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Outperforming nontraditional urban school: a high school case study

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Outperforming nontraditional urban school: a high school case study

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Content Running head: OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 1
OUTPERFORMING NONTRADITIONAL URBAN SCHOOL: A HIGH SCHOOL CASE
STUDY

by
Nina Cherlyn Denson

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 2017

Copyright 2017 Nina Cherlyn Denson

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 2
Dedication
Without the consistent support and words of encouragement from my all the folks I consider
family, I do not think I would have made it through this program. With the love and pride they
expressed in me gave me the confidence to commit to the finish line.
I dedicate my studies to each of you. Your love and support carried me through some of the most
trying times I experienced during this process. I remember reciting, "I can do all things through
Christ that strengthens me” to help perpetuate the momentum that guided me to this place in my
life.
To my grandmother, the late Sally Gray, I thank you for believing in me and being an example of
strength. You truly cared for me beyond measures and ensured that I had the tools I needed to be
a successful young adult in my undergraduate studies. You encouraged me at a very young age
to pursue excellence in all that I endeavored. You taught me to be resilient, to stay focused, and
be proud of who I am. You assisted my parents in times that we struggled. In your absence, I
continue to relish in everything that you've said and you've done for me.
To my mother, Jacquelyn Denson, I acknowledge you for being the great woman of God that you
are, for being an example of a true giver, an unconditional loving individual who acknowledges
God in every area of your life. I'm thankful for your prayers. I'm thankful for your
encouragement. I'm thankful for you lifting me up at times where I felt like I just couldn't go any
further in this process. You are truly an amazing woman.
To my younger brother who I lost just one day after completing the first semester of this doctoral
program, Roderick Deshawn. I dedicate this study to you for always believing in me, for
encouraging me even at times when you felt down. You were an amazing young man and I'm so
disappointed you won't be there to celebrate with me at the end, but I know that you're cheering
me on in the clouds, and I commit to being the cheerleader to your children.
To my sister (Tawana), my dad (Robert), my niece (Jacquece), my nephew (Johnnie Stewart)
and Best friend/Cousin/Brother (Clifford Gray, Jr), I love you all. I hope the light and the path
that I have set before you guide your steps to the place of excellence in which you desire to
pursue. Thank you for believing in me. I believe in each of you.

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 3
Acknowledgments

I would like to thank the members of my dissertation committee: Dr. Stuart Gothold
(dissertation chair), Dr. Maria Ott, Dr. Kathy Stowe, and Dr. Dennis Hocevar; their guidance and
professional experience has help facilitate the successful completion of this program. A huge
thank you to my team Cindy Guardado, Angela Fajardo, Imelda Phillips, Kenneth Mirralles,
Manny Burciaga (honorary member), and the rest of the 2017 cohort. Thank you for welcoming
me and being a huge support in this process. This was a great journey and I am proud to have
traveled this road with you all. Fight On!
Last, I would like to acknowledge my Los Padrinos Family for your encouragement and
support. A heartfelt thank you to the staff of IPoly and the administrators who graciously
welcomed me and participated in this study.

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 4
Table of Contents
Dedication 2
Acknowledgments 3
List of Tables 6
List of Figures 7
Abstract 8
Chapter One: Overview of the Study 10
Background of the Problem 11
Statement of the Problem 11
Purpose of the Study 14
Research Questions 14
Significance of the Study 15
Summary of Methodology 16
Limitations and Delimitations 17
Definition of Terms 19
Organization of the Study 20
Chapter Two: Literature Review 21
Statement of the Problem 22
Historical Perspective 23
Nation at Risk 23
NCLB and Urban Schools 25
Race to the Top 26
Efforts to Address the Problem 27
Impact 28
Lack of Parental Involvement 28
Inadequate Funding 29
Gaps 30
Charter Schools 31
Summary 32
Chapter Three: Methodology 34
Research Questions 35
Research Design 36
Subject and Setting 37
Study Design 38
Protocols 40
Data Collection Approach 41
Chapter Four: Results 42
Research Questions 42
Methodology 43
Background of Yolie High School 44
Gaining Entry 46
First Visitation at the School 47
Participants 48
Observation 49
Interviews 50
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 5
Survey 50
Research Question One 50
Research Question Two 54
Research Question Three 56
Emergent Themes 58
Conceptual Model (Four Frames) 58
Summary 60
Chapter Five: Discussion 62
Purpose, Significance, and Methodology 62
Conclusions 64
Implications 66
Recommendations for Further Study 67
Conclusion 67
References 69
Appendix A: Research Design 74
Appendix B: School Selection Criteria 77
Appendix C: School Staff Survey 78
Appendix D: Interview Protocol 81
Appendix E: Observation Protocol 86

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 6
List of Tables
Table 1. Ethnic Distribution (%) 45
Table 2. Survey Results on Instructional Practices 52
Table 4. Survey Responses on Leadership 55
Table 5. Survey Responses on School Climate 57

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 7
List of Figures
Figure 1: Faculty experience in education 49
Figure 2: Key to nontraditonal school sustained success 59

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 8
Abstract
The purpose of this study was to determine and analyze the evidence of connection
between outperforming nontraditional urban schools and high academic achievement for
minority students. The factors examined in the study were instructional practices, leadership
practices, and school culture.
An outperforming nontraditional urban high school was selected for this study based on
the following: a consecutive graduation rate above the California state average for the last three
years, an A-G completion rate above the California state average, a dropout rate below California
state average and a consecutive passing rate on the California High School Exit Exam above the
California state average for the last three years.
This qualitative study examined organizational practices that narrow the achievement gap
in outperforming nontraditional urban schools. Identified in the study are the efforts to address
the achievement gap along with the impact the achievement gap had among diverse populations
and the solutions to these issues. The study analyzed high school completion rates, various test
scores, and A-G completion to determine outperforming criteria. Data collection was conducted
via surveys, staff interviews, document analysis, classroom and campus observations. The data
were triangulated to identify organizational practices that narrow the achievement gap in
outperforming nontraditional urban schools through the lens of instructional practices, leadership
practices, and school culture.
This study analyzed educational practices at a nontraditional urban. This study found that
a) Collaborative school culture is a key element for all departments, teachers, and students on a
daily and weekly basis to support student success; b) Communication is maintained regarding the
shared expectation that promotes the schools comprehensive perspective; c) Post-secondary
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 9
success was expected and communicated frequently; d) Student centered support system was
essential for the success of new and returning students; e) True Shared leadership, the
administration allowed the school leadership team to facilitate professional development and
take responsibility for educational gains as well as collaboration used to support staff and
students; and f) Student-centered learning methods of teaching that shift the focus of instruction
from the teacher to the student.

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 10
CHAPTER ONE: OVERVIEW OF THE STUDY
The educational expectation that every student is entitled to a free and appropriate public
education establishes the criteria for academic accomplishment void of barriers related to
socioeconomics, community make-up, and educational disability. Schools across the United
States, far too often, have to make up for environmental barriers to support eliminating the
achievement gap absent in affluent communities. The achievement gap has been defined by
various researchers and scholars as the measured disparity in academic achievement between
Whites and their racial and ethnic peers evidenced by test scores on state or national achievement
tests (Anderson, Medrich, & Fowler, 2007; Chenoweth, 2004; Lee, 2002; Lynch, 2006).
However, the achievement gap is not only defined by local and state assessments, but is also
measured in the comparison of high school dropout rates, the relative number of students who
enroll in college and honors-level coursework, those taking Advanced Placement exams, and the
number of students admitted to 2-year, 4-year, graduate and professional colleges (Ferguson,
2004; Ladson-Billings, 2006; Lee, 2002; Noguera, 2008).
Over the past quarter of a century, the success of our society has come to depend upon
the quality and effectiveness of our education system (Sandler, 2010). The quality of a public
education often delineates the possibilities afforded future generations. Unfortunately, more
common than not, education ranking noted the trailing educational strategies that result in the
United States receiving rankings below those of other countries. Therefore, students now
urgently need a skill set and knowledge base to succeed as global citizens (Darling-Hammond,
2010). Toward that end, this study identified an outperforming nontraditional urban school that
incorporated instructional strategies, leadership practices, and school culture to promote student
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 11
success. These strategies are a direct result of how one nontraditional urban school addresses
closing the achievement gap for minority students.
Statement of the Problem
For years, minority students’ achievement trailed behind that of their non-minority peers.
The continuous substandard achievement of minority students may have seemed suitable to
people who misunderstood the intellectual abilities of students from varying demographics, as
many people believe minority students are unable to perform at the same rate as their non-
minority peers on state tests (Quenemoen, 2009). Improving student achievement is a
complicated task. Many urban schools are not meeting minority students’ needs, but some
nontraditional urban schools so successfully meet them. Therefore, there needs to be deeper
research in regards to what is being done in these outperforming nontraditional urban schools to
yield success.
The purpose of this study was to address how outperforming nontraditional urban schools
address the needs of minority students. This study began with an examination of the history of
public educational policy and reform efforts to have an impact on schools leading to strategies to
sustain student success. While reviewing policies such as A Nation at Risk, NCLB and Race to
the Top these policies help address how the achievement gap continues in traditional urban
schools and the need to increase nontraditional urban schools to support student success. This
study identified practices that enhance learning in outperforming nontraditional urban schools.
Background of the Problem
California’s public education system serves over 6.2 million students (Ed-Data, 2015).
Research identified that we must not choose between quality and equality (Hauser & Anderson,
1991). For American schools to compete globally, the educational system must meet the needs of
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 12
all students. Therefore, the War on Poverty had a significant impact on narrowing the
achievement gap (Grissmer, Flanagan, & Williamson, 1998). Although poverty among
minorities decreased, the educational needs of all were not targeted.
In the 1980s, politicians, educators and business leaders campaigned to address
diminishing the fight against choosing between quality and equality, but to maintain a stance that
all students must learn. Over 30 years later, the achievement gap still exists, and politicians
continue to lobby to implement policy to address the needs of struggling students. In 2008 State
Superintendent of Public Instruction Jack O’Connell delivered his fifth annual State of Education
Address and unveiled an ambitious, comprehensive plan aimed at closing California’s pernicious
achievement gap between students who are White and those who are of color, minorities, and
students with disabilities. This study investigated the programs and practices that allow for
narrowing the achievement gap in nontraditional urban settings. Some schools have excelled at
making educational advances to promote student success. The achievement gap, which is defined
through literature as the persistent disparity in academic proficiency between various
demographic groups of students, continues to exist after decades of reform measures and
approaches in education (Fullan, 1991).
Attention to the achievement gap began during World War I when the U.S. Army
administered achievement tests to its recruits, and the results exposed a distinct difference in
proficiency between Black and White soldiers (Gardner, 2007). However, it was after World
War II that educational changes and increased access to higher education for minorities truly
began. Despite the narrowing gap in the 1970s through the 1980s and the reform measures such
as desegregation with the Brown v. Board of Education Supreme Court ruling, President
Johnson’s War on Poverty Initiative with the ESEA Title I program, and the No Child Left
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 13
Behind (NCLB) Act of 2001, the achievement gap still exists. The public was educated on the
status of education through landmark reports including the Coleman Report of 1966 and A
Nation at Risk of 1983. These reports sparked pressure from the public for school improvement
and student achievement.
There remains much work to do to close the achievement gap between White and Asian
students and minority, poor, special education students and English language learners. The
literature revealed a large amount of research identifying causal factors related to students’
achievement. This was dissected into key elements, outlining four factors: adequate finances,
quality educational programs in urban communities, parental involvement, and program
sustainability. Work must be done to bring qualified, highly effective teachers to the schools
where a rigorous curriculum is taught, where high expectations are demanded, and where the
environment to learn is safe to create a place where students are supported and encouraged by
teachers. This study examined one outperforming nontraditional urban school that has sustained
the success of minority students, which resulted in closing the achievement gap.

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 14
Purpose of the Study
According to Harris and Herrington (2006), education is the great American equalizer.
The achievement gap, as we know it today, is more than just an educational inequality. It has
created socioeconomic inequality within the population. The problem must be addressed as a
societal goal. The allowance of lagging performance among our poor and minority students will
have a negative impact on the country exceeding that of the great recession (Hernandez, 2012).
The findings of this study contribute to an understanding of issues related to student
achievement. The study identified organizational practices that close the achievement gap for
minority students. Educational leadership can find this study useful as it describes specific
leadership practices associated with improved student performance in successful schools.
Although the study focused on minority students, the school where data were gathered proved
successful in educating students from all socioeconomic backgrounds and ability levels.
Policy makers concerned with student academic success can find the answers to this
study useful. A major focus of the study was instructional practices in outperforming
nontraditional urban schools. Despite the study’s setting being a nontraditional urban school, the
findings can be useful to other schools with similar characteristics. School administrators seeking
to promote a positive and constructive school culture that enables student achievement within the
classroom and the school as a whole may find this study useful considering the data on school
culture discovered in outperforming nontraditional urban schools.
Research Questions
The research questions aimed at providing descriptive information about what occurred
and were used to provide detailed information about the practices observed at the high school
selected for this study. A thematic dissertation team met over the course of one year and
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 15
developed the research questions to support focusing the team’s study. The team collected
research on the factors that had a positive impact on student success and narrowed the findings to
three key areas: leadership practices, school culture, and instructional practices. This study
specifically focused on answering the following questions:
• What instructional practices exist in outperforming nontraditional urban schools?
• What leadership practices exist in outperforming nontraditional urban schools that
address the achievement gap?
• What is the school culture in outperforming nontraditional urban schools?
Significance of the Study
In an era of increased accountability, NCLB’s ultimate goal was that all students obtain
academic proficiency, and teachers and leaders in education are charged with closing the gap
while, at the same time, raising all students’ academic proficiency. Academic support included
instructional practices, programs, and organizational structures that are intended to challenge
students to excel academically. To meet the academic requirements of NCLB, schools provided
academic support to underperforming students.
Therefore, the precedent was established that all children can achieve. However, leaders
of urban schools faced great challenges in their settings and, still, in today’s educational
programs. The way in which school leaders respond to those unique challenges produces varied
results in student achievement. An important reason for this study was to identify characteristics
and implementation of leadership practices, school culture and instructional strategies that
support high student achievement. This study contributes to the existing research in education by
providing insight to combinations of leadership practices, programs, and culture for urban
schools that proved to have a positive impact on student achievement.
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 16
Currently, there are urban high schools with large subpopulations of racial and ethnic
minorities, socioeconomically disadvantaged students, English learners, and students with
disabilities who have exceeded expected outcomes, which have sustained success in closing the
achievement gap over a period of 3 or more years. By uncovering the factors to their success,
other schools and districts may gain valuable insight into closing the gap with similar
populations.
This case study was one of five thematic dissertations within a cohort of doctoral students
studying factors, including cultural practices, and instructional practices and leadership styles,
which may contribute to academic success in a high-performing urban high school.
Together with the cohort, this study examined factors that sustain success in narrowing the
achievement gap at an urban high school while other members of the group also examined high
school settings. Together, these case studies contribute to a developing body of research linked to
increased levels of student achievement in urban high schools. School practitioners, both at the
site and district level, may discover these findings apply to their campuses or districts.
Summary of Methodology
A qualitative research methodology was selected for this study. The study includes a
survey, interviews, observations, and review of documents. Data were collected from multiple
sources. First was a review of public documents such as the WASC self-study, the school’s
single plan for student achievement, its charter petition, the local control accountability plan, the
professional development calendar, staff meeting/training agendas, the master schedule, the
mission/vision statement, classroom artifacts, lesson plans, and assessment data served to
provide a complete view of the school. This provided the researcher background knowledge
before entering the school. When specific documents such as recent test score or professional
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 17
development calendar were not available online, the documents requested were obtained with
assistance from school personnel. In addition, a one-time, three-section survey with specific
questions relating to instructional strategies, leadership skills, and school culture was the
researcher’s focus. The survey took approximately 20 minutes to complete.

The third source of data were one-time, approximately 60-minute interviews at locations
convenient to the participants. Key participants were staff, faculty, and school site personnel.
The interview included questions regarding instructional strategies, leadership skills, and school
culture. At the request of the interviewer all interviews were recorded. Transcription of the
interview, whether recorded or written, was the responsibility of the interviewer or designees.
Limitations and Delimitations
Limitations recognized in the study:
• The sample was small, limited to only one urban high school.
• The only significant ethnic minority subgroup for this urban high school was
Hispanic/Latino. The subpopulations for African American students were too small to be
significant.
• The findings were limited to one urban high school, and may not be generalized. The
study did not allow comparing or contrasting with other urban high schools of similar
demographics and achievements.
• Observations, surveys and interviews were conducted over a limited period equaling four
months, not allowing the researcher to observe dynamics that may have occurred during
the second portion of the school year.
• Observations were subject to the researcher’s interpretation and inherent bias.
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 18
• The researcher was led to assume that all participants were truthful and forthcoming in
their answers.
• The validity of the study was only as reliable as the instruments used.
Delimitations recognized in the study:
• The site was purposefully selected based on predetermined criteria including (1)
immigrant/minority students, English language learners, having low socioeconomic
status, having at least 40% of the population receive free or reduced-price lunches, and
Title I status, (2) the school included significant minority subgroups of 100 or more
students or 15% or more of the population, and (3) the school met or exceeded state
averages for a period of 2 or 3 consecutive years.
• The study was confined to one urban high school in Los Angeles County, California.
• Although this study is one of five case studies conducted by a doctoral cohort at the
University of Southern California, transferability of the findings for this study is limited.
• While surveys were given to the entire staff, less than all were returned, and, therefore,
the sample may not represent the opinions and views of the staff as a whole.
• Interviews were conducted with a sample of administrators and teachers who may not
represent the views or opinions of the entire staff.
Assumptions recognized for this study:
• Data collected via the California Department of Education were accurate and valid
regarding the school’s academic performance index, free or reduced-price lunch
participants, and state and similar schools ranking.
• Data collected via the district website and student accountability report card were
accurate and valid regarding the school’s demographics.
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 19
• Data collected from administrators and teachers were valid representations of
participants’ experiences.
• The researcher assumed that factors such as leadership strategies, school cultural,
instructional practices contributed to student achievement.
Definition of Terms
• Academic Performance Index (API). A method of summarizing test scores results into
one number ranging from 200 to 1000, with 800 being the state defined goal. The “API
score” is then used to rank schools among all others in the same type category
(elementary, middle, high) and, separately, among the 100 schools most similar in student
demographics, teacher qualifications, and other factors (EdSource, 2007).
• Achievement Gap. A consistent difference in scores on students’ achievement tests
between certain groups of children and children in other groups. There is a strong
association between poverty and students’ lack of academic success as measured by
achievement tests. And, while poverty is not unique to any ethnicity, it does exist in
disproportionate rates among African Americans and Hispanics, and among English
learners. The reasons behind the achievement gap are multifaceted. They do, to some
degree, stem from factors that children bring with them to school. However, other factors
that contribute to the gap stem from students’ school experiences (EdSource, 2009).
• California High School Exit Exam (CAHSEE). A state exam that California public high
school students, beginning with the class of 2006, must pass to graduate. It is a pass-fail
exam divided into two sections: English language arts (reading and writing) and
mathematics. The test is taken by sophomores, juniors, and seniors. Once students pass a
section of the test, they do not take that section again (EdSource, 2009).
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 20
• Culture: A distinctive pattern of beliefs, values, practices, and artifacts, developed over
time, which defines for organizational members who they are and how they do things
(Bolman and Deal, 2008).
Organization of the Study
This study was divided into five chapters. Chapter Two presents a review of the literature
and related research. Also presented is a historical context of the United States government’s role
in providing a means and educational policies to address reducing the achievement gap for
children of low socioeconomic status and practices that have been shown to reduce the gap.
Chapter Three explains the research design, conceptual framework and model, descriptions of
the sample population, and a description of the process used for data collection and analysis.
Chapter Four describes the findings of the study, including analysis and interpretation of the
findings. Chapter Five includes a summary of the findings, conclusions, and recommendations
for future research.

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 21
CHAPTER TWO: LITERATURE REVIEW
The purpose of this study was to examine the factors that allow outperforming
nontraditional urban schools to narrow the achievement gap and meet the needs of minority
students. This study examines the policies that support sustaining success in closing the
achievement gap at one urban school. Through researching the instructional practices used in
outperforming nontraditional urban schools, the research team identified the leadership practices
and documented the school climate that promotes student success in outperforming
nontraditional urban schools. Many urban schools have demonstrated a deficit in the practices
through which they address the needs of students from various demographics (Ladson-Billings,
2006). The specifics involved closing the achievement gap are unclear. Nevertheless, there are
nontraditional urban schools that have demonstrated significant gains in student achievement for
students from various demographics.
Historically, Grissmer et al. (1998) concluded, it is likely the civil rights and War on
Poverty movements had the greatest impact on the narrowing of the achievement gap in the
1970s and 1980s, as students at that time were the first generation to benefit from programs to
level the playing field. The achievement gap was narrowed significantly with respect to the
1970s and 1980s (Jencks & Phillips, 1998), yet poverty among Blacks, Hispanics and students
with varying needs were discovered. Researchers (Hauser & Anderson, 1991) contradict the
claim that poverty is a strong determinant of the achievement gap between White students and
minority students and asserted race was the determinant. To address the educational needs of all
students in the1980s, politicians, educators and business leaders believed that we must not
choose between quality and equality. This was a time when American schools were asked to
raise their expectations so that all students might learn more. This time was a decade in which a
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 22
consensus developed that America could not afford to neglect its schools, nor any part of the
rising generation.
Important factors of education expectations are delineated in the California Education
Code. California education code 51100 notes that all students have the authorization to attend
public schools as an essential part of parents and school-aged children’s rights. Therefore, it is
important to involve parents in the process of developing an equitable system of public school
education meeting the needs of all demographics. Research concluded that early and sustained
family involvement at home and in school results in both improved pupil achievement and in
schools that are successful at educating all children while enabling them to achieve high-
performance levels. Family and school collaborative efforts are most effective when they involve
parents and guardians in a variety of roles at all grade levels, from preschool through high
school. Many schools failing to meet the needs of students often have very limited parental
involvement. Successful schools have parent participants in the education process. Both the
student and school benefit when schools genuinely welcome, encourage and guide families into
establishing equal partnerships with schools to support pupil learning.
Statement of the Problem
For years, the achievement of minority students has trailed behind the achievement of
their non-minority counterparts. The continuous substandard achievement of minority students
may have seemed suitable to people who misunderstood the intellectual abilities of students from
varying demographics, as many people believe minority students are unable to perform at the
same rate as non-minority peers on state tests (Quenemoen, 2009). Improving student
achievement is a complicated task. While many urban schools are not meeting the needs of
minority students, some nontraditional urban schools have successfully met them. Therefore,
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 23
more studies are needed in regards to what is being done in these out performing nontraditional
urban schools to yield success. The purpose of this study was to address how outperforming
nontraditional urban schools address minority students’ needs. This study began with an
examination of the history of public educational policy and reform efforts to impact schools that
lead to strategies that allow schools to sustain student success. Reviewing policies such as A
Nation at Risk, NCLB and Race to the Top helps address how the achievement gap continues in
traditional urban schools and the need for nontraditional urban schools to support student
success. This study identified practices that enhance learning in outperforming nontraditional
urban schools.
Historical Perspective
The following section introduces key historical events that had an impact on minority
students and their education. Education is a fundamental right as defined by the Constitution of
the United States and the federal government. The decision in Brown v. Board of Education of
Topeka was announced in 1954 changed the course of education, promising the end of inequality
of resources available for black students (Cross, 2004). Although this case became a staple for
educational change, much was left on the courtroom floor, and the need for further educational
development was discovered. Recognizing the central role that education plays in our society,
the California legislature enacted numerous laws designed to promote equality in educational
opportunities and to safeguard students against discriminatory practices in public schools
providing educational services.
Nation at Risk
As education continued to reform, federal and state budgets realigned to allocate
additional resources. Despite the additional financial support, the gap in academic achievement
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 24
remains wide. Regardless of race, class, physical, mental ability or economic status, all students
are entitled to a fair chance to learn. All are equally entitled to the tools for developing their
individual power of mind and spirit. Our society and its educational institutions seem to have lost
sight of the basic purposes of schooling and the high expectations and discipline efforts needed
to attain them (National Commission on Excellence in Education, 1983). As we prepare students
with skills to compete on a global level, we must prepare them for excellence. Excellence
characterizes a society that has adopted these policies, for it will be prepared, through the
education and skill of its people, to respond to the challenges of a rapidly changing world
(National Commission of Excellence in Education, 1983).
In response to the concerns of excellence and the quality of the schools, the importance in
the nation’s declining economic and intellectual competitiveness, President Reagan appointed a
National Commission on Excellence in Education (Webb, 2006). Its report, A Nation at Risk:
The Imperative for Educational Reform of 1983, in strong and stirring language described a
“rising tide of mediocrity in education” and declared that it would have been seen as “an act of
war” if any unfriendly power had imposed our education system on us. As it stands, we have
allowed this to happen to our educational program. We have wasted the advances in achievement
made in the time of the Sputnik challenge. Had we not implemented educational change in
society, we would continue to see an influx in functionally illiterate adults, students performing
significantly below grade level and a decrease in students attending post-secondary college or
vocational programs.
The impact of school reform influenced how American schools are operated and funded.
Students in American public schools enjoy a free compulsory education. For almost two
centuries, the public schools had been expected to promote citizenship, cultivate the moral and
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 25
social development of students, and unite diverse groups into one nation (Webb, 2006).
According to DuFour, Dufour, and Eaker (2008) the history of public education in the United
States is basically the history of repeated attempts to transform schooling in this country. As
“Americans have translated their cultural anxieties and hopes into the dramatic demands for
educational reform” educational leaders continue to struggle to the growing demands of
American students. (Tyack & Cuban, 1995). In the past fifty-years, the notion that the nation’s
system is broken and needs to be fixed has been a recurring political theme (National
Commission on Excellence in Education, 1983), and the governors’ summit that created “Goals
2000” is just one event that fueled the call for the overhauling of American schools (DuFour,
DuFour, Eaker, & Karhanek, 2010).
NCLB
Education, traditionally, is a function of the state. However, in the last four decades,
federal involvement has dramatically increased its role in education. With the lack of academic
progress in schools since the 1980s, the gap in performance levels widening, and the unfavorable
effects undereducated citizens could have on the nation, there was turmoil caused by the public’s
lack of accountability for schools and student outcomes. NCLB highlights the academic
achievement gap. NCLB defined the achievement gap as the performance difference on
standardized tests between minority students and students from low-income households as
compared with non-socioeconomically disadvantaged and non-minority students. California
extended the definition of the achievement gap as the performance difference between African
American, Hispanic, socioeconomically disadvantaged, special needs, and English learner
students as compared to White, Asian, and non-socioeconomically disadvantaged students (U.S.
Department of Education, 2009). NCLB stemmed from the public pressure. Under this
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 26
legislation, high-stakes student assessments were implemented, and it was expected that, by
2014, the results of the measure should show 100% proficiency for all students in both reading
and mathematics, thus closing the achievement gap and solving the country’s economic and
societal woes related to the future work force. NCLB measured progress annually with its
adequate yearly progress accountability system. This system of measurement determines whether
each public school or local educational agency is making adequate yearly progress for all groups
of students. NCLB represents a national commitment to raising student achievement by working
harder to close gaps between groups of students and equip our youth with the skills and
knowledge needed to participate in the global society (Education Trust, 2005).
The key historical events discussed in this section display the changes and improvements
of the American education system, especially for minorities. There is still work to be done as the
existence of the achievement gap remains. The achievement gap was evident in most public-
school systems and presented a complex and multifaceted dilemma. Much educational research,
data, and literature indicated that this historical academic achievement gap between
socioeconomic classes, different races, and ethnic groups continued to grow in prominence
despite many efforts and governmental mandates intended to reduce it. The achievement gap
continues to persist between minority and non-minority groups in the United States and there are
growing gaps even among urban students.
Race to the Top
The next section of this chapter identifies causes or influences related to student
performance and the achievement gap. The federal government enacted laws directed at
improving the education of students of color and of lower socioeconomic status. One of these
programs was the Obama administration’s Race to the Top (RTTT) competitive grant program.
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 27
In the broader context of the debate, NCLB shifted the debate to intergovernmental relations
around education to activate educational progression through a financial advantage. RTTT is
essentially about creating political cover for state education reformers to innovate and help states
construct the administrative capacity to implement these innovations effectually. The program
has had a substantial impact on the national political conversation around education and pushed
many states to propose or authorize important policy changes, predominantly around charter
schools and teacher-evaluation processes. However, we should remain realistic in our
expectations about what RTTT can achieve. Although the program’s approach may be different
from that of earlier federal education programs, many of the political and institutional
complications to sustaining meaningful reform at the federal and state levels remain largely the
same.
Efforts to Address the Problem
This section outlines the solutions or innovations that have taken place to address the
problem. Nontraditional schools and other types of alternative education ideas are recommended
not only by current and past U.S. presidents, but also by the education departments of 41
different states and the District of Columbia and a growing number of charitable organizations
(Stetson, 2013). Policy makers have endeavored to use a variety of solutions to address the
problems confronting America’s urban schools. NCLB redefined the government’s role in the
educational system, which was guided by four basic principles: (1) stronger accountability for
results, (2) increased flexibility and local control, (3) expanded options of choice for parents, and
(4) emphasis on teaching methods that have been proven effective (Seaton & Dell’Angelo,
2007). Successful charter schools have a growing ethic of care in the school setting.
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 28
It is clear from the literature that a variety of factors influence and cause the
achievement gap. The question now is whether schools have been able to utilize this information
and close the gap between different student demographic groups. Programs such as RTTT put
organizational structures into place to collaborate with districts to accelerate educational change.
Budgets were realigned to fund adequate professional development as school districts anticipate
making the adjustment with Common Core State Standards. While many states may have missed
the mark when applying for the RTTT grant, the achievement gap still exists. While some
schools in poor, diverse, urban areas made gains in closing the achievement gap, much still needs
to be done. Therefore, a look at nontraditional schools will allow districts officials, site
administrators and teachers to be attentive and listen to student needs beyond academic
expectations (Seaton & Dell’Angelo, 2007).
Impact
Lack of Parental Involvement
A collaborative approach to educational development would help reduce the
achievement gap. More districts must work on enhancing their level of parent involvement.
Darling (2008) encouraged teachers to help parents with reading strategies for their children.
Integrating parents into the academic setting advances literacy levels. One of the biggest
dilemmas schools faced was the way in which they got parents involved. Most parent/teacher
organizations, for example, consist of White, middle-class or educated parents. The key to
minority parental involvement is empowerment. Empowering low-income or minority parents to
work together would provide a chance to eliminate feeling like an outsider. Research suggests
that non-minority families had an unfair advantage in many classrooms. Many teachers may have
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 29
unspoken expectations of their students’ behavior based upon expected parent behavior (Kugler,
2002).
Inadequate Funding
The lack of quality schools for students in the urban community is a contributor to the
achievement gap in terms of poor minority children. A factor that possibly contributes to this is
the inadequate funding of urban minority schools (Darling-Hammond, 2007). The United States
lags behind in quality of educational opportunities for minority children. As the educational
funding system moves toward the local control funding formula (LCFF), California is making
strides to disband the disparity in funding for all public schools. The California Department of
Education (2015) explained the LCFF:
The local control funding formula (LCFF) was enacted in 2013–14, and it replaced the
previous kindergarten through grade 12 (K–12) finance system which had been in
existence for roughly 40 years. For school districts and charter schools, the LCFF
establishes a base, supplemental, and concentration grants in place of the myriad of
previously existing K–12 funding streams, including revenue limits, general purpose
block grants, and most of the 50-plus state categorical programs that existed at the time.
For county offices of education (COEs), the LCFF establishes separate funding streams
for oversight activities and instructional programs.
History has shown the funding disparity is evident, as “the wealthiest 10% of school districts in
the United States spend nearly 10 times more than the poorest 10%, and spending ratios of 3 to 1
are common within states” (Darling-Hammond, 2007, p. 320).
Lack of funding has a direct impact on a school’s resources to maintain and sustain
programs to prevent an increase in the dropout rate. National data shows that the high school
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 30
dropout rate among Latino students in the 2012–2013 year was 13.6 % higher than that for
Blacks by 7.3% and that of Whites by 5% (National Center for Education Statistics [NCES],
2012). According to the California Department of Education, the class of 2012–2013 showed a
dropout rate of 21.6% for English language learners in comparison to all groups (California
Department of Education, 2014, March 4).
Gaps
According to Carpenter and Ramirez (2007), the dropout rate is not only dependent on
achievement on a test. There are dropout behavior gaps that can be examined by looking at gaps
within groups, not just as a comparison between White and minority groups. Some indicators
that have been identified to as contributors to dropout behaviors are being held back and
suspension from school. Among White and Black students, the common dropout indicator is
parental involvement (Carpenter & Ramirez, 2007) The multiple gaps that can be analyzed in
identifying dropout challenges are socioeconomic status, access to quality educational programs
for special education students and parent involvement (Carpenter & Ramirez, 2007). According
to the data presented by NCES (2015), there is significant growth of charter schools opening
nationwide. From 1999 to 2000, the percent of public charter schools increased, and, between
2012 and 2013, the percent increase from 1.7% to 6.2%. Student enrollment grew from 1,500 to
6,100 students. In 2012 to 2013, the number of students enrolled in charter schools was 471,000,
which represents 8% of the total public school enrollment in California (NCES, 2015). The
NCES (2015) reported that the demographics of students enrolled in charter schools were those
of Hispanic and high poverty. The percentage of Hispanic students enrolled in charter schools
between 2012 and 2013 increased from 20% to 29%. Another ethnic group that shows growth in
charter enrollment is Asian/Pacific American students: from 3% to 4%. Participation in the free
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 31
and reduced-price lunch program, which is an indicator of high poverty, is higher in charter
schools than in traditional schools: 36% in charter schools compared to 23% in traditional
schools.
Charter Schools
In 1988, Ray Budde and the American Federation of Teachers popularized the idea of
charter schools which resulted in educational reform under the belief that teachers would have
more control over the educational environment. Charter Schools are one of the fastest growing
educational innovations in the United States (Renzulli, 2005). The implementation of charter
school broke the monopoly of traditional public schools (Martin & Kerchner, 2007).
The National Alliance for Public Charter School notes the definition of charter schools as
public schools of choice, state-funded, privately managed by an organization of charter and
accountable to public bodies for results (Stetson, 2013). Charter schools are envisioned as
providing a high-performance alternative to traditional bureaucratized, top-down public school
systems (Martin & Kerchner, 2007). In 1991, the charter school movement was born, and
Minnesota made National news as the first state to pass legislation that would allow for a new
type of public school (Stetson, 2013).
Before 1990, charter schools did not exist. As of 2012, 5611 were operating in the United
States (National Alliance for Public Charter Schools, 2012). The number of charter schools in the
United States expanded 14% since 2002 (Renzulli, 2005). National studies of the charter school
have shown that autonomy is a primary motivation for the founders of charter schools (Renzulli,
2005). The US Department of Education’s The State of Charter Schools: 2000 (Nelson et al.
2000) stated that the principal motivation for founding a charter school was school choice and
vision that could not be realized in the traditional public school system. Charter schools have
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 32
achieved extraordinary results with disadvantaged students (Hassel, Hassel, & Ableidinger,
2011).
Charter schools have typically been independent public schools managed by a group of
financiers, parents, teachers, educators or an organization under an approved contract with a state
or a district (Aud et al., 2011). It was proposed that, if teachers were released from existing
regulations and authorized to operate a school, they could search for innovative approaches to
teaching. It was also noted that school board members would have easy access to information
related to the school programs and students could take more responsibility for their education.
In fact, Weiss (2011) reported that more than 15 states removed the limits for the number of
charters and enrollments during the three years prior to this study. According to the Center for
Research on Education Outcomes, in 2013, the charter school movement was moving forward
across the nation. The increase in the number of students enrolled in charter schools since 2009
is more than 80%. Despite this growth, Hanushek (2006) noted there was resistance on two
different levels against the expansion of charter schools. At the school level, the resistance came
from traditional public school employees who questioned the competition. At the state level, the
resistance stemmed from those who feared creating unfair competition between schools.
Hanushek (2006) observed tough confrontation in several states against the opening of a new
charter school and, in response, some states limited the number of charters.
Summary
This literature examined the programs and practices that allow for narrowing the
achievement gap in nontraditional urban settings. Some schools excelled at making educational
advances to promote student success. The achievement gap, which is defined through the
literature as the persistent disparity in academic proficiency between various demographic
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 33
groups of students continues to exist after decades of reform measures and approaches to
education. Attention to the achievement gap began historically to outline our nation’s race to the
top (Gardner, 2007). Despite the narrowing of the gap in the 1970s through the 80s and the
reform measures such as desegregation with the Brown v. Board of Education Supreme Court
ruling, President Johnson’s War on Poverty Initiative with the ESEA Title I program, and the
NCLB Act of 2001 the achievement gap still exists. The public was educated on the state of
education through landmark reports including the Coleman Report of 1966 and A Nation at Risk
of 1983. These reports sparked pressure from the public for school improvement and
accountability.
There is still much work to do as the achievement gap between Whites or Asian students
and urban students remains. The literature revealed a large amount of research dedicated to the
identification of causal factors related to a students’ achievement. This was dissected into key
elements outlining four factors: adequate finances, quality educational programs in urban
communities, parental involvement, and program sustainability. Work must be done to bring
qualified, highly effective teachers to the schools where a rigorous curriculum is taught, access to
Advanced Placement classes is offered, where high expectations are demanded, where the
environment to learn is safe, and where teachers support and encourage students. This study
examined one outperforming nontraditional urban school sustained the success of minority
special education students, resulting in closing the achievement gap.

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 34
CHAPTER THREE: METHODOLOGY
This chapter describes the design, sample, instrumentation, data collection and analysis
process utilized in this study. The purpose of the study was to identify organizational practices
that narrow the achievement gap at an outperforming nontraditional urban high school. The
school studied herein had a graduation rate above the California state average consecutively for
the three years prior to this study, an A-G completion rate above the state average, a dropout rate
below state average and a consecutive passing rate on the California High School Exit Exam
(CAHSEE) above the state average for the last three years.
The specific practices examined were instructional practices, leadership practices, and
school culture. This case study allowed for an in-depth description of the setting and individuals
studied. The information was analyzed for the development of themes and trends. Through
Strauss and Corbin’s grounded theory process, the researcher generated open coding to identify
general categories from the data and subsequently identified axial and selective coding.
Research on traditional urban high schools shows there a deficit in student
achievement and little to no progress on addressing the achievement gap. Thus, the gap continues
to increase for minority students and students of lower socioeconomic status. The team outlined
criteria for site selection as that of an outperforming nontraditional urban school. The high
school selected had to have a graduation rate and an A-G completion, and a CAHSEE passing
rate above the state average for three years along with a dropout rate below the state average also
over three years. A primary concern was that the achievement gap is not addressed in traditional
urban schools and urban students graduate with skill deficiencies. This qualitative research
provided descriptive and valuable understanding into instructional practices, leadership practices,
and school culture of nontraditional schools. The qualitative method allowed for semi-structured
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 35
interview questions, allowing insight into each respondent’s views from his or her own words.
Creswell (2014) noted that qualitative research yields insight in the respondent’s own voice
which the researcher can detail in their own words. This helped the researcher understand the
language individuals used to talk about how an outperforming nontraditional urban high school
addressed decreasing the achievement gap.
However, many nontraditional urban high schools are demonstrating that the
achievement gap for urban students is narrowing. The primary factors identified in the literature
in increasing student achievement are leadership practices, the instructional practices, and the
school’s climate. This study identified the key practices that have a contributed to student
achievement.
Research Questions
The research questions were aimed at eliciting information about what happened and
were used to seek detailed information about the practices observed at the high school selected
for this study. A thematic dissertation team that met over the course of one year developed the
research questions to focus the team’s study. The team collected research on the factors that have
a positive impact on student success and narrowed the findings to the following three key areas:
leadership practices, school culture, and instructional practices.
This study specifically focused on answering the following questions:
• What instructional practices exist in outperforming nontraditional urban schools?
• What leadership practices exist in outperforming nontraditional urban schools that
address the achievement gap?
• What is the school culture in outperforming nontraditional urban schools?

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 36
Research Design
Qualitative case study was the methodology applied to this study. The purpose of this
study was to inform practitioners about best practices concerning instruction, leadership, and
school culture. The thematic dissertation team used a variety of data sources to gather
information on best practices identified at nontraditional urban high school settings and agreed to
use the same methodology to study the same guiding research questions. The thematic group
collaborated to develop data collection tools to ensure the information collection processes were
identical. Therefore, this study is one of five studies of the same kind and will contribute to the
pool of knowledge as well as identify individual practices at the researcher’s school of choice.
For this study, the methods of data collection were observations of classrooms, school meetings,
and activities. Interviews were conducted with school personnel, and surveys were administered
to school employees. The team also examined their individual schools’ and district documents to
gain variety in information on organizational practices and school culture. The research design
matrix developed by the team is included as Appendix A and describes in detail the data
collection methods pertaining each of the research questions.
Triangulation data from multiple sources increased the validity of the study. Gall, Borg
and Gall (2003) explained that a case study refers to the small score of the study restricted to a
single site. Yolie High School was selected for this case study because it met the criteria
established by the dissertation team. A qualitative narrative was formed using the information
collected from interviews, surveys, and observations. Patton (2002) argued that qualitative data
provides depth and detail through direct quotation and careful description of programs,
situations, events, people, interactions, and observed behaviors—all were used for this case
study.
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 37
The research began in October of 2015 with a review of the existing literature on the
history of nontraditional urban schools and the achievement gap as well as efforts to address the
problem. The design of the research instrumentation took place in the months of December 2015,
and January 2016 and resulted in the creation of the observation tool, survey, interview questions
and a list of documents for review. Development of data collection instruments finalized in
March 2016, and the dissertation team met with the University of Southern California’s
institutional review board staff to complete the paperwork for institutional approval of the study.
With permission granted, each dissertation team member proceeded to select a school that met
the criteria designed by the team. Each researcher contacted the school principal or designee who
gave permission to conduct the study.
Subject and Setting
For the purpose of this study, initial contact with the principal at Yolie High School was
required. Therefore, the researcher made several attempts to connect with the school but was
unsuccessful. After two months, approval was given to contact the principal to explain the case
study. Yolie High School fits the description of an outperforming nontraditional urban high
school because of its high percentage of minority students, outstanding test scores and high
student graduation rate. In addition to the two administrators on the campus, I interviewed a
counselor and six teachers. Selecting the staff for my study was based on availability and
convenience. The primary information regarding instructional practices, leadership practices, and
school culture supported triangulation of information from research, interviews, and
observations.
The study focused on one urban high school with high levels of student success according
to the high school survey of student engagement and an API score of 724. The high school
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 38
selected met the criteria of exceeding the state average in terms of graduation rate, A-G
completion, and high school exit exam passing rates for the last three years along with having
lower dropout rates than the state average over the same period.
At the time of this study, Yolie High School was a small high school serving 555
students and families from the Eastern part of Los Angeles and had been doing so for over 10
years. Yolie High School was a specialized project-based school. It provided students with a
comprehensive high school (9-12) curriculum as well as with a technological, cultural, and
global foundation. The school’s focus was individualized student attention to help develop
students into a future college graduate. Staff members believed in serving the whole child to
have a strong high school graduation rate, college-going rates, and college retention rate with
every graduating class. Students and families understood the high academic expectations. Every
student was expected to graduate from high school prepared for college success.
Yolie High School had strong academic success over the years. In 2009 and 2013, it
was named a California Distinguished School. Student achievement data rose, and the graduation
rate was 100% during the 2015-2016 academic term. They continue had students accepted into
colleges across and outside of the state. This small school community not only had academic
achievements but also had a strong student and parent community that worked to uplift the
school community through clubs, sports, and strong parent engagement.
Study Design
Creswell (2013) stressed the importance of obtaining approval from gatekeepers, the
individuals who can provide access and grant permission for research to be conducted at a site.
Bogdan and Biklen (2003) recommended communicating your research interests overtly and
seeking the permission of your research subjects. It was very convenient to use the campus
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 39
selected since I had an acquaintance working for the site selected. To gain access, I called the
principal of the school directly and explained that I would be conducting a study for my doctoral
coursework. I asked his permission to conduct individual observations and interviews with three
Yolie High School staff members. After he granted my request, I emailed each of the identified
participants and communicated that I was conducting a pilot study on charter school state and
federal mandates for a doctoral course. I asked their permission to observe the workings of the
front office and counseling office for approximately one hour. Fortunately, each of the three staff
members granted permission without hesitation.
Before collecting any data, I explained the purpose of the form and asked if they had
any questions. All three participants read and signed the form. Following completion of the
informed consent process, I collaborated with each participant to schedule dates and times for the
observations and interviews. Having easy access to my study’s participants and setting enabled
me to focus my energies on other aspects of the study.
The interview component of the research process was used to supplement and extend
knowledge of how outperforming nontraditional urban high school settings address closing the
achievement gap. Various aspects of the interview process give a glimpse of individual thoughts,
feelings or knowledge about their understanding of leadership style, instructional strategies, and
school climate improve student achievement. This one-to-one oral questioning process allows for
the collection of detailed information to support the reliability of the interviewees’ responses.
In addition to the interviews, the observation component of the research provided a
direct method for collecting data. The data were collected first-hand and improve the accuracy of
the results. The observational process improved the understanding of the responses provided
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 40
during the interviews. This area of the research afforded a look beyond published data to include
the individual tones of those observed and interviewed.
Protocols
For this study, I selected open-ended methods. Patton (2002) maintains that, when time
is limited, an open-ended interview protocol helps ensure the allotted time is used effectively.
There exist three main types of open-ended, qualitative interview protocols: the informal,
conversational method; the interview guide method; and the standardized, open-ended method
(Patton, 2002). Though my interview questions, I did not have predetermined probes. I listened
to the responses to determine what probes might be needed and where to insert them. The same
questions were asked of each participant in the same order causing analysis of my data to be
easier.
This is an important consideration when conducting a study within a very limited
period. The researcher interview instrument stated the research questions on the first page to
facilitate my precision in collecting the data needed to answer those questions. My observation
protocol also includes embedded elements to maintain my focus.
The cover page also included identifying elements to help catalog the data and retrieve
it later, such as participant name, time of observation, and subject area. A section devoted to
summarizing the lesson provided an area in which to write a concise synopsis of the activities
that occurred that will help place that observation in context as compared to others.
The researcher observed items stressed by Merriam (2009), including the physical
setting, staff activities, interactions, and communication. On the additional pages of the
observation data-recording instrument, I allowed ample room for noting observed behaviors and
interactions.
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 41
Data Collection Approach
The researcher interviewed the participants in this study in their office or individual
classrooms. Since qualitative researchers attempt to study participants in their natural setting, the
school seemed to be the most logical for gathering data (Merriam, 2009). The researcher
determined that, in their work setting, the staff could view their familiar environment as the
researcher asked questions, all of which could add to the richness of the data recorded before
beginning each interview. The researcher took notes on my computer throughout the interview.
During each interview, the researcher made a deliberate attempt not to provide non-verbal
reinforcement for participants through nodding, leaning forward, and frequent eye contact, as
recommended by Bogdan and Biklen (2007).
The researcher recorded observational data using both my computer and the audio on my
cell phone. The researcher utilized the camera to take videos of each office, including the
position from which the researcher would be observing. The researcher converted my
observation data-recording form to a fillable portable document format to facilitate capturing
data quickly on my computer. The form included areas in which to note the time, activities and
occasional observer comments. In each observation, the researcher circulated throughout the
facility three to four times to be able to view the site closely and from different perspectives. The
researcher goal was to gain a better understanding of the activities that were occurring without
moving about so frequently that I caused a disruption to the students’ learning (Merriam, 2009).
The researcher worked diligently on being objective in my observation field notes rather than
making assumptions, as recommended by Bogdan and Biklen (2007).
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 42
CHAPTER FOUR: RESULTS
The preceding chapters addressed the areas of concern that prompted this study and
reviewed literature noting the existence of the problem of meeting minority students’ educational
needs. The researcher also developed, with her team, the criteria for a school to qualify as an
outperforming nontraditional school. This chapter summarizes and analyzes the evidence of a
connection between outperforming nontraditional urban schools to high academic achievement
among minority students. The factors examined in the study were instructional practices,
leadership practices, and school culture.
The purpose of this study was to examine the factors that allow an outperforming
nontraditional urban school to narrow the achievement gap and meet the needs of minority
students. This study examined the policies that support sustaining success in closing the
achievement gap.
For this study, data were gathered from interviews, observations, literature and surveys.
They were analyzed and triangulated to identify trends and themes. The triangulated data were
analyzed through the perspectives of three frameworks identified as instructional practices,
leadership, and school culture. This chapter presents the findings from the analysis of the
information gathered and summarized by research questions by stating the themes found through
analyzing the interviews, observation, and surveys.
Research Questions
The research questions aimed at providing descriptive information about what occurred
and were used to provide detailed information about the practices observed at the high school
selected for this study. A thematic dissertation team met over the course of one year and
developed the research questions to focus the team’s study. The team collected research at their
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 43
selected school on the factors that have a positive impact on student success and narrowed the
findings to the following three key areas: leadership practices, school culture, and instructional
practices.
This study specifically focused on answering the following questions:
• What instructional practices exist in outperforming nontraditional urban schools?
• What leadership practices exist in outperforming nontraditional urban schools that address
the achievement gap?
• What is the school culture in outperforming nontraditional urban schools?
Methodology
As noted in chapter three, a qualitative research methodology was selected for this study.
The study included a survey, interviews, observations, and review of documents. Data were
collected from multiple sources. The first step consisted of a review of documents like the
Western Association of School and Colleges (WASC) self-study, the local control accountability
plan, the professional development calendar, staff meeting/training agendas, the master schedule,
the mission/vision statement, classroom artifacts, lesson plans, and assessment data to have a
complete view of the school. These documents provided background knowledge. When specific
documents were not available online, they were obtained from school personnel.
Secondly, a one-time three-section survey with specific questions relating to instructional
strategies, leadership skills, and school culture was the researcher’s focus. The survey took
approximately 20 minutes to complete. In addition, one-time session interviews lasting
approximately 50 minutes were conducted in each participants’ office. It included questions
about the instructional strategies, leadership skills, and school culture. Before the day of the
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 44
interview, all participants were asked if they would agree to the interview being tape-recorded.
All participants agreed to have their interview recorded and the interviewee
Background of Yolie High School
The district selected is herein referred to as Yolie County Office of Education (YCOE). It
was established in 1852 after California became a state and the legislature created for each
county an Office of the County Superintendent of Schools. At the time of this study, YCOE was
a public agency with headquarters in Downey, California. YCOE served as an intermediate
organization between local school districts and the California Department of Education and was
YCOE one of the largest education agencies of its kind in the nation. The county superintendent
of schools was the chief executive officer of YCOE. The county board of supervisors appointed
the superintendent. The supervisors also appointed YCOE’s seven-member governing board,
known as the county board of education.
YCOE provided programs and services for teachers, administrators, parents, schools and
the 80 school districts in County—the nation’s most populous county with more than two million
preschool and school-aged students. YCOE also provided many education programs. It also
provided direct instruction to juvenile offenders (juvenile court schools), pupils with disabilities
(special education) and students at risk of dropping out or who needed alternative classroom
settings (alternative education). In addition, YCOE provided specialized business and financial
services to districts and support services in teacher training, school reform, school-community
partnerships, leadership and distance learning. Lastly, it also provided expert consultation on
curriculum, instruction and assessment and innovative programs in employment services and
school-to-career training.
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 45
International Yolytechnic High School (Yolie) was a specialized project-based school
providing students a comprehensive high school (9-12) curriculum as well as a technological,
cultural, and global foundation. As citizens of the world, graduates of Yolie were prepared to
apply their global knowledge and experience toward assuming leadership roles in the
community, nation, and world.
Yolie, which opened in September 1993, was operated by YCOE in partnership with
Yolytechnic University, Romona. The high school had the unique status of being an academic
program affiliated with the College of Education and Integrative Studies at Cal Yolie. Yolie was
accredited by WASC.
The school appeared on both of Newsweek’s lists: “America’s Top High School” (those
best preparing student for college based on a broad range of data) and “America’s Top ‘Beating
the Odds’ High Schools” (those excelling at college preparedness for students at an economic
disadvantage). Yolie’s innovation and interdisciplinary approach emphasized learning by doing
with students working in teams to solve problems based on real-world situations. Yolie
demonstrated that students of all demographics and backgrounds can flourish in a rigorous
academic program that is relevant, meaningful and challenging. Yolie’s enrollment at the time of
this study was 550 students with demographics as presented in Table 1.
Table 1
Ethnic Distribution (%)
School
Year
African
American
Asian Filipino Hispanic Native
American
Pacific
Islander
White Mixed/No
Response
2012-2013 4 7 7 67 <1 <1 14 <1
2013-2014 4 7 10 66 <1 <1 12 0
2014-2015 4 9 9 63 <1 <1 14 0

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 46
In addition, YCOE operated the county’s Head Start state preschool program, which was
the largest in the nation. YCOE also ran the award-winning County High School for the Arts (on
the campus of Cali U and the International Yolytechnic High School (on the campus of Yolie
Romona).
This outperforming nontraditional urban high school was selected based on the following
four criteria: a consecutive graduation rate above the state average for the last three years, an A-
G completion rate above the state average, a dropout rate below state average and a passing rate
for the school’s CAHSEE above the California state average over three years.
Gaining Entry
Before visiting the site, the researcher needed to obtain approval to use Yolie as its school
of study. As a former employee of the school district, the researcher believed it would be very
simple to gain access. To her surprise, it was a bit of a challenge. For this study, initial contact
with the principal at Yolie High School was required. Therefore, the researcher made several
attempts to connect with the school but was unsuccessful. After two months of trying to reach
the principal, the researcher contacted the director of the division of educational services. At that
point, approval was given to contact the principal to explain the case study. The following letter
developed by the dissertation team was used to introduce the case study and garner participants
for the study.
September 1, 2016
Dear XXX High School Staff,
I am Nina Denson, and I am a graduate student at the University of Southern California
and a former employee of XXXXXX County Office of Education. For my dissertation, I
plan to analyze and determine the evidence of a connection between your outperforming
nontraditional urban schools to high academic achievement for minority students. The
factors examined in the study are instructional practices, leadership practices, and
school culture.
Your nontraditional urban high school was selected for this study, based on the
following: a consecutive graduation rate above the California state average for the last
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 47
three years, an A-G completion rate above the California state average, a dropout rate
below California state average and a consecutive passing rate for the school’s California
High School Exit Exam above the California state average for last three years.
I am inviting you to participate in this research study by completing the attached
surveys.
The following questionnaire will require approximately 15 minutes to complete. There is
no compensation for responding nor is there any known risk. To ensure that all
information will remain confidential, please do not include your name. Copies of the
project will be provided to my University of Southern California instructor and Dr. Mary
XXXX, Executive Director Educational Programs with XXXXX. If you choose to
participate in this project, please answer all questions as honestly as possible, and the
completed questionnaire is automatically submitted to Qualtrics online data collection
software.
Participation is strictly voluntary, and you may refuse to participate at any time.
Thank you for taking the time to assist me in my educational endeavors. The data
collected will provide useful information regarding the efforts used by your school to
address the achievement gap, along with the impact the achievement gap has had
amongst diverse populations and the solutions to these issues
If you require additional information or have questions, please contact me at the
number listed below.
Nina Denson
ndenson@usc.edu

Upon initial contact with the principal of Yolie High School, the researcher explained
how Yolie High School fit the description of an outperforming nontraditional urban high school
because of its high percentage of minority students as well as its overall successful academic
program. After a few observations, the researcher interviewed the administrators on the campus,
a counselor and several staff members. Selecting the staff for this study was also based on
availability and convenience. The primary findings regarding instructional practices, leadership
practices, and school culture were based on triangulation of information from documentation
review, interviews and observations.
First Visitation at the School
This study began with an initial visit to Yolie’s 2016 culmination ceremony. Since the
researcher’s timeline for studying Yolie High School would end before the 2017 culmination,
attending the graduation gave the researcher an opportunity to observe how students were
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 48
celebrated. During this initial visit to the high school for the graduation, parking was found in the
center of the college campus. The researcher arrived at what seemed like a very large graduation
ceremony where the only one-fourth of the seat were occupied by the guests of graduating
students. A seat was selected away from the attending family and friends in hopes of allowing
room for additional guests, but many of the seats remained unoccupied. During the pre-
ceremonial entertainment, various students’ names were announced as recognition for awards
they had obtained. To the unexpected guest one would believe they had missed the actual
ceremony since students’ names were being called, but a pleasant surprise was that it was one of
the very few ways students were celebrated.
The next few visits to Yolie High School took place three months later in support of
waiting for the 2016-2017 school year to begin. The attending administrator suggested waiting
after the teachers were settled and new school year training and activities were over. Each visit
began with the researcher waiting in a very quaint school office waiting room with an open
concept, trophy showcase and state-of-the-art technology both present in this waiting area. Upon
each visit, a different person greeted the researcher and informed the principal of the visit. The
tone and atmosphere of the office were very sterile and structured. Each visit yielded a different
style of visit and support offered while on campus. Depending on the host tour guide, the energy
offered differed.
Participants
This study included participants from a sample population of teachers and site
administrators at Yolie High School. Surveys were distributed to all site staff. Data were
collected from 68% of the staff with access to the survey. The percentage of teacher with over 15
years’ experience in education was 66.67% (Figure 1). Figure 1 shows 25% had between 6 and
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 49
15 years’ experience in education and 8.33% had less than five years’ experience. Novice
educators were a small minority at Yolie. Veteran educators were a high majority and were the
individuals highly represented in the distributed surveys.

Figure 1. Faculty experience in education

Observation
The researcher’s examination of documents provided by school administrators and the
district website were the WASC self-study, the student handbook, the teacher handbook, the
shared decision-making committee’s minutes, a Newsweek article and campus assessment
reports. During the researcher’s visits of various classrooms, both core instruction and elective
blocks were visited for gathering data. The open concept campus was very warm and welcoming.
The school’s no bell system was new to the researcher but effective. Students arrived to class on
time, and teachers ended class accordingly.
During the researcher’s observation of passing periods, students engaged in very jovial
exchange. The students clustered in small social groups to discuss various topics. Some students
arrived to class early and prepared for instruction to begin. A few students from diverse
backgrounds gathered to test their hypothesis for class. Throughout this time teachers either
remained in class or took a brief break to refresh their coffee or attend to other pressing needs. At
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 50
the appropriate time, 90% of the students arrived to class and waited for instruction to begin.
Only a very small group of students arrived late and took a couple of extra minutes to get settled.
Interviews
During the interviews, each participant was very willing to provide oral responses to
questions provided in advance. What initially seemed overwhelming based on the list of
questions included in the introductory email went a much more smoothly and quickly than
anticipated. Each interview took approximately 50 minutes and took place in the participant’s
office.
Survey
Survey participants were teachers and site administrators at Yolie High School. Surveys
were distributed to the 22 teachers and two administrators. Data were collected from 55% of
teachers, administrator and others who responded to the survey.
Research Question One
The first research question asked, “What instructional practices exist in outperforming
nontraditional urban schools?” To identify the instructional practices implemented within the
classrooms, the researcher first visited a faculty and department meeting. A detailed outlined
agenda with clear instructional expectations were delivered to each of the staff and faculty
members at the beginning of each meeting. Through a shared leadership approached, both
teachers and administrators presented the materials on the agenda which supported the culture of
shared leadership. Clearly, time and preparation went into the information presented based on the
comfort level of all presenters. A reflection question was presented after every section of the
professional development session to support garnishing the true reaction to the day’s
presentation. The essence of shared leadership was evident in the observation of these
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 51
professional development sessions and was echoed in the sentiment of individual interviews. The
suggested instructional strategies were modeled by both veteran and novice teacher. The element
of shared leadership was the overall take away from this visit.
In conjunction with the shared leadership mindset, the idea of collaboration among
instructional staff and instructional leaders was a phrased heard throughout the interviews. One
interviewee stated, “Collaboration is probably one of the key things that help drive what we do.”
This growth mindset helps to keep the focus on sustaining student success. Therefore, the
findings from the first research question produced many responses but focused on the autonomy
afforded all staff members. The teachers were encouraged to support their students based on their
individual needs. The teachers took ownership for the success of the education programs such as
the textbooks, training and various resources brought to the school. There was no set guideline
for instruction, but the students were succeeding.
The findings for question one from the survey on the instructional practices yielded
strong results as noted in the figure below. A large percentage of participants completing the
survey noted that classroom goals and objectives were communicated to students prior to and
during instruction. This response is also supported by the mission and vision of Yolie High
School where instructional outcomes were a major component for the development of student
academic growth. Students were informed of the instructional expectations to support their buy-
in and greater educational gains. In addition, over 60% of the participants completing the survey
believed that teachers provided students the opportunity to collaborate as noted in all
documentation reviewed for Yolie High School to support reaching individual and group
success.
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 52
Table 2
Survey Results on Instructional Practices
Question 1
Never
2
Sometimes
3 Most
of the
Time
4
Always
Total
1. Classroom learning goals
and objectives are
communicated to students.
6.67% 1 13.33% 2 20.00% 3 60.00% 9 15
2. Teachers provide students
the opportunity to collaborate
with one another on
classroom assignments.
0.00% 0 0.00% 0 33.33% 5 66.67% 10 15
3. Teachers provide students
the opportunity to self-reflect
on their academic work.
0.00% 0 26.67% 4 26.67% 4 46.67% 7 15
4. Professional development
opportunities at your school
are aligned with content
standards.
0.00% 0 20.00% 3 53.33% 8 26.67% 4 15
5. Teachers provide an array
of opportunities for students
to demonstrate content
mastery (presentations,
project-based learning,
community programs, etc.).
0.00% 0 6.67% 1 26.67% 4 66.67% 10 15
6. Do you collaborate with
colleagues to improve
learning strategies or develop
curriculum?
6.67% 1 20.00% 3 26.67% 4 46.67% 7 15
7. Are you involved in data
analysis of student work?
6.67% 1 933.33% 5 40.00% 6 20.00% 3 15

Yolie High School was a project-based educational institution where staff prided
themselves on allowing students to work collaboratively to develop 21st century skills and create
global awareness.
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 53
Per the Buck Institute for Education (2016),
“Project Based Learning is a teaching method in which students gain knowledge and
skills by working for an extended period to investigate and respond to an authentic, engaging
and complex question, problem, or challenge. In Gold Standard PBL, Essential Project
Design Elements include:
• Key Knowledge, Understanding, and Success Skills - The project is focused on student
learning goals, including standards-based content and skills such as critical
thinking/problem solving, collaboration, and self-management
• Challenging Problem or Question - The project is framed by a meaningful problem to
solve or a question to answer, at the appropriate level of challenge
• Sustained Inquiry - Students engage in a rigorous, extended process of asking questions,
finding resources, and applying information
• Authenticity - The project features real-world context, tasks, and tools, quality standards,
or impact – or speaks to students’ personal concerns, interests, and issues in their lives
• Student Voice & Choice - Students make some decisions about the project, including
how they work and what they create
• Reflection - Students and teachers reflect on learning, the effectiveness of their inquiry
and project activities, the quality of student work, obstacles and how to overcome them
• Critique & Revision - Students give, receive, and use feedback to improve their process
and products
• Public Product - Students make their project work public by explaining, displaying and
presenting it to people beyond the classroom
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 54
This instructional design had been used at Yolie for the 16 years prior to this study. The
staff spoke highly of the academic gains from the use of this instructional design.
Research Question Two
The second research question asked, “What leadership practices exist in outperforming
nontraditional urban schools that address the achievement gap?” The educational leader is
responsible for developing a clear mission and vision that creates buy-in to establish an urgency
through effective communication. The educational leader is responsible for inspiring others to
sustain the message and the vision daily which helps promote sustaining success and growth of
the educational organization. Although Yolie High School operated under a system of shared
leadership, it had two administrators (principal and assistant principal), a dean and community
liaison identified as their administrative staff. As noted in the school documents, Yolie’s
leadership team focused on professional preparation as well as personal discovery for all staff
and students. The leadership team met once a week and for one week over the summer to support
outlining and planning the needs of the staff and students. This time was set aside to review data
and build capacity to help move the educational team forward.
As reflected in the table below, on the campus of Yolie High School, the presence of
leadership in areas such as classroom visits was very low. In addition, the perspective that
supervisors provide meaningful feedback was very low, per the survey respondents. While
conducting the individual interviews, the responses to questions about leadership focused on the
forward movement of the current leadership. In the past, other leaders discussed topics without
assisting in moving things forward, and, therefore, things never got done.
What was very impressive is that there was high trust that leadership had both students
and instructors best interest when it came to professional development. The principal as viewed a
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 55
leader whom encompassed the four frames of leadership (Bolman & Deal, 2008). As a
transformational leader Yolie’s principal recognized the resources needed to build energy and
capacity that helped propel her school forward (Yang, 2014). In addition, a large percentage of
the respondents also believed that they were provided professional opportunities to sustain
success. Although leaders were not noted to communicate as much with the staff, there was a
strong belief in the leadership.
Table 4
Survey Responses on Leadership
# Question
1
Never

2
Sometimes

3 Most
of the
Time

4
Always
Total
1
Administrator(s) often
visit classrooms and
provide teachers with
meaningful feedback.
6.67% 1 60.00% 9 20.00% 3 13.33% 2 15
2
How often does your
supervisor connect with
you and provides you
with meaningful
feedback?
0.00% 0 60.00% 9 33.33% 5 6.67% 1 15
3
Do you have
opportunities to
participate in decision-
making that impact
student achievement?
0.00% 0 13.33% 2 46.67% 7 40.00% 6 15
4
Do you trust that the
school leadership acts in
the best interest of student
academic development?
0.00% 0 7.14% 1 35.71% 5 57.14% 8 14
5
Are you provided with
professional opportunities
to perform your assigned
responsibilities
successfully?
0.00% 0 26.67% 4 26.67% 4 46.67% 7 15
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 56
Research Question Three
The third research question asked, “What is the school culture in outperforming
nontraditional urban schools?” Through document analysis, the researcher came across multiple
occurrences where Yolie High School’s climate was significantly better in comparison to that of
a traditional high school. This impressive difference was reflected in the school’s values
emphasized in the WASC document, student handbook as well as a teacher handbook. During
the researcher’s observation, students were found supporting one another with various projects
such as a Halloween festival, school dances, fundraisers and group projects. Students also led
instructions with oral group presentations and utilized time to discuss and support one another
outside of the instructional hours. It was apparent that the environment reflected a student-
centered focus which yielded major academic success for students from varying demographics,
including both English learners and special education students.
Most traditional high schools utilize bell schedules and are teacher-centered, but the
instruction visible at Yolie High School was open and free from some of the restrictions that
cause students to feel hindered or restrict them from operating outside of the box. The researcher
was alarmed to see teachers taking a backseat to the instructional process and allowing students
to be at the forefront of the learning expectations. Yolie staff focused on the student by allowing
them to take responsibility for their learning outcomes.
In reviewing the survey responses, most respondents believed there was a sense of unity
and respect. Although students were not celebrated monthly or quarterly to prompt engagement,
there was an expectation that all students would do well. Teachers foster a positive relationship
among each other and spoke highly of student-to-teacher interaction. Yolie High School consists
of grade level class groups meeting as a house, and each house remains consistent for students
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 57
four years of enrollment. Although this ritual is not traditional, it is symbolic of how things were
done. Students in higher class groups mentor new students to help support their transition as well
as continue to instill the culture and mindset previously established.
Table 5
Survey Responses on School Climate
# Question
1
Never

2
Sometimes

3 Most
of the
Time

4
Always
Total
1
There is a sense of unity
and respect in the school.
0.00% 0 13.33% 2 40.00% 6 46.67% 7 15
2
Students are recognized
for academic
accomplishments.
6.67% 1 26.67% 4 26.67% 4 40.00% 6 15
3
The school fosters
positive work
relationships among staff
members.
0.00% 0 20.00% 3 53.33% 8 26.67% 4 15
4
The teacher-student
relationships at the school
are positive.
0.00% 0 6.67% 1 40.00% 6 53.33% 8 15
5
Staff members are
recognized for their hard
work.
6.67% 1 40.00% 6 33.33% 5 20.00% 3 15
6
The rituals and routines at
this school foster student
academic success.
0.00% 0 13.33% 2 46.67% 7 40.00% 6 15
7
The school informs
parents on their child’s
academic growth.
0.00% 0 0.00% 0 53.33% 8 46.67% 7 15
8
The school provides
students with after school
support that helps them
with homework and class
assignments.
6.67% 1 6.67% 1 53.33% 8 33.33% 5 15

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 58
Emergent Themes
The following themes emerged from the triangulation of data:
• Collaborative school culture is the overall perception that departments, teachers, and
students collaborate on a daily and weekly basis to support student success.
Communication is maintained regarding the shared expectation that promotes
comprehensive perspective all.
• Post-secondary success was expected and communicated frequently. Incorporation of
college and career dean to facilitate offering support to families and students to educate
and create awareness of the necessary tools to obtain your post-secondary desires.
• Overall school culture that offered weekly support for incoming students and sustaining
support for returning students through peer groups as well as teachers.
• Shared leadership and administration allowed the school leadership team to offer
suggestions for professional development and take responsibility for educational gains as
well as collaboration used to support staff and students.
• Student-centered learning methods of teaching that shift the focus of instruction from the
teacher to the student.
Conceptual Model (Four Frames)
This study used two theoretical frameworks to establish a frame of focus. The first
conceptual model was Bolman and Deal’s (2008) four frames of leadership, which allow the
researcher to assess Yolie High School as an outperforming nontraditional urban school. The
leaders at Yolie encompass the frames most beneficial to meeting students’ needs and to support
sustaining school success.
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 59
Initially, the thematic group used the literature review to establish a framework
developed from the emerging themes that leadership, instruction, and culture could bi-
directionally affect the nontraditional educational experience for minority students. If the three
areas of focus were successful, then the school would become an outperforming school. Through
the case study and the triangulation of all data, the researcher worked with the dissertation team
to redefine the initial conceptual framework, making relatable to the documents, interviews, and
observations at Yolie High School. The conceptual framework includes the key focus as
previously noted in this study: leadership, instruction, and culture. In addition, the leadership
practices offered staff the opportunity to buy in or develop practices led and supported by the
leadership team. Also, post-secondary opportunities and success were key and were the focus at
Yolie High School. Personal and other resources were spent to help shift the organization.
Lastly, instructional autonomy allowed for freedom to support a student-centered educational
program within the thematic approach to project-based learning.

Figure 2. Key to nontraditonal school sustained success
Organizational
Practices
Collaboration
Communication
College and
Career Mindset
Student
Centered
Insructional
Practice
Shared
Leadership
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 60
The elements of the conceptual framework are bidirectional and allow functionality to
flow. The constant development of this outperforming nontraditional urban school allows for the
utilization of various elements as needed to support the needs of the students. Yolie High
School’s shared leadership concept allowed instructional staff to take responsibility for the
success and educational development made to support the thematic project-based learning
environment.
Summary
The purpose of this study was to identify practices that promote closing the achievement
gap for minority students in outperforming nontraditional urban schools. This chapter provided
an in-depth report of the finding based on the following research questions:
• What instructional practices exist in outperforming nontraditional urban schools?
• What leadership practices exist in outperforming nontraditional urban schools that address
the achievement gap?
• What is the school culture in outperforming nontraditional urban schools?
Through triangulation of the data collected via school documents, interviews, and a
survey, the following themes emerged: shared leadership, value of symbolic school tradition,
student-centered environment and effective and sustained school leadership. This chapter
reported the findings that answered the research questions. The findings came from 15
respondents to the survey and interviews of five staff members. The results from this case study
indicated that outperforming nontraditional urban educational settings provide students an
educational program that supports sustaining academic success.
A major finding is that the school district created and educational program supported by
the community in partnership with a local college to afford students an opportunity to excel
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 61
beyond traditional high school programs. Students are expected to apply for this educational
program and maintain high standards of completion in all academic areas. The staff reported that
the autonomy offered by the administration allowed for truly supporting the needs of students to
garner success for the greatest number of students. Shared leadership allowed for all staff
members to take responsibility and credit for the overall success of the program. Although Yolie
High School is a project-based learning institution, teachers and students guide the instruction
based on students’ needs. This student-centered approach is a collaborative effort that gives the
students a family-oriented perspective that remains at the forefront of the instructional process.
Chapter Four presented the findings for each question and outlined the emerging themes
for the data collected. Chapter Five provides a summary of this study and discusses implications
and recommendations for research in the future.
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 62
CHAPTER FIVE: DISCUSSION
Purpose, Significance, and Methodology
The purpose of the study was to identify organizational practices that narrow the
achievement gap in outperforming nontraditional urban schools sustaining success with minority
students. The five-member thematic group created the following research questions to
understand the organization practices under the lenses of leadership, instruction, and culture:
• What instructional practices exist in outperforming nontraditional urban schools?
• What leadership practices exist in outperforming nontraditional urban schools that
address the achievement gap?
• What is the school culture in outperforming nontraditional urban schools?
A nontraditional school, as defined by the California Department of Education (2016), is an
educational school or program alternatives that provide students with the environment,
curriculum, and support systems needed to ensure they achieve their full academic potential. The
nontraditional school includes
• alternative schools and programs of choice that provide different means of attaining the
objectives of regular education and meeting students’ needs; voluntary for districts,
teachers, students, and their parents
• community day schools serving high-risk youths, including those referred by expulsion,
probation, or a School Attendance Review Board; provide challenging academic
curriculum, and develop pro-social skills and resiliency
• continuation education serving students 16 years of age and older who have not
graduated from high school, are at risk of not graduating, and are not exempt from
compulsory school attendance
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 63
• County community schools serving students who are referred by a parent or a School
Attendance Review Board, paroled, on probation, expelled, homeless, or not attending
school
• diploma plus high schools serving students 15 years of age and older who have not
reached their potential in a traditional secondary school setting and are at risk of not
graduating from high school
• juvenile court schools serving students under the protection or authority of the juvenile
court system and incarcerated in juvenile halls, homes, ranches, camps, day centers, or
regional youth facilities
• magnet programs or schools offered through school districts to meet students’ choice and
enrollment needs
• open enrollment involving information on the Open Enrollment Act, which allows
students the option to enroll in a different school with a higher API than the pupil’s
school of residence
This case study studied one outperforming nontraditional urban high school to identify
systematic practices that aided the school in becoming outperforming. This case study is one out
of five under the same thematic umbrella of outperforming nontraditional school settings. It
sought to identify practices at the selected site that could be replicated in other schools to
improve the academic outcome of students. The observations and analysis are limited to this one
site and its demographics. The focus of leadership, instruction, and culture was selected by the
thematic group because of the literature review. The findings are to be taken with consideration
to the limitations and delimitation of the study, as the site meets the criteria of an outperforming
urban setting. The study identified organizational practices that are key to successful culture
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 64
building. Organizational, instructional design, and leadership practices support sustaining student
growth at Yolie High School.
The study used qualitative, descriptive research methods to identify best key practices
used in this outperforming nontraditional urban school. The case study focused on an urban high
school. Data collection was guided by the three research questions, and the data were compiled
through document review, survey, interviews, and observations. The process of triangulation
assisted the researcher in interpreting the data and checking for validity (Maxwell, 2013). The
researcher cross-referenced all the data samples to validate the findings, thus giving the
researcher an understanding of the practices that aided the school in becoming an outperforming
nontraditional urban school.
Conclusions
Through triangulation of the data, four themes emerged from this case study. The themes
from are collaborative school culture, college and career readiness, student-centered instructional
focus and shared leadership.
The first emergent theme was school culture. Leadership Yolie High School provided an
atmosphere of support. Students were welcomed to an open campus daily where there were no
bells ringing. The school day started with music often DJ’d by students or various staff members.
Each interview, survey response, and observation made clear the positive school culture
sustained since the opening of Yolie High School. The newly built campus of the edge of a
college campus offers the students an element of esteem. The idea of being on a college campus
with the opportunity to enroll in college course sets the standard for a mature student body. The
family-like culture established in each grade level house allowed the students to feel supported
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 65
from day one. This support was needed since student came from over 40 different cities just to
attend Yolie High School
The second emergent theme was college and career readiness. The staff at Yolie High
School truly valued the time and focus of the campus presence on a college campus. In hiring for
the new position of college and career dean, the school shifted support to students and their
families to prepare them for post-secondary options. As previously noted, Yolie is on a college
campus. This location fosters the mindset of college and career readiness. The weekly schedule
provided the necessary resources to support every student garnishing the skills and information
they need to go onto 4-year colleges. From the interviews and surveys, the researcher could
gather the importance of supporting all students in this area.
The third emergent theme was student-centered focus. Yolie High School was truly
student-centered. This was communicated in every document review, every interview held and
apparent in each observation. Students’ were engaged in decision-making about their campus
and the educational processes daily. Programs were initiated by the students and often run by the
student, but supported by the staff. Classroom instruction often involved students at the forefront
leading discussion, sharing presentations and supporting one another. Yolie High School
encouraged and provided students with the opportunity to think outside the box and develop
lesson execution that supported completing their project-based lessons.
The fourth emergent theme was shared leadership. Yolie High School leaders created a
campus where every member of the staff was instrumental in student success. Department
meetings and professional development session were led by the leadership team, which
encompasses most teachers. The instructional staff researched the thematic topic, textbooks and
training needed to help move the school forward. The leadership team took responsibility for the
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 66
school’s success. New teachers were mentored by their colleagues, and a support system was
established to help with their transition.
Implications
Traditional high schools have struggled to meet the needs of minority students. Research
has shown that traditional high schools often fall short of closing the achievement gap in
supporting minority students. Yolie High School leaders developed a plan to support minority
students starting at enrollment. The plan includes mentorship, shared leadership, a positive
school culture and a student-centered focus, which ensures the success of all students. Yolie
High School is a state-of-the-art high school on the campus of Yolie Romona. It offers
innovative partnerships, and must apply to enroll in this program that offers college prep
curriculum and requirements to meet college admission requirements. The school’s project-based
style of learning works to meet the needs of the students by way of team-building skills and
collaboration through self-resilience, motivation, and discipline. Students develop skills in public
speaking and critical thinking through a creative teaching approach. Yolie High School is unable
to take all applicants for such a stellar program. Yolie continues to need additional staffing to
support the college and career readiness focus. Although a new dean was hired, and the school’s
focus is to support graduating seniors, staff would benefit from additional coaching or staffing in
the areas of college and career.
This study further demonstrates that affording instructional staff autonomy is a benefit in
aligning educational programs with students’ needs. It is evident that a growth mindset exists
throughout the campus and is sometimes hindered when staff from outside campuses are
transferred in due to staff reductions. These cases require additional cultivation of the staff
member’s approach to a strong educational program. Therefore, the leadership team and
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 67
administration take a concerted approach in helping to support acclimating the new staff into the
existing school culture.
Yolie High School’s program should be replicated not just in high schools throughout the
state, but also in middle schools. The school provides strategies and meets the needs of students
through an innovative approach to teaching and learning which increases the percentage of first-
year students attending and graduating from college. The project-based learning curriculum gives
students a voice and a choice in their learning process. It created a level of expectation and
professionalism among staff wherein instructors take responsibility for developing and
cultivating the learning that takes place and, ultimately, the success that happens at Yolie.
Students can connect and utilize skills they learned to support post-secondary success.
Recommendations for Further Study
Several recommendations for future research are presented to expand the content to
understand the current study:
• Expand the study to an elementary and middle school that feeds into Yolie High School.
• Explore the cultivation of the shared leadership process and integration new members
into the instructional staff.
• The shared leadership team should develop an instructional strategy portfolio to support
new or visiting instructors.
• Explore the different funding avenues for supporting increasing staffing in the areas of
college and career support.
Conclusion
The educational leaders at Yolie High School are forward thinkers and strive to ensure all
students meet and exceed educational expectations by harnessing skills to prompt post-secondary
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 68
success. Ensuring success involves student-centered shared leadership within a positive school
culture. Most traditional high schools fail to meet the needs of urban students, and the
achievement gap continues, but educational institutions like Yolie High School have excelled at
meeting students’ needs. Their project-based curriculum and inquiry-based instruction promote
collaboration and yield success. These strategies will allow Yolie to thrive and prepare future
global leaders.
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 69
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OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 74
Appendix A
Research Design
RQ 1: What instructional practices exist in outperforming non-traditional urban schools?
Individuals to interview
● Teachers
● Instructional coaches
● Administrators
● Counselors
● Others (home office personnel)
Individuals to survey
● Teachers
● Administrators
● Others (home office)
● Department meetings
● Individual observations of instructional coaches
Locations of observation
● Classrooms, professional development meetings
● Department meetings
● Individual observations of instructional coaches
Documents to review
● Charter Petition (lists instructional practices)
● WASC document, learning systems
● PD agendas/units
● SARCs, LCAP plans
● ELD Master Plan
● Textbook matrixes
● Williams Compliance
● Course Outline/Syllabi
● Other: Union Contract (If applicable)

RQ 2: What leadership practices exist in outperforming non-traditional urban school?
Individuals to interview
● School site administrators
● Counselors
● Department chairs.
● Others (home office personnel, deans)

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 75
Individuals to survey
● Teachers
● Administrators
● Support Staff (librarians, office personnel, teacher aides)
Locations of observation
● Conference room where Administrators leads the meetings
● Teacher events
● Leadership committees
● School wide events
Documents to review.
● School budget
● Master schedule
● Master plan
● Other: Union Contract (If applicable)

RQ 3: What is the school culture in outperforming non-traditional urban schools?
Individuals to interview
● Teachers
● Teacher leaders
● Administrators
● Others (office personnel, deans)
Individuals to survey
● Teachers
● Administrators
● Counselors
● School site council
● Librarian
Locations of observation
● Classrooms
● Lunch room
● Cafeteria
● Extra-Curricular activity events
● -Assemblies, pep-rallies, and school site council meetings
Other school personnel:
● Office staff
● Instructional aids
Documents to review
● The school’s educational philosophy, vision, and mission
● Principal’s message to the school and student body
● School’s motto, banners and other visuals
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 76
● School rules
● Student orientation packet
● School activities calendar
● Mission statement
● Discipline procedures
● Graduation retention
● Student handbook
● Uniform expectations

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 77
Appendix B
School Selection Criteria
Criteria for Case Study School Selection
1. California high school
2. Outperforming
3. Non-traditional
4. Urban
Outperforming Elements
The school is above the state average on the following categories:
a. High school completion rate
b. Annual Performance Index
c. California State High School Exit Exam
d. Advance Placement courses: number of students taking the test and passing
e. A-G completion
Non-traditional Elements
The school meets one of the following criteria:
a. Charter
b. International Baccalaureate
c. Specialized programs such as Math, Science, Arts, etc.
d. Private School
e. Magnet
Urban Elements
The school meets the following criteria: (each element needs to be confirmed by U.S. News and
World Reports)
a. Setting: large suburb or large city
b. Serves over 50% minority students
c. Serves over 64% economically disadvantaged students
d. Significant presence of diverse learners

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 78
Appendix C
School Staff Survey
Administrator, Teacher, Staff, Other: ____________________________
Years of experience: 0-5_____ 6-15 _____ 15+ _____

Questions

1
Never

2
Sometimes
3
Most of
the Time

4
Always
Instructional Practice

1. Classroom learning goals
and objectives are
communicated to
students.

2. Teachers provide
student’s the opportunity
to collaborate with one
another on classroom
assignments.

3. Teachers provide
students the opportunity
to self-reflect on their
academic work.

4. Professional development
opportunities at your
school are aligned with
content standards.

5. Do you collaborate with
colleagues to improve
learning strategies or
develop curriculum?

6. Teachers provide an
array of opportunities for
students to demonstrate
content mastery
(presentations, project
based learning,
community programs,
etc.)?

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 79
7. Are you involved in data
analysis of student work?

Questions

1
Never

2
Sometimes
3
Most of
the Time

4
Always
School Leadership Practices

1. Administrator often visit
classrooms and provide
teachers with meaningful
feedback.

2. How often does your
supervisor connect with
you and provides you
with meaningful
feedback?

3. Do you have
opportunities to
participate in decision-
making that impact
student achievement?

4. Do you trust that the
school leadership acts in
the best interest of
student academic
development?

5. Are you provided with
professional
opportunities to perform
your assigned
responsibilities
successfully?

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 80

Questions

1
Never

2
Sometimes
3
Most of
the Time

4
Always
School Culture

1. There is a sense of unity
and respect in the
school?

2. Students are recognized
for academic
accomplishments.

3. The school fosters
positive work
relationships among
staff members.

4. The teacher-student
relationships at the
school are positive.

5. Staff members are
recognized for their hard
work.

6. The rituals and routines
at this school foster
student academic
success.

7. The school inform
parents on their child’s
academic growth?

8. The school provides
students with after
school support that help
them with homework
and class assignments.

Please note any additional comments

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 81
Appendix D
Interview Protocol
I. Introduction
Thank you for agreeing to participate in my study. I appreciate the time 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 students’ academic
growth?
5. What are some of the instructional challenges that students encounter in the school?

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 82
III. Heart of the Interview (Interview Questions RQ1, RQ2, and RQ3)

Interview Questions
RQ1: What instructional practices exist in outperforming non-traditional urban
schools?
1. What instructional accountability practices exist in the school (student test scores, grade
distribution, mastery of standards)?

2. Are there any academic barriers that students experience when they come to this school?

3. Do you have the opportunity to collaborate with teachers to address students’ academic
needs? If so, how often?

4. How does the school identify the academic needs of students?

5. How do you provide systematic support for students in their transition to this school and
post-secondary school?

7. How are teachers supported with the implementation of Depth of Knowledge (DOK)
strategies?

8. How often do teachers meet with administrators to review instructional strategies and
quarterly goals?

9. What programs does the school offer that help support new teachers with classroom
management and teaching strategies?

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 83
RQ2: What leadership practices exist in outperforming non-traditional urban schools
that address the achievement gap?
1. Does your school have a school leadership team? If so, how are they selected?

2. How do teacher leaders provide feedback on school curriculum?

3. What types of professional development opportunities are offered to prepare teachers for
leadership roles?

4. Does the school have an instructional committee? If so, how long are the members in their
role?

5. How does the school leadership address the academic needs of all students (ELs, Special
Ed, foster?

6. What innovative programs has the leadership developed in the school that sets it apart
from neighboring high schools?

7. How do school leaders empower parents to be proactive in their children’s education?

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 84
RQ 3: What is the school culture in outperforming non-traditional urban schools?
1. How often does the staff come together to revisit the vision and mission of the school?

2. How is the school’s vision and mission incorporated within classrooms?

3. What practices does the school have to recognize the staff?

4. What methods of communication are being used to distribute information to the faculty,
staff, parents?

5. How often does the school inform parents on child’s academic development?

6. How does the school celebrate academic excellence?

7. What tools does the school offer to help with student’s social challenges?

8. What activities or programs does the school offer so students can develop positive
self-identity?

9. How does the school develop a college and career culture?

10. How do community partnerships impact student engagement?

11. Is there an active parent organization on campus? If so, who leads their efforts?

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 85
12. How does the school motivate students to strive to higher academic goals?

13. How does the school and staff address student setbacks? (For example when students
demonstrate frustration, failure, or feel the need to give up on school).

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 SCHOOLS 86
Appendix E
Observation Protocol
Name of Observer Date Time

Location Study

Brief Summary of Observation

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

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 87
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? How
does the event
taking place affect
leadership
practices, school
culture, and/or
instructional
practices?

Sequence of Events
Beginning
OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 88
Middle
End

OUTPERFORMING NONTRADITIONAL URBAN SCHOOLS 89

Pictures

Abstract (if available)

Abstract The purpose of this study was to determine and analyze the evidence of connection between outperforming nontraditional urban schools and high academic achievement for minority students. The factors examined in the study were instructional practices, leadership practices, and school culture. ❧ An outperforming nontraditional urban high school was selected for this study based on the following: a consecutive graduation rate above the California state average for the last three years, an A-G completion rate above the California state average, a dropout rate below California state average and a consecutive passing rate on the California High School Exit Exam above the California state average for the last three years. ❧ This qualitative study examined organizational practices that narrow the achievement gap in outperforming nontraditional urban schools. Identified in the study are the efforts to address the achievement gap along with the impact the achievement gap had among diverse populations and the solutions to these issues. The study analyzed high school completion rates, various test scores, and A-G completion to determine outperforming criteria. Data collection was conducted via surveys, staff interviews, document analysis, classroom and campus observations. The data were triangulated to identify organizational practices that narrow the achievement gap in outperforming nontraditional urban schools through the lens of instructional practices, leadership practices, and school culture. ❧ This study analyzed educational practices at a nontraditional urban. This study found that a) Collaborative school culture is a key element for all departments, teachers, and students on a daily and weekly basis to support student success

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Asset Metadata

Creator Denson, Nina Cherlyn (author)

Core Title Outperforming nontraditional urban school: a high school case study

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/18/2017

Defense Date 04/18/2017

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

Tag High School,non-traditional,OAI-PMH Harvest,outperforming,setting,Urban

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Gothold, Stuart E. (committee chair), Hocevar, Dennis (committee chair), Ott, Maria (committee chair), Stowe, Kathy (committee chair)

Creator Email ndenson.2000@gmail.com,ndenson@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-357652

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Identifier etd-DensonNina-5214.pdf (filename),usctheses-c40-357652 (legacy record id)

Legacy Identifier etd-DensonNina-5214.pdf

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Document Type Dissertation

Rights Denson, Nina Cherlyn

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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...

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