/22 6/22

The school provides enough
opportunities to grow professionally
through professional development
opportunities. 2/22 14/22 6/22

Different staff members periodically
lead professional development activities
for other staff. 3/22 13/22 6/22

Teachers at School X are also given opportunities to determine the specific types of
professional development topics that will be covered. Also, through professional development
meetings, teachers are given feedback on how they are performing. Table 2 shows the survey
results that teachers shared on the topic of monitoring of teaching and learning. Twenty out of
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 78
22 teachers believed that professional learning activities are based on assessment results. In
addition, 21 of out 22 teachers believed they receive regular feedback on their performance.
Table 2
Responses Regarding Monitoring of Teaching and Learning

Statement
Strongly
Disagree

Disagree

Agree
Strongly
Agree
Not
Applicable
Assessment results are used to
determine professional learning
activities. 2/22 15/22 5/22

Teachers receive regular feedback
on how they are performing. 1/22 10/22 11/22

Teachers provide feedback to each other
to help improve instructional practices. 3/22 13/22 6/22

The school gives teachers substantial
freedom to carry out lessons and activities. 10/22 12/22

School X also has professional development for administrators. The CMO that leads
School X provides professional development for administrators through Coaching and 95/5
Sessions. Coaching takes place twice a month and is focused on developing administrators in the
area of instruction. The CMO also provides 95/5 Sessions, which are based on the idea that
principals should spend 95% of their time onsite providing instructional leadership to the school.
The remaining 5% requires principals to be offsite attending trainings that are led by the CMO.
Principals and assistant principals attend a full-day of professional development once a month.
The sessions are focused on reviewing school data and problem solving as a whole group.
Summary of Findings for Research Question One
An analysis of the data revealed that School X has implemented specific programs to
focus on improving student achievement. Based on document analysis, observations, surveys,
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 79
and interviews, School X has implemented programs to meet the needs of all students through
Curriculum Skills, Advisory, and Summer Bridge. Each program is designed to support students
academically and prepare them to meet the school’s mission of being prepared for “College,
Leadership, and Life.” Also, through Read 180 and the i-Ready programs, teachers are able to
provide the necessary interventions to help students improve their academic readiness. Teachers
are able to target specific areas such as mathematics and literacy and adjust curriculum to meet
the needs of students. Teachers and administrators at School X value the importance of offering
interventions and programs in the daily schedule. Rather than offering a traditional bell
schedule, School X embeds interventions to support student academic growth. Teachers also
support students through Office Hours that are held weekly.
School X places an important emphasis on professional development for both teachers
and administrators. Through observations, interviews, and surveys, the researcher observed that
School X values purposeful and effective professional development. Through professional
development opportunities, staff members have opportunities of collaboration and
communication. Staff members recognize that ongoing professional development is needed in
order to meet the mission of the school. There are many opportunities for teachers to grow in
their practice through professional development meetings. Teachers also have a voice on the
specific topics that are covered during professional development meetings.
Results for Research Question Two
The second research question this study asked was, “What are the leadership practices in
an urban, outperforming nontraditional school?” This research question focused on the specific
leadership practices that were identified at School X through interviews, observations, surveys,
and document analysis. Leadership is an important factor that is valued at School X and is used
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 80
as one of the three core values that make up the mission of the school, “College, Leadership and
Life.” Teachers in leadership positions and administrators lead School X through a shared
instructional leadership team.
Shared Instructional Leadership
School X practices the use of a shared instructional leadership team. This team is
referred to as the Instructional Leadership Team (ILT) and meets on a weekly basis. The ILT is
made up of department chairs from each content area, two assistant principals, and the school
principal who leads the team. The ILT is responsible for developing and delivering professional
development for all teachers at School X. Many of the topics that are discussed in professional
development meetings are based on teacher surveys. The ILT then uses the surveys to develop
meaningful professional development meetings that teachers at School X can implement in the
classroom.
Through an observation, the researcher observed ILT teachers deliver professional
development for first-year teachers during a new teacher orientation. The topic that was
discussed during the orientation was “Emotional Resilience.” ILT teachers shared the
characteristics that make a resilient teacher. Leadership at School X is driven by leaders that
lead by example. Leading by example was further supported by a teacher survey where 20 out of
22 teachers believed that the leaders at School X led by example.
The survey also revealed that 19 out of 22 teachers agreed that School X provided a
pathway for leadership opportunities. In addition, 18 out of 22 teachers believed that school
leaders and administrators consider their viewpoints when making decisions. This was further
supported through an interview with C1 who stated, “I think everyone feels like they have a
voice.”
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 81
Table 3
Responses Regarding Leadership

Statement
Strongly
Disagree

Disagree

Agree
Strongly
Agree
Not
Applicable
The leaders at my school lead by
example. 2/22 15/22 5/22

The school provides a clear pathway
for leadership opportunities. 3/22 14/22 5/22

School leaders/administrators consider
various viewpoints when making
decisions. 4/22 13/22 5/22

School offers many leadership
opportunities for all staff members 2/22 12/22 7/22 1/22

Leaders/administrators hold staff
accountable for improving
student learning. 2/22 13/22 7/22

School Advisory Council
The School Advisory Council (SAC) consists of teachers, classified staff members,
parents, students, and administration. SAC meets monthly and is led by the principal. The SAC
committee reviews and monitors the school’s strategic plan. Students and parents are also given
opportunities to contribute to the school’s operations. SAC members may also provide input on
curriculum and instructional strategies, professional development, school budget, and the school
calendar. SAC is also responsible for developing solutions and making site-based decisions on
how the school should move forward.
Distributive Leadership
School X practices a distributive leadership style. This has led to teachers and staff
members taking on leadership roles. Through observations, the researcher observed how
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 82
teachers and staff are empowered to contribute to the school community. This was seen through
the professional development meetings and school observations. Administration relies on
teachers to participate in school-wide decision making. Teachers and administrators are actively
involved in supervision. Teachers are required to supervise different areas of the campus during
lunch and nutrition. This allows teachers to be visible throughout the campus and ensure the
safety of all students.
Table 4 shows the results of teacher surveys on the school’s vision and mission.
Practicing distributive leadership is part of the school’s mission where all staff members are
responsible for supporting student growth. All 22 teachers agreed that School X has a clear
mission and vision of supporting students through “College, Leadership, and Life.” This is a
distributive process that involves all staff members. Also, all 22 teachers believe that the staff
works beyond their official roles in order to help achieve school goals. Teachers working
beyond their official roles was further supported through an interview when a teacher stated,
“The teachers are just so supportive, and they genuinely care about the students, and they work
tirelessly” (T4). Through school-wide observations, the researcher observed teachers and
administrators practicing distributive leadership.
Table 4
Responses Regarding Vision and Mission

Statement
Strongly
Disagree

Disagree

Agree
Strongly
Agree
Not
Applicable
The school has a clear mission/vision. 15/22 7/22

The staff works beyond their official 12/22 10/22
roles in order to help achieve school
goals.

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 83
Summary of Findings for Research Question Two
The data collection revealed that School X practices effective collaboration and
communication in leadership. The ILT consists of teachers and administrators that collaborate to
provide purposeful instructional curriculum and professional development. Instructional
leadership at School X does not only come from administrators, but from teachers who play an
important role in determining what areas for improvement are needed in the classroom.
The SAC committee at School X allows various stakeholders such as parents, students,
teachers, and administrators to each have a part in contributing to the mission of the school.
School-wide decisions and budget plans are discussed during SAC meetings. This allows School
X to be transparent and have clear collaboration and communication to all stakeholders.
Distributed leadership was also observed through professional development observations
and school-wide observations. Teachers have leadership roles and are encouraged to voice their
concerns. School X does not have the belief that leadership only comes from administration;
rather each teacher is empowered and distributed leadership was practiced. Through interviews,
teachers and staff members expressed that School X values collaboration and communication.
C1 shared, “Every decision is truly collaborative here. And there’s no bad idea. Especially
when it’s in the best interest of the students.” All teachers are expected to share ideas and
solutions and come together as a whole.
Results for Research Question Three
The third research question this study asked was, “What are the cultural norms in an
urban, outperforming nontraditional school?” The researcher used document analysis,
interviews, observations, and surveys to determine the cultural norms that were practiced at
School X. During the first school visit, the researcher noticed a large mural of the school’s
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 84
mascot with “College, Leadership, and Life” written for staff members, students, and any
visitors to see. School X promotes a culture where all students are encouraged to attend college.
A college-going culture is evident as college banners are displayed in each hallway of the
campus. Students are surrounded with college banners as they transition from one class to the
next. School X places an important value of high expectations for students and staff members.
High Expectations
Through document analysis, the researcher identified that School X placed a great
emphasis on high expectations. Parents and visitors are able to view promotional flyers that are
located in the front office. These flyers promote School X as being a place where all students are
provided with a safe and high-quality learning environment. This flyer also stated that “The road
to college starts here” (School X, 2017). This was further supported through an interview with a
teacher that shared how “Visitors of the school are impressed with the academic rigor that we
provide” (T3). A counselor of School X also shared that students are required to complete 250
credits in order to graduate, while the state minimum is 220 credits. High expectations were
further supported through teacher surveys where 21 out of 22 teachers shared that they believe
that students are expected to achieve at high standards. Twenty out of 22 teachers also agreed
that all students are consistently challenged by a rigorous curriculum. High expectations are
valued and implemented through a culture of collaboration and communication that School X
has established.

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 85
Table 5
Responses Regarding Standards/Expectations of Nontraditional Schools

Statement
Strongly
Disagree

Disagree

Agree
Strongly
Agree
Not
Applicable
Students are expected to achieve at
high standards. 9/22 12/22

All students are consistently challenged
by a rigorous curriculum. 2/22 10/22 10/22

Collaboration and Communication
School X practices a culture of collaboration and communication among all staff
members. One of the norms that was agreed upon by all staff members was to “communicate
effectively.” This norm was listed in the staff handbook and in the school’s website along with
the following norms: Do your fair share, respect and value others, always put students first, be
solution oriented, and be a united front. The norms were also discussed during an Annual
Teacher Retreat where teachers were observed discussing the norms in small groups. Posters
were displayed with each specific norm and teachers wrote examples on post-its and placed them
on each poster. This led to small group discussions and eventually a whole group discussion
where teachers shared their examples and experiences with the staff norms.
Teachers and administration at School X are consistently collaborating and
communicating on best instructional practices to improve academic achievement. This was
further supported through an interview with T2 shared, “I’ve never seen collaboration like this
before, ever. I think that’s really powerful about this school site compared to other sites that I’ve
been at. It’s just always collaborative. Every decision is collaborative.” Teachers also
collaborate and communicate when students are having discipline or academic issues. Through
interviews, teachers shared that they come together as a group to discuss particular students that
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 86
are struggling and determine if a conference is needed. These conversations take place during a
professional development meeting or informally at a lunch table. One teacher expressed through
an interview that she observed a Spanish teacher and a Science teacher discussing the idea of
participating in cross-curriculum. The teacher expressed that she was amazed that two teachers
from different departments decided to collaborate while having lunch in the teacher’s lounge.
A culture of collaboration and communication was further supported through teacher
surveys. Table 6 displays the survey results that teachers shared regarding collaboration and
communication. Seventeen out of 22 teachers agreed that school staff are interdependent and
value each other. In addition, 17 out of 22 teachers felt comfortable sharing ideas with other
staff members. Nineteen out of 22 teachers agreed that the school supports and appreciates the
sharing of new ideas by staff members. Finally, 20 out of 22 teachers believed that teachers
regularly discuss teaching issues.
Table 6
Responses Regarding Collaboration and Communication

Statement
Strongly
Disagree

Disagree

Agree
Strongly
Agree
Not
Applicable
School staff are interdependent and
value each other. 5/22 12/22 5/22

I feel comfortable sharing my ideas
with other staff members. 4/22 14/22 3/22

The school supports and appreciates
the sharing of new ideas by staff
members. 3/22 13/22 6/22

Teachers regularly discuss teaching
issues. 2/22 13/22 6/22 1/22

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 87
The principal at School X also sends out a weekly email to all staff members to share
important events and activities that are taking place at School X. This allows staff members to
be aware of all activities that are taking place at School X. Staff members are also able to email
the principal and receive a quick response. T3 stated in an interview, “I could send the principal
at this school an email and get a response within 20 minutes.” The teacher also shared that the
administrative team is always visible and available. Through a school-wide observation, the
researcher was able to observe the principal and assistant principals visible and available during
passing periods and during lunch. The administration team was available and provided
supervision while speaking with students and teachers in the hallways. School X also
emphasizes a culture of being data-driven.
Data-Driven
School X placed an important focus on being data-driven to improve student
achievement. Based on interviews, observations, and surveys, the researcher identified that
being data-driven was highly valued at School X. Through an interview, a teacher shared that
School X is constantly looking at student data for ways to improve student achievement. School
X participated in the Smarter Balanced Assessment Consortium (SBAC) for English Language
Arts and mathematics. The SBAC is a statewide assessment that 11th-grade students complete
in California.
Based on document analysis from the California Department of Education website
6
,
School X had 83% of students that met or exceeded the standard for the SBAC in English
Language Arts in 2017. The state average for the SBAC in English Language Arts was 59%.
School X was significantly higher than the state. In mathematics, School X had 51% of students

6
Additional information withheld for confidentiality
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 88
that met or exceeded the standard on the SBAC, while the state average was at 32%. Table 7
below shows the SBAC results of School X from years 2015 to 2017.
Table 7
SBAC Results in English Language Arts and Mathematics of School X
2015 2016 2017
English Language Arts 87% English Language Arts 83% English Language Arts 83%
Mathematics 73% Mathematics 43% Mathematics 51%

Family Environment
Based on document analysis, observations, interviews, and surveys, the researcher found
that School X values a family-oriented environment. The researcher first observed that School X
promoted itself as a family-oriented environment through an outreach flyer that was displayed in
the front office. The flyer also shared that School X had effective and caring teachers. Through
observations, the researcher identified that having a family environment was a practice at School
X.
The researcher observed the Annual Teacher Retreat where teachers reconnected after
their summer vacation. During this retreat, teachers were placed in small groups that were
referred to as families. Each group, or family consisted of four to five members. All family
groups engaged in team-building activities and each group volunteered one representative to
compete with other family groups. Teachers encouraged each other and supported each other
throughout the activities.
School X is limited to a small student population to maintain a close-knit family
environment. The small setting allows every student to be recognized and acknowledged. T4
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 89
shared through an interview that the classes are small enough to allow teachers to check in with
students and see how they are doing socially and emotionally and not just academically. T3 also
shared how School X provides a caring family environment by sharing a personal experience,
I’ve had so many students ask me, ‘Do you love your job?’ I always ask back, ‘Does it
seem like I love my job? Because if not, then I shouldn’t be here.’ This one particular
student said, ‘I think every teacher here loves their job.’ I think that sums it up really
well. It’s definitely a family atmosphere. We all love the kids and care for the kids,
whether they’re in our current class or not.

A family environment was also confirmed through teacher surveys. Table 8 shows that all 22
teachers that completed the survey agreed that they care about all of their students. In addition,
19 out of 22 teachers agreed that staff members respect the diversity of all students. Teachers
also agreed that student interactions at School X are polite and supportive of one another.
Table 8
Responses Regarding Student Environment

Statement
Strongly
Disagree

Disagree

Agree
Strongly
Agree
Not
Applicable
Teachers show that they care about all
of their students. 11/22 11/22

The staff respects the diversity of all
their students. 3/22 10/22 9/22

Student interactions are polite and
supportive of one another. 18/22 4/22

Five formal classroom observations were conducted at School X. The observations
provided insight into the dynamics between students and teachers. In four out of the five
classrooms that were observed, students were sitting in groups of four. Groups were engaged
and collaborated with each other to complete class activities. One particular math class that was
observed had students solving complex number operations. Students in the group supported and
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 90
helped each other solve various math problems involving complex numbers. Students were also
observed as being polite and respectful to one another. One teacher also shared that visitors that
come to School X are always impressed with how nice and polite students are.
Based on observations, interviews, and document analysis, a smaller student population
has helped promote a safe family environment at School X. Students are able to approach
teachers and address any issues or challenges they are facing. A smaller environment has also
benefitted the staff. Teachers and administrators are able to work closely with each other and
build stronger relationships since there are only 29 teachers and three administrators. Teachers
are not only supportive to students but also supportive to their fellow colleagues. A first year
teacher at School X shared through an interview that when she’s had a bad day at work, staff
members are quick to notice and offer support.
School X also has a unique family culture in which alumni from the school return to offer
their services to the school. There are also former students that return to speak with their
counselors to get assistance with completing financial aid applications. A counselor that was
interviewed shared that School X is “Unique and is a true community in the sense that students
never want to leave but always return even after they have graduated” (C1). One particular event
where alumni return to School X is on College Day, a yearly event where teachers host
workshops and share their college experiences with students. School X eventually moved away
from having teachers host and share their college experiences to having former students of
School X host and deliver presentations. Teachers shared through interviews that having
students deliver presentations was much more powerful and meaningful for current students.
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 91
A family environment where teachers and students feel cared for has been the type of
community and culture that School X continues to promote. The principal at School X summed
up her belief for why School X has been successful with the following statement,
I think the reason why we’re successful is because there’s a belief that this is a family.
You know, when you feel like people love you and care about you, you’re willing to go a
little bit further, a little bit harder, to become stronger all together. And, I definitely think
that creating that sense is where the magic is.

Summary of Findings for Research Question Three
The staff at School X recognized that promoting an environment of high expectations is
needed in order to fulfill the mission of having students attend college. Not only are students
expected to perform at high levels, but teachers are also held accountable for high expectations.
College banners are displayed throughout the school campus to promote a college-going culture.
Students are challenged with a rigorous curriculum and are required to complete 250 credits
instead of the state minimum of 220 credits.
Collaboration and communication was seen as part of the cultural norm of School X.
Teachers were observed collaborating with each other during the Annual Teacher Retreat and the
New Teacher Orientation. Communication was also evident through weekly emails that were
sent by the principal. Through surveys, teachers shared that the administration team was
responsive and easily accessible through email or in person.
Being data-driven is also part of the school culture. Teachers and administrators are
constantly reviewing student scores to determine how students are progressing academically.
SBAC scores in English Language Arts and mathematics revealed that students were achieving
at high levels.
Finally, School X values a school community that is family-oriented. By having a small
student population, teachers are able to connect with students and develop positive and caring
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 92
relationships. Also, having a small staff allows teachers to have meaningful relationships with
one another. Having a small family-oriented school plays an integral role in shaping the culture
of School X.
Emergent Themes
A few themes emerged based on data collection that was conducted from observations,
interviews, surveys, and document analysis. The following are the four major themes that
became apparent during the findings.
Shared Leadership
School X empowered teachers and staff to prepare students academically, socially, and
emotionally. Teachers are involved in decision making and collaborate with administration on
curriculum and best instructional practices. Leadership at School X is not expected to rest
entirely on administration; rather, teachers and staff members are encouraged to participate and
share their voice. During staff meetings, teachers and administration discuss programs and
activities and agree on necessary goals and plans for continuous improvement. School X also
has the belief that each teacher is responsible and cares for all students, even if students are not
currently enrolled in their classroom. Teachers at School X led staff and professional
development meetings and also volunteered to lead various clubs during after school hours.
Family Environment
It was evident that School X valued a family-oriented environment. The small student
population allows teachers to connect and build positive relationships with their students. One
school counselor (C1) shared her experience when she first began working at School X,
I thought it was the strangest thing that every kid knows every staff member, and they’re
so close. It’s literally like a family. You know their siblings and you know their parents
by first name.
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Teachers and administrators are seen throughout campus encouraging and supporting
students. Classrooms at School X are designed for students to work in small groups to promote
student interactions and group work. School X also has many alumni that return to volunteer,
serve, and encourage current students. Having a family environment has also led School X to
establish high expectations for teachers and staff.
Reflective Practice
School X offered many opportunities for teachers to engage in reflective practice through
professional development meetings. The CMO that leads School X values and supports teachers
with engaging, reflective practice to improve teacher instruction. Teachers and administration
are encouraged to engage in reflective practice to ultimately improve student achievement.
School X’s principal shared through an interview that part of what makes School X so successful
is that teachers are reflective and are willing to do whatever it takes to support student’s
academic and social-emotional needs. The principal challenged teachers to dig deeper and be
reflective on teaching practices. Questions such as, “Do you actually believe what you’re doing
is the best way or did you learn it?” “What do you know?” “Why do you keep doing it?” “How
did you come up with this?” All are questions that are used to engage teachers in reflective
practice.
Collaborative Culture
School X practiced a collaborative culture where teachers and administration have
adopted a teamwork approach to serve and address the needs of students. Teachers are seen
collaborating with colleagues outside of their content areas to develop innovative curriculum for
students. Staff members are supportive of each other and a sense of transparency is evident
where teachers from different content areas are aware of what current curriculum is being taught.
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 94
Teachers are also supportive and collaborate with each other to address student discipline. Staff
meetings allow teachers opportunities to develop solutions for any negative student behavior.
Administration and teachers are involved during the discipline process and a teamwork approach
is evident.
Summary
The purpose of this study was to identify the factors present in a nontraditional,
outperforming urban K-12 school. This chapter included a discussion of the case study of an
outperforming, urban charter high school and the results of the three research questions that
guided this particular study:
1. What programs and practices are implemented in an urban, outperforming nontraditional
school?
2. What are the leadership practices in an urban, outperforming nontraditional school?
3. What are the cultural norms in an urban, outperforming nontraditional school?
Triangulation of the data came from observations, staff interviews, surveys, and
document analysis. Through the triangulation process, four themes emerged: shared leadership,
family environment, reflective practice, and a collaborative culture. Each theme was evident and
supported the mission of the school of “Preparing ethnically and economically diverse students
for college, leadership, and life. Chapter Five includes a summary of the case study and a
discussion of the implications and recommendations for further research on nontraditional,
outperforming urban K-12 schools.

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 95
CHAPTER FIVE: DISCUSSION
This case study presented the results of an outperforming, nontraditional urban charter
school in southern California. Chapter One provided the overview of the study and a discussion
of how schools in high-poverty communities struggle to serve and improve academic
performance for students. Chapter Two was a review of literature of outperforming schools and
shared the background, history, and current status of outperforming schools. Chapter Two also
included a discussion of the history and current status of charter schools. Chapter Three included
the methodology for this qualitative case study and the definition of the research questions that
were used to guide the study. Chapter Three also included a discussion of the population and
sample used for the study as well as the specific instrument tools that were used for data
collection. Chapter Four included the presentation of the results of the research questions and a
discussion of the emergent themes. Finally, Chapter Five presents a summary of this case study
and a discussion of the conclusions, implications, and recommendations for further research on
nontraditional, outperforming urban K-12 schools.
Purpose, Significance, and Methodology
The purpose of this study was to identify the factors present in a nontraditional,
outperforming urban K-12 school. Historically, students in high-poverty urban schools have not
performed well academically when compared to students in affluent communities. However,
there are nontraditional urban schools with similar low socioeconomic and demographic
characteristics that are outperforming traditional public schools. This study shared how
outperforming urban K-12 schools are addressing opportunity gaps among students in urban
communities.
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 96
The following three research questions were developed by twelve members of a thematic
dissertation group:
1. What programs and practices are implemented in an urban, outperforming nontraditional
school?
2. What are the leadership practices in an urban, outperforming nontraditional school?
3. What are the cultural norms in an urban, outperforming nontraditional school?
Despite the limited resources that many urban schools face in low-SES communities,
there are also schools that are outperforming and improving student performance. This study
provided research that impacts outperforming urban schools in America. This case study is one
of 12 studies that participated in studying the potential factors that impact outperforming,
nontraditional urban K-12 schools. Four emerging themes were identified through data
collection: Shared leadership, family environment, reflective practice, and a collaborative
culture. The emerging themes that were identified can serve as a model for other urban K-12
schools to replicate.
This study used a qualitative descriptive research method to identify the factors that
impact outperforming, nontraditional urban K-12 schools. This specific case study focused on a
high school charter school that was located in southern California. The researcher was the
primary instrument of data collection and engaged in data collection that took place over the
course of five months. Triangulation was used which involved collecting data from multiple
sources to eliminate any biases and ensure validity of the research. Data collection involved
observations, surveys, interviews, and document analysis. By using a qualitative research
approach, the researcher was able to collect a rich description and analysis of the data that was
collected at School X. After all data was collected, Creswell’s (2014) six-step data analysis
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 97
framework was used. This allowed the researcher to organize the data and generate themes from
the data collected.
Conclusions
School X has several programs and practices that have helped make the school be
successful. Two specific programs and practices that stood out at School X are the Advisory
program and professional development. Advisory, a class that is held weekly on Friday
mornings allows students the opportunity to receive academic and social-emotional support.
This is one of the programs at School X that has helped provide a family atmosphere where
students and teachers build meaningful relationships. Advisory gives teachers an opportunity to
check in with students and offer support and encouragement. Students are encouraged to share
their “highs” and “lows” for the week. This allows students and teachers to listen and offer
social and emotional support. By offering an Advisory class, School X is demonstrating a
nontraditional approach to serving and addressing student needs. Advisory is a place where
students can learn and build upon the positive family environment of School X. This is also a
place where students can feel as though they are connected to the school community.
Engaging in reflective practice continues to be implemented and maintained at School X.
Reflective practice was an important theme where teachers challenge themselves to improve
their teaching practices to better support students. Through professional development meetings
that take place weekly, teachers and administrators are able to engage in reflective practice and
collaborate on effective teaching practices at School X. Data is also used as part of the reflection
process for teachers and administration. Teachers also receive feedback on how they are
performing from administrators and department chairs during the weekly professional
development meetings and individual meetings with the principal. Reflective practice is seen as
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 98
a necessary component in order for teachers and administrators to meet student needs. Teachers
at School X come together and have a common focus on determining what students need in order
to be successful. Reflective practice is also part of the culture at School X where teachers and
administrators recognize that there is always ongoing collaboration and communication.
School X meets the criteria for a nontraditional school. It was evident that teachers and
administrators go above and beyond to serve students. Teachers and administrators collaborate
and communicate weekly and discuss areas of need. Transparency is valued among all staff
members and a sense of teamwork is practiced at School X.
One important factor that allows School X to remain an outperforming school is the
effective leadership from the principal. The principal at School X is very responsive and
supportive to teacher and student needs. The role of the principal at School X is to ensure that all
teachers and staff members are equipped and empowered to serve and meet the needs of all
students. School X has a principal that is very responsive and accessible to staff members and
students. The principal also practices a distributed leadership style where teachers are
encouraged to participate in leadership positions at the school.
The principal also fosters a family environment, a theme that was identified during data
analysis. By connecting with teachers and students and developing strong relationships, the
principal is able to promote a family environment where individuals feel welcome and valued.
Promoting a family environment and practicing a distributed leadership style allowed the
principal of School X to maintain the four emerging themes: Shared leadership, family
environment, reflective practice, and a collaborative culture. Teachers at School X understand
that the principal holds teachers accountable for student’s academic growth.

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 99
Shared Leadership
School X values shared leadership among staff members. Administrators are not the only
individuals responsible for leading and guiding the school. Instead, School X has a shared
leadership style where teachers are involved in decision making and collaborate with
administration on curriculum. School X practiced the belief that teachers have a responsibility
towards all students, regardless of whether a student is currently enrolled in a specific teacher’s
classroom. Teachers at School X are also expected to lead and facilitate staff and professional
development meetings. School X instilled a sense that all staff members have a leadership
responsibility for all students.
Family Environment
A family-oriented environment was evident throughout the school campus of School X.
This was fostered by having a small student population where teachers and administrators are
able to develop strong, healthy relationships with students. Also, School X only has 29 teachers,
which allows teachers to develop caring and supportive relationships with one another. Having a
smaller school environment allows teachers and administrators to be more accessible to students.
School X demonstrated a caring and nurturing environment for students which has led to many
students returning after they have graduated to volunteer and serve.
Reflective Practice
Reflective practice is an essential component to School X’s success. Engaging in
reflective practice is led and guided by School X’s CMO. First-year teachers are required to
attend a week long orientation during the summer to help teachers acclimate themselves to the
culture and programs that are practiced at School X. Reflective practice at School X challenges
administrators and teachers to maintain a focus on achieving the vision and mission of the
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 100
school. Teachers at School X recognized that reflective practice can be challenging and requires
teachers to often change or adjust their instructional strategies to adopt innovative strategies for
students. Also, reflective practice is seen as an opportunity to grow and improve as an educator.
Collaborative Culture
School X promoted a culture of collaboration and communication. One of the norms that
was agreed upon by all staff members was that every staff member is required to communicate
effectively. This norm was also listed in the staff handbook and the school’s website. Through
interviews, teachers shared the value of collaboration at School X. One teacher shared that every
decision is collaborative at School X. Allowing and encouraging staff members to freely engage
in collaboration led to staff buy-in and transparency among administrators and teachers. Clear
collaboration and communication also reduced any confusion among staff members. Teachers
and administrators could be observed sharing ideas and problem solving to improve student
performance. Teachers also understood and recognized the vision and mission that School X
aimed to fulfill–all students would be successful in college, leadership, and life.
Implications
The research shared that schools in urban communities struggle to serve and support
students. Despite the ongoing challenges and struggles that many urban schools face, there are
also outperforming nontraditional schools that are demonstrating success. School X is an
outperforming nontraditional school that continues to set a high standard for other schools to
follow. School X placed an important focus not only on academics, but also on supporting the
social and emotional needs of students. School X provides a nurturing and caring environment
by addressing the social-emotional needs of students. Students and parents recognize that
teachers and staff members care and are willing to go above and beyond to support students and
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 101
ensure that they are successful. Students also demonstrated their care and love for School X by
returning to volunteer and serve.
This case study confirmed that a positive impact on student performance takes place
when shared leadership aligns with a family-oriented environment and a collaborative culture.
School X has demonstrated what an outperforming, nontraditional urban school should resemble.
School X has a strong focus on fulfilling the mission and vision of the school. All staff members
understand that they are responsible for the success of all students.
School X is a nontraditional school that offers insight for other urban schools. The close-
knit family atmosphere offers a supportive and nurturing environment that is often not found in
larger public schools. There are only 29 teachers at School X which allows students to connect
and make meaningful relationships with their teachers. Students at School X know the names of
all teachers on campus, even if the teacher is not currently assigned as the instructor on a
student’s schedule. Students in larger urban traditional schools can often find it difficult to know
all teachers and have strong relationships when there can be faculty sizes of over 100 teachers on
a campus. By having a smaller student population and faculty, School X is able to foster deeper
connections and relationships. The strong, positive relationships encourage students at School X
to work hard and perform at high academic levels. Students at School X recognized that teachers
and administrators care and support them in not only academics, but also in their overall social
and emotional well-being.
Teachers new to School X are prepared through a week-long Teacher Orientation that
takes place in the summer. The orientation supports teachers and prepares them to add to the
ongoing success of School X. There is a clear focus on improvement at School X.
Administrators also receive support through coaching sessions that are held twice a month from
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 102
leaders within the CMO. This allowed administrators opportunities to gain valuable experience
from seasoned leaders. Administrators at School X often establish strong encouraging
relationships with their mentors. The positive relationships with CMO leaders have helped
administrators develop the confidence to lead with purpose and character. Effective leadership
from the CMO has allowed School X to create a positive school culture which ultimately led to
the themes that have given School X success: Shared leadership, family environment, reflective
practice, and a collaborative culture. Investing in teachers and administrators is seen as a
necessary component in order to impact student achievement.
School X continues to be a model for other urban schools to follow. The case study
identified four themes that have impacted School X: shared leadership, family environment,
reflective practice, and a collaborative culture. Each theme has allowed School X to remain
consistently focused on supporting all students. The themes that were identified through data
analysis can serve as a model for other urban schools to follow and replicate.
Recommendations for Further Study
This final section of this case study will address recommendations for further research on
outperforming, nontraditional urban schools. First, further analysis is needed on studying the
impact that school size has on student performance. School X has 29 teachers that are able to
provide a personalized and nurturing environment for students. By having a small faculty,
School X is able to collaborate and communicate more effectively to address the needs of
students. School X also has a total enrollment of only 636 students which allows staff members
to connect and develop meaningful relationships with students.
Second, School X recognized the importance of integrating a weekly Advisory class for
students. Advisory allowed teachers to check in with their students and support them socially
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 103
and emotionally. Advisory was also a time where students could build relationships with other
students while connecting and adopting the culture of School X. Students in urban schools come
to school with different challenges that students from suburban communities often do not face. It
is important to identify how an Advisory program, or similar interventions, prepares students for
success. Further research is needed to determine how much of an impact an Advisory program
has on students that attend urban schools.
Lastly, how are students that graduate from an outperforming nontraditional school
performing after high school? Students at School X are encouraged and motivated to attend
college and be successful in leadership and life. School X places a special emphasis for students
to attend college and visitors can quickly see how college is promoted throughout the school
campus. However, are students that graduate from outperforming, nontraditional urban schools
prepared to not only attend college, but complete and earn a degree in college? Further research
is needed to determine if students from outperforming, nontraditional urban schools are
graduating and succeeding in college.
The results of this case study provide additional insight on the factors that influence
outperforming, nontraditional urban schools. More importantly, the role the specific themes of a
shared leadership, family environment, reflective practice, and a collaborative culture have
played on an outperforming nontraditional school. This case study focused on an outperforming
nontraditional charter high school in southern California that continues to serve as a model of
success for other urban schools to follow.

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 104
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OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 113
Appendix A: 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?
q Administration q Teacher q Teacher with leadership role
q Classified staff q Other certificated staff
2) How many years have you worked in your current role?
q 0 – 3 q 4 – 7 q 8 – 15 q 16 or more
3) How many years have you worked at this school?
q 0 – 3 q 4 – 7 q 8 – 15 q 16 or more
4) Have you previously taught at any other schools?
q Yes q No
5) What is the primary reason you decided to work at this particular school? (Mark all that apply)
q Curriculum q Mission/Philosophy q Staff q Employment Opportunity
q Unhappy at previous school q Other
__________________________________________

BACKGROUND INFORMATION
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 114
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
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 115

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)
q Scaffolding q Direct Instruction q Differentiated Instruction q
Technology q Collaborative Learning q Hands-on learning q Project-based learning
q Other _______________________________
8) How is instructional content delivered at your school? (Mark all that apply.)
q Traditional Classroom q Small group q Independent Study q
One-to-one q Blended Learning q Distance Learning q Dual language
q Other ________________

9) How does student attitude toward learning compare to your last teaching experience?
q Better q About the same q Worse q No previous experience
q Not Applicable
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 116
5) What are the common discipline practices at the school?
q Detention q Rewards/Consequence Programs
q Parent/contact meeting
q Restorative Discipline q Office referrals
q Other _________________________
6) Which of the following clubs/activities/sports are offered at the school?
q STEM/STEAM q Visual arts q Performing arts q
Technology programs q Sports q Advanced
academics q 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
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 117
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?
q Portfolio model q Formal observation q Value-added model q Teacher
survey
q Parent/student survey q Informal Observations q None of the above
q 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
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 118

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.
q The school has many systems and structures in place that encourage and support
parent involvement.
q The school has some systems and structures in place that encourage OR support
parent involvement.
q The school has a few systems and structures in place that encourage OR support
parent involvement.
q 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
2) The school provides enough opportunities
to grow professionally through professional
development opportunities.
1 2
3 4 N/A

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 119
3) Different staff members periodically lead
professional development activities for other
staff.
1 2
3 4 N/A

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 120
Appendix B: Observation Protocol

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
○ Where are they; what are they doing
● Traits of leader(s)
● Leadership practice
● Decision making process
○ 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?

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 121
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):

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

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 122
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.)

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 123
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?

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

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 124
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

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 125
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
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?

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 126
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

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 127

Pictures

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 128
Appendix C: Interview Protocol
I. Introduction
Thank you for agreeing to participate in my study. I appreciate the time that you have set aside to
answer my questions. The interview should take about an hour.

Before we get started, I want to provide you with an overview of my study and answer any
questions you might have about participating. I am currently a doctoral student at USC and I will
be conducting interviews, surveys, and observations for my research. I have structured my line of
inquiry around organizational practices that narrow the achievement gap in outperforming non-
traditional urban schools.

Thank you for volunteering to participate in this study. I want to assure you that I am strictly
wearing the hat of researcher. This means is that the nature of my questions and observations are
not evaluative. I will not be making any judgments on how you are performing as an educator.
None of the data I collect will be shared with other teachers, administrators, or the district.

I am happy to provide you with a copy of the findings if you are interested. Do you have any
questions about the study before we get started? If you don’t have any further questions, I would
like to have your permission to begin the interview.

II. Setting the Stage
1. I am hoping we could start with you telling me a little bit about this year’s students that
you are serving here at the school.
2. Tell me about any specialized training you received to work with the students that you
serve.
3. What are some of the challenges and concerns the students bring to you?
4. How often do you meet with parents/guardians to speak on behalf of student’s academic
growth?
5. What are some of the instructional challenges that students encounter in the school?

III. Heart of the Interview (Interview Questions are directly tied to your Research
Questions)

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 129
Interview Questions
Questions RQ#1
What
programs and
practices are
implemented in
an 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?
• How are stakeholders
involved?

X
OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 130
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
benchmarks?
Numbers?)
X

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

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 131

IV. Closing Question (Anything else to add)
I am wondering if there is anything that you would add to our conversation today that I might not
have covered?

V. Closing (thank you and follow-up option):
Thank you so much for sharing your thoughts with me today! I really appreciate your time and
willingness to share. Everything that you have shared is really helpful for my study. If I find
myself with a follow-up question, I am wondering if I might be able to contact you, and if so, if
email is ok? Again, thank you for participating in my study.

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 132
Appendix D: Document Analysis

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

OUTPERFORMING NONTRADITIONAL URBAN CHARTER SCHOOL 133

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
● 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

Abstract (if available)

Abstract Urban K-12 public schools often face challenges that are not found in schools located in suburban areas. Students in urban schools are often not prepared to attend college and are more likely to drop out of high school. This is often the result of limited resources in urban schools, yet educators are expected to close the achievement gap and support all students in low-income areas. However, there are nontraditional urban schools with similar low socioeconomic and demographic characteristics that have accepted the challenge to go against the odds and prepare students for college and life. In this study, nontraditional schools are identified as either charter, magnet, alternative, online, or dual immersion schools. This qualitative case study examined the dynamics of School X, a charter high school located in an urban community in southern California. Through data analysis, four themes emerged from School X: Shared leadership, family environment, reflective practice, and a collaborative environment. This study examined how these four themes of an outperforming urban charter high school supported the academic and social-emotional needs of students.

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Asset Metadata

Creator Peña, Samuel Daniel (author)

Core Title Against all odds: a case study of an outperforming nontraditional urban charter school

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/03/2018

Defense Date 03/09/2018

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

Tag advisory,case study,charter,collaboration,Communication,culture,family engagement,family environment,leadership,nontraditional,OAI-PMH Harvest,outperforming,public education,qualitative case study,Relationships,shared leadership,Urban

Language English

Contributor Electronically uploaded by the author (provenance)

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

Creator Email samueldp@usc.edu,spena24@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-489386

Unique identifier UC11267259

Identifier etd-PeaSamuelD-6139.pdf (filename),usctheses-c40-489386 (legacy record id)

Legacy Identifier etd-PeaSamuelD-6139.pdf

Dmrecord 489386

Document Type Dissertation

Rights Peña, Samuel Daniel

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

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA