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Outperforming urban schools that are closing the achievement gap: a case study of Phoenix High School

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Outperforming urban schools that are closing the achievement gap: a case study of Phoenix High School

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Content Running head: A CASE STUDY OF PHOENIX HIGH SCHOOL 1
OUTPERFORMING URBAN SCHOOLS THAT ARE CLOSING THE ACHIEVEMENT
GAP: A CASE STUDY OF PHOENIX HIGH SCHOOL

by

Angela Elizondo Baxter

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 Angela Elizondo Baxter

A CASE STUDY OF PHOENIX HIGH SCHOOL 2
Dedication
This project is dedicated to my loving husband who daily inspires me to do my best. I
adore you. I admire how well you manage being a father, husband and a professor, Dr. Kent
Baxter. Thank you for all the time that you created for me to study, read, and write. You were a
captive audience as I discussed my readings, classes, and thoughts. I am fortunate to have
someone as passionate about teaching and learning in my life; you have always understood why
education is so important to me. When the writing became difficult, you made it better with your
encouragement. Your support allowed me to accomplish writing this study. Thank you for
reading and editing countless drafts. Your positive and nurturing manner made all the difference
for me. Kent, your gentle guidance has helped me grow to be resilient and has greatly improved
my writing and self-confidence.
Graeme and Ellis, my darling sons, I appreciate your patience and allegiance to USC as
mommy read and wrote. This has been a magical three years with you two at the heart of it.
Daisy (the rescued Golden Retriever) thank you for keeping me company on all those late nights.

A CASE STUDY OF PHOENIX HIGH SCHOOL 3
Acknowledgements
A special thank you to my father who regularly asked me if I was working on my
doctorate because he believed in me. Although his schooling was interrupted due to a system that
didn’t sustain or support his learning, he inspired and compels me to work toward improving the
system for the children whom I serve. His story motivates and inspires me to do my best each
day to ensure that children’s needs are met. Dad, I appreciate your encouragement and faith in
me.
I’d like to thank my brother who is always a text message away to revisit our common
educational experience. Thankfully, Rollie’s sense of humor is in line with mine and provided
me comic relief when the writing became difficult. Our shared history is usually six degrees from
a conversation about Star Wars (which helps me stay young at heart). Rollie, I love you and am
grateful for your camaraderie.
Thank you, Dr. Gothold for chairing my committee and establishing a clear path for our
cohort. I appreciate how smoothly you guided me through the dissertation process. Your
encouragement and push to keep me striving for excellence made me want to create and write the
best case study possible. I will miss our Sunday meetings and being in the presence of scholarly
thought and discussion.
I’d like to thank my co-chairs who assisted me in developing my case study. Dr. Ott and
Dr. Hocevar, thank you for reading and providing me with feedback to enhance my case study.
Our cohort of five has a special place in my heart. Daniel (soon to be Dr. Ochoa), Dionne
(soon to be Dr. Garner), Charel (soon to be Dr. Bailey), and Vanessa (soon to be Dr. Torres), you
have made me a better student by encouraging questions, patiently answering my emails and
A CASE STUDY OF PHOENIX HIGH SCHOOL 4
texts, and meeting together. I am so fortunate to benefit from knowing each and every one of
you. I am delighted that you all are a phone call or dinner away.
Our USC Cohort has been very inspiring to be a part of. As I attended classes weekly, I
enjoyed learning from each of you and am inspired by the good work that you do for the
populations that we serve.
My school community and district have been supportive and encouraging of my
dissertation process and classes. Thank you, Willard Staff, Dr. McDonald, and Julie Reynoso for
your support throughout this learning journey.

A CASE STUDY OF PHOENIX HIGH SCHOOL 5
Table of Contents
Dedication 2
Acknowledgements 3
Abstract 7
Chapter One: Introduction 8
Statement of the Problem 8
Purpose of the Study 8
Research Questions 9
Importance of the Study 9
Methodology 10
Assumptions 11
Limitations 11
Delimitations 11
Definitions of Related Terms 11
Organization of the Dissertation 17
Chapter Two: Literature Review 18
Statement of the Problem 18
History of the Achievement Gap 19
Efforts to Address the Problem 24
Impact of the Hispanic/Latino Achievement Gap 24
Insights into Outperforming Schools 26
Critique 35
Conclusion 36
Chapter Three: Methodology 38
Research Methodology 38
Research Development 40
Conceptual Framework 41
Figure 1. Conceptual framework. Adapted from Darling-Hammond, Wilhoit,
and Pittenger (2014) 41
Document Review 42
Instrumentation 42
Survey 43
Observations 43
Interviews 44
Data Analysis 45
Credibility and Trustworthiness 45
Data Collection Approach 45
Conclusion 46
Chapter Four: Findings 47
Overview of Phoenix High School 49
Data for Research Question One 51
Culture of Continuous Improvement 52
Data 54
Planning 57
Leadership 59
A CASE STUDY OF PHOENIX HIGH SCHOOL 6
Data for Research Question Two 60
Curriculum 60
International Baccalaureate 61
Advanced Placement 63
Interventions 64
Academic Interventions 65
Behavioral Interventions 65
Data for Research Question Three 67
Growth Mindset 67
Conclusion 71
Chapter Five: Conclusions 72
Statement of the Problem 72
Purpose of the Study 73
Methodology 73
Research Questions 73
Instrumentation 74
Data Collection 75
Findings 75
Recommendations 76
Suggestions for Future Research 77
Conclusions 78
References 80
Appendix A Document Review 86
Appendix B Staff Survey 88
Appendix C Interview Protocol 89
Appendix D Meeting Observation Form 92

A CASE STUDY OF PHOENIX HIGH SCHOOL 7
Abstract
This qualitative study examined how an urban outperforming school succeeded in closing
the achievement gap in an urban school setting. Although access to promising practices increased
significantly in K-12 schools in the last decade and a half, research indicated that traditionally
underrepresented youth succeeded in some outperforming urban school settings. The resources
allocated to the programs that contribute to the success of outperforming schools were studied
herein. This study sought to explore how urban schools purposefully implemented promising
practices into their classrooms and the extent to which these resources affected teaching and
learning. First, a document review occurred to identify schools that fit the urban outperforming
school criteria. Data were collected via surveys and interviews of instructional staff and
administrators, document analysis, and campus and district observations. The data were
triangulated to determine perceived impact on teaching and learning from the school’s data.
Six findings were validated through data triangulation. These findings aligned and
extended the existing research. Findings included rigorous and enriching curriculum,
interventions that incorporated socio-emotional and academic supports, a culture of continuous
improvement, systemic planning opportunities and articulation, shared leadership that is well
communicated, frequent data analysis that impacts instruction, and staff who embody a growth
mindset. The clear vision and systemic practices begin at the district level and the impact is
realized at the site level.

A CASE STUDY OF PHOENIX HIGH SCHOOL 8
CHAPTER ONE: INTRODUCTION
The achievement gap in urban schools continues despite efforts to narrow it. Research
indicates there is an achievement gap between Hispanic/Latino students and their peers in urban
schools (Idzerda, 2011; Madrid, 2011). Arnie Duncan summarized the achievement gap by
describing the achievement gap as the most significant problem facing educators today;
achievement among Latino and African American students differs greatly from their white
cohorts (Idzerda, 2011; Rios, 2012; Roach, 2006). Although some urban school students
struggle, other urban schools made progress to narrow the achievement gap. Therefore, urban
schools that made progress in closing the gap need to be studied to inform the field of what is
happening at these schools.
Statement of the Problem
The achievement gap continues in urban public schools despite efforts to improve
academic outcomes for underrepresented youth. However, there are some outperforming schools
that made progress in closing this gap.
Purpose of the Study
The purpose of this study was to examine current practices in an outperforming urban
high school, which made strides in closing the achievement gap. Researchers identified a
plethora of factors contributing to the Latino achievement gap. For one, Madrid (2011) asserted
that school conditions play a role in achievement, and schools are beyond capacity and have ill
equipped facilities and structures to educate students. Roach (2006) argued that lack of access to
rigorous curriculum and well-equipped facilities is both the norm and a problem for Latino
students. Furthermore, unique to this subgroup is the language gap that Latinos might have upon
entering school (Madrid, 2011; Roach, 2006). Additionally, Latino students might have
A CASE STUDY OF PHOENIX HIGH SCHOOL 9
mismatched and underprepared educators, which preclude them from access to a high-quality
rigorous curriculum (Madrid, 2011; Rios, 2012; Roach, 2006). Since there are many factors that
contribute to the Latino achievement gap, close evaluation of one urban high school will yield
possible solutions to improve equity and access.
Research Questions
Dr. Gothold’s thematic dissertation group at the University of Southern California
worked together to collectively develop the following research questions. These questions were
designed to identify specific resources, programs, and capacity at a school where academic
outcomes for underrepresented youth improved to close the achievement gap. The following
questions were the same questions used by all researchers in this thematic group:
RQ 1: How are resources allocated within the school where academic outcomes have
improved for underrepresented youth?
RQ 2: What programs exist within the school where academic outcomes have improved
for underrepresented youth?
RQ 3: How is capacity built within the framework of the school where academic
outcomes have improved for underrepresented youth?
Importance of the Study
As a democracy, we have a social imperative to ensure all students achieve equally and
that barriers to that achievement are removed. The United States of America offers a free public
education for all. Therefore, we must, as a national focus, ensure that free education is inherent
in public education. Paramount to public education are equity, access, and equal educational
outcomes for all students. To further illustrate this point, Pedro Noguera, as cited in Rios (2012),
contended that, if there is not a concerted effort to ameliorate the achievement gap problem, then
A CASE STUDY OF PHOENIX HIGH SCHOOL 10
we can extrapolate poor school performance in K-12 to low enrollment in college settings.
Naturally, if an effective education is not in place during the K-12 school years, then fewer
Hispanic and Latino students matriculate into and enter higher education. Nationally, we take
this charge seriously and want to provide the best educational opportunities for all students so
that they matriculate to college or career, whichever they choose. Therefore, the achievement gap
between Hispanic and Latino students and their peers is a significant problem that needs
attention in order to be mitigated.
Researching the achievement gap afforded information on how to extrapolate conditions
that exist when the achievement gap is narrowed. Additionally, with the inception of the Local
Control Funding Formula, school resource allocation needed to be studied in order to see if the
achievement gap narrows or persists.
Methodology
This was a qualitative case study, one of 18 similar in nature that examined the
achievement gap in a variety of contexts. Qualitative studies are important because they allow
others to peek in and see what is happening in a given context (Merriam, 2009). Dr. Gothold’s
thematic group met regularly to generate research questions and create data collection
instruments. Data for this study were collected and triangulated through document review,
observations, surveys, and interviews. Our thematic group focused on making meaning from a
phenomenon, and I sought explanations as to why this urban high school was outperforming.
Ultimately, qualitative research answers questions that society has about actions in the field of
education, so mobilizing this curiosity provided valuable insight into why outperforming schools
emerge (Merriam, 2009). This curiosity served as a mechanism for an investigation that can
contribute to research and improve practice.
A CASE STUDY OF PHOENIX HIGH SCHOOL 11
Assumptions
This study assumed that the research questions and tools created by the thematic group
would yield data aligned to our three research questions about resources, programs, and capacity.
Another assumption of this study was that respondents told the truth through the course of their
interviews and surveys.
Limitations
This is a qualitative case study was one of 18 similar in nature. Our thematic group only
studied adults, so I only report what we learned from our document review and data collection
instruments for observations, interviews, and surveys.
Delimitations
The delimitations of this study were the criteria the thematic group chose to use in order
to identify schools as outperforming. The group chose to use the following criteria: enrollment of
at least 500 students, the school made adequate yearly progress for three years, an academic
performance index (API) of 800 or higher, a similar schools ranking of 8 or higher, an English
learner population of 30% or higher, a minority population of 50% or higher, a population of
students who receive free or reduced-price meals of 60% or higher, met or exceeded the Smarter
Balanced Assessment Consortium Standard by 60% or higher both in English and Math, and
Gold Ribbon School status.
Definitions of Related Terms
Academic Performance Index (API): A number, used for school accountability purposes,
summarizing the performance of a group of students, a school, or a district on California’s
standardized tests. A school’s number (or API score) is used to rank it among schools of the
same type (elementary, middle, high) and among the 100 schools of the same type that are most
A CASE STUDY OF PHOENIX HIGH SCHOOL 12
similar in terms of students served, teacher qualifications, and other factors. Schools and districts
also receive separate API scores for student groups comprised of more than 10 students with
valid test scores, including ethnic subgroups, socioeconomically disadvantaged students, English
learners, and students with disabilities. They only receive academic growth targets for
numerically significant student groups, however.
Adequate Yearly Progress (AYP): the central mechanism for improving and measuring school
performance and the academic achievement of different subgroups of students (Kim &
Saundermann, 2005).
Achievement Gap: A consistent difference in scores on student achievement tests between
certain groups of children and children in other groups. The data document 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, Hispanics, and 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 (Ed
Source, 2001).
Annual Measurable Achievement Objective (AMAO): A measurement within the Title III
Accountability Report used to determine compliance with the federal No Child Left Behind Act
of 2001 (NCLB). States must develop annual measurable objectives that will determine if a
school, district, or the state as a whole is making AYP toward the goal of having all students
reach proficiency in English language arts (ELA) and mathematics by the 2013-14 school year.
For California, the objectives are the percentages of students who must score as proficient or
advanced on ELA and mathematics tests aligned with state content standards (such as the
A CASE STUDY OF PHOENIX HIGH SCHOOL 13
California Standards Tests and the California High School Exit Exam). For example, for an
elementary school in the 2004-2005 term, the objective was that 24.4% of its students would
score as proficient or better on the California Standards Test in ELA.
California Standards Tests (CSTs): Tests that are part of the Standardized Testing and
Reporting (STAR) program and are based on the state’s academic content standards-what
teachers are expected to be teaching and what students are expected to be learning. They are
primarily multiple-choice and cover four subject areas: ELA (grades 2 to 11); mathematics
(grades 2 to 11); history/social science (grades 8, 10, and 11); and science (for grades 5, 8, 10,
and high school students who are taking specific subjects like biology, chemistry, or integrated
science). CSTs are criterion-referenced tests, and students are scored as “far below basic, below
basic, basic, proficient, and advanced.” The state goal is for every student to earn a score of
“proficient” or higher. Only California students take these standards-based, tests so their results
cannot be compared to test scores of students in other states or nations.
Capacity: capacity is the “collective competency” or “investment” necessary for a school to
improve in a meaningful way (Corcoran & Goertz, 1995).
Common Core State Standards: The Common Core State Standards, often referred to as
“Common Core” are a set of educational standards that describe what students should know and
be able to do in ELA and math in each grade from kindergarten through 12th. California is
among the more than 40 states that adopted them in an effort to establish clear, consistent
educational standards across state lines. California students will took standardized tests
measuring their knowledge of the Common Core starting in spring 2015.
English Learner (EL): Students whose home language is not English and who qualify for extra
help. EL students were formerly known as Limited English Proficient.
A CASE STUDY OF PHOENIX HIGH SCHOOL 14
Free or Reduced-Price Meals: A federal program to provide food—typically lunch and/or
breakfast—for students from low-income families. The number of students participating in the
National School Lunch Program is increasingly used to measure the poverty level of a school or
district population. The number of children in this program can affect schools’ or districts’
eligibility for grants or other funding aimed at helping lower-income families.
Local Control and Accountability Plan (LCAP): A key accountability requirement of the
state’s Local Control Funding Formula (LCFF), the LCAP is a three-year plan, which every
district must create and update annually with input from the community. The LCAP is intended
to explain how the district will use state funds to improve educational outcomes for all students
based on eight state priorities, with special attention to high-needs students who received
additional money. The state’s board of education approved a template for the LCAP in January
2014.
Local Control Funding Formula (LCFF): Signed into law on July 1, 2013, the Local Control
Funding Formula, also known as LCFF, overhauls California’s school finance system, replacing
“revenue limits” and most “categorical funds” with a per-pupil base grant plus additional money
for high-need (low-income, EL, and foster youth) students.
Multi- Tiered System of Support (MTSS): A Multi-Tiered System of Supports (MTSS)
describes how schools provide supports for each child to be successful and the processes and
tools teachers use to make decisions. When compared to Response to Intervention (RtI), MTSS
addresses a much broader variety of issues, including the identification of a student with specific
learning disabilities under IDEA, an individual student problem-solving approach to
interventions, and a standard protocol approach to interventions or possibly a school-wide
approach.
A CASE STUDY OF PHOENIX HIGH SCHOOL 15
National Assessment of Educational Progress (NAEP): A national test given to specific grade
levels in specific subjects every other year. A small sample of students representative of the
overall state are tested. NAEP test scores can be compared to national averages. California
participates in NAEP, though not all states do.
No Child Left Behind Act (NCLB): The 2002 reauthorization of the Elementary and Secondary
Education Act (ESEA). Originally passed in 1965, ESEA programs provide much of the federal
funding for K-12 schools. NCLB’s provisions represent a significant change in the federal
government’s influence in public schools and districts throughout the United States, particularly
in terms of assessment, accountability, and teacher quality. It increases federal focus on the
achievement of disadvantaged pupils, including ELs and students who live in poverty, provides
funding for innovative programs such as charter schools, and supports the right of parents to
transfer their children to a different school if their school is low-performing or unsafe.
Outperforming Schools: This thematic dissertation group identified the following criteria
enrollment of at least 500 students, the school made AYP for three years, an API of 800 or
higher, a similar schools ranking of 8 or higher, an EL population of 30% or higher, a minority
population of 50% or higher, a population of students who receive free or reduced-price meals of
60% or higher, met or exceeded the Smarter Balanced Assessment Consortium Standard by 60%
or higher both in English and Math, and Gold Ribbon School status.
Professional Development: The advancement of skills or expertise to succeed in a particular
profession, especially through continued education
Race to the Top 2010: An unprecedented federal investment, with four core assurances–
rigorous standards and internationally benchmarked assessments, data systems tracing individual
students and teachers, great teachers and leaders, and turning around struggling schools.
A CASE STUDY OF PHOENIX HIGH SCHOOL 16
(Hershberg & Robertson-Kraft, 2010) States and school districts to secure grants from 4.35
billion, by using data to reward effective teachers, to support struggling teachers, and to replace
teachers who are not fit for the job.
Similar Schools Ranking: comparison to a school to a hundred other of the same type and
similar demographic characteristics.
Smarter Balanced Assessment Consortium: A national consortium of 25 states that have been
working collaboratively to develop a student assessment system aligned to a common core of
academic content standards.
School Accountability Report Card: A system by which each school in California annually
provides information to the general public. The primary purpose is to inform the public of
student achievement, school environment, resources, staffing information, and demographics.
Socioeconomically Disadvantaged: Students whose parents do not have a high school diploma
or who participate in the free or reduced-price meal program because of low-family income.
Standardized Testing and Reporting Program (STAR): Statewide testing system that
contains three elements: (1) CSTs, which are based on the state’s academic content standards; (2)
California Achievement Tests, Sixth Edition Survey, a nationally normed, standardized,
multiple-choice, basic-skills test; and (3) Spanish Assessment of Basic Education, Second
Edition, an additional norm-referenced test that native Spanish-speaking students take during
their first year in California public schools. Student achievement on certain STAR tests largely
determines a school’s statewide ranking (see Academic Performance Index).
Underrepresented Youth: A subset of minority students shown to contribute to the relatively
low college-going rates of low-income black, Hispanic, and Native American students.
A CASE STUDY OF PHOENIX HIGH SCHOOL 17
Urban School: The literature characterizes urban schools as schools that experience a challenge
in the following areas: (1) the achievement gap, (2) concentrated poverty, (3) the teaching
challenge (hiring qualified teachers and filling vacancies), (4) school climate, (5) access to
resources, and, finally, (6) politics and governance (Lee, 2005).
Organization of the Dissertation
Chapter One includes an introduction to the achievement gap. It also introduces the
statement of the problem, the purpose of the study, research questions, the methodology of the
study, limitations, delimitations, assumptions, and definitions of terms used to explain the case
study.
Chapter Two presents a literature review related to the history of the achievement gap,
factors that contribute to it, and possible attempts that have been successful in closing it. The
chapter also provides a definition of the achievement gap and implications for California.
Chapter Three details the methodology of this qualitative case study. The design of the
research study, the conceptual framework, the population and the sample school are described,
and the data instruments and collection processes are explained in this chapter.
Chapter Four shares the findings of the case study. It looks deeply at all three research
questions and delineates, in detail, the specific answers to each question. It also includes
reflection, synthesis, and analysis about the significance of the findings to education specifically
education in California.
Chapter Five organizes the findings into a summary that affords the researcher to draw
conclusions about implications of the case study’s findings to both educational theory and
educational practice in narrowing the achievement gap. Additionally, it suggests areas where
more research is needed.
A CASE STUDY OF PHOENIX HIGH SCHOOL 18
CHAPTER TWO: LITERATURE REVIEW
Urban students are not well served by most schools, so the achievement gap continues
despite efforts to narrow it between minority and non-minority students (Delta et al., 2011;
Holme, 2002; Valencia, 2010; Zhang & Cowen 2009). However, some urban schools made
progress to narrow this gap. In order to understand schools that are making progress, more needs
to be learned about what is happening in these successes. The purpose of this study was to
examine the practices that contributed to closing the achievement gap in one outperforming
urban school. This literature review states the problem, reviews efforts to address the
achievement gap between Hispanic/Latino students and their peers, analyzes the impact of the
achievement gap, reviews promising practices that narrowed the gap, critiques the literature by
identifying gaps and areas for further investigation, and demonstrates how the literature bridges
this study.
Statement of the Problem
The achievement gap continues in urban public schools despite efforts to improve
academic outcomes for underrepresented youth. However, some outperforming schools made
progress in closing the gap. As a democracy, we have a social imperative to ensure all students
achieve equally and that barriers to that achievement are removed. The United States of America
offers a free public education for all. Therefore, we must, as a nation focus to ensure a free
education for all. A high-quality education is an inherent opportunity in public education.
Paramount to public education is equity and access for all students. To further illustrate this
point, Pedro Noguera, as cited in Rios (2012) contends that, if there is not a concerted effort to
ameliorate the problem, then we can extrapolate poor school performance in K-12 to low
enrollment in college settings (Rios, 2012). If an effective education is not in place during the K-
A CASE STUDY OF PHOENIX HIGH SCHOOL 19
12 school years, then we will have fewer Latino students matriculate and enter higher education.
Literacy during the elementary years can predict the future success or failure in school and post
K-12 education. Therefore, early reading success is of great importance for future academic
achievement. We take this charge seriously and want to provide the best educational
opportunities for all students, so that they matriculate to college or career, whichever they
choose.
History of the Achievement Gap
Throughout history the achievement gap has persisted despite efforts to promote equity in
U.S. public schools. (Delta, International, Phi, & Kappan, 2011). Plessy v. Ferguson (1896) was
a U.S. Supreme Court decision to uphold the doctrine of “separate but equal.” This court case
brought inequities for minority students in the public school system to light by mandating all
schools have equal resources. However, the mandate didn’t fulfill its purpose and schools
continued to be unequal regarding teachers, materials, and facilities.
Brown v. Board of Education challenged the separate but equal policy in the south; the
purpose was to challenge with the notion that segregation is not ever equal. Although Brown v
Board of Education was decided over 50 years ago, there are still inequities in the public school
system that need to be addressed. Brown v Board of Education was a step toward equality, but it
failed to establish a deadline for eradicating segregated public schools. Delayed enforcement of
Brown v. Board of Education perpetuated the achievement gap (Valencia, 2010).
Although litigation continued to address segregated schools, it manifested itself in
socioeconomic disparities as well as de facto segregation (Delta et al., 2011; Holme, 2002;
Valencia, 2010). Therefore, the achievement gap has been perpetuated under different
A CASE STUDY OF PHOENIX HIGH SCHOOL 20
circumstances, so this literature review focuses on educational outcomes for Hispanic/Latino
students and how outperforming schools serve this underrepresented group.
Researchers found that academic disproportion, or the achievement gap, exists between
minority and White students (Zhang & Cowen, 2009). Historically, minority and economically
disadvantaged students have continuously scored lower than their White counterparts in terms of
academic achievement (Zhang & Cowen, 2009). The literature offers historic perspectives on
how the achievement gap endured over time, which helps define the groups at risk. Beyond the
significance of student subgroups like Hispanics/Latinos not achieving at high rates is an offer of
how practitioners and professors narrowed the gaps through promising practices like
collaboration and student engagement with time on task and increased attendance (Fisher, Frey,
& Lapp, 2011).
Studies that illustrate the necessity for Latino access to improve achievement are
evidenced in Madrid’s (2011) study of California and the United States NAEP Data.
Specifically, the STAR data (state) and federal NAEP data were analyzed for 17-year-olds and
revealed national trends mirror that of California (Madrid, 2011, p.7). Achievement data from
1975 to 2008 show that the achievement gap continued between Latino/a and White students.
The Latino achievement gap reflects a problem with many layers (Madrid, 2011). “Poor
achievement especially in mathematics and reading has significant implications not only for
California’s public educational system, but also for the state’s and nation’s social, political, and
economic future” (Madrid, 2011, p. 7). Achievement for Latino students is cause for great
concern. As stated by Madrid (2011), “In 2009, Latinos had yet to reach the same levels of
achievement as Whites in 2003” (p. 8). For example, in 2003, 53% of White students earned a
score of proficient or advanced on California’s English Language Arts Standards Tests for
A CASE STUDY OF PHOENIX HIGH SCHOOL 21
students in grades 2-11, whereas 37% of Latinos earned those scores in 2009. Madrid asserted
that school conditions play a role in achievement, and these are beyond capacity and have ill
equipped facilities and structures to educate students (Madrid, 2011, p.8). Additionally, he cited
teacher issues like not all teachers being matched appropriately and prepared to meet the
demands of teaching. Schools that serve traditionally underperforming students should employ
the most talented and qualified educators. However, partnering with parents is a positive step in
the right direction. Ultimately, partnering with families began shifting the momentum toward
broader systemic reform of assessments in tandem with a national curriculum movement
(Kornhaber, Griffith, & Tyler, 2014).
The achievement gap is a significant educational concern. Madrid (2011) summarized the
Latino achievement gap and its pervasiveness. Latino students will quickly become the majority
of California’s students. Academic gains are being made, but the problem of an achievement gap
persists. There are many explanations for factors contributing to the achievement gap. For one,
the facilities and school conditions often put Latino students at risk because the facilities are not
adequate or their conditions are substandard. Secondly, the teachers who serve Latino students in
many urban schools are often mediocre or under-qualified. Thirdly, teachers are not always
equipped to teach ELs. Fourthly, teachers often have a negative perception of students and their
parents (Madrid, 2011). This article is important because it identifies solutions to close the
achievement gap: identify principals and teachers who can effectively work with Latinos and
create convenient opportunities for parents to engage with the school (Madrid, 2011).
In an effort to improve educational outcomes for Hispanic/Latino students, legislative
efforts were made to narrow the achievement gap. The ESEA was authorized in 1965 by
President Johnson to ensure high standards and literacy achievement in all students (Parker,
A CASE STUDY OF PHOENIX HIGH SCHOOL 22
2005). Congress enacted NCLB, which required that all states address educational outcomes for
all children by using assessment data to drive decisions regarding school improvement,
accountability, and funding (Green 2012; Jaiani & Whitford, 2011; McAndrews, 2005; Young &
Kaffenberger, 2011). Historically, legislators sought to enact legislation that would solve the
achievement gap problem for underrepresented youth. However, there has not been a panacea,
and the gap is narrowing as a result of changed policy.
Although legislative attempts were made to improve the school experience for Latino
students, measures fell short of improving the dilemma. At the local level, in California, the
CAHSEE served as the high-stakes exam created for all students to pass in order to graduate
from high school (Callet, 2005). Nationally, NCLB sunsetted, and the federal government
offered the Common Core State Standards developed by the National Governors Association to
answer a call for a national curriculum (Kornhaber et al., 2014). Systemic efforts to solve the
achievement crisis created stresses that legislators responded to through legislation.
Although legislative attempts were made to improve the school experience, including
enhanced programs to serve Latino students, measures fell short of improving the dilemma.
Laws and legislation shaped the Latino educational experience (Roach, 2006). Solutions
requiring schools to develop a singular focus on leadership, student relationships, or emphasizing
learning in lieu of standardized test scores could succeed in eliminating the struggle (Rios, 2012).
Since Proposition 227 in California passed, an achievement gap has persisted between ELs and
non-ELs. NAEP achievement data from 1990 to 2004 were collected for the study of the effects
of Proposition 227 (Roach, 2006). Ultimately, Proposition 227’s restrictive pedagogical stance
on bilingual education caused bilingual (versus immersion) instruction for Latino students to
come into question. However, educational practitioners debate the best approach for instruction,
A CASE STUDY OF PHOENIX HIGH SCHOOL 23
which does not always agree with policymakers. Research indicates that the achievement gap
still exists for Latino students after the implementation of Proposition 227, so eliminating
primary language supports has not eradicated the performance gap (Roach, 2006).
Equitable educational outcomes are inherent in the American Dream (Hochschild &
Scovronick, 2004; Larabee, 2000). Although Hispanic and Latino ELs have been part of the
landscape of California public schools for decades, researchers do not agree on how best to
instruct them (Olsen, 2010). Consequently, researchers have conducted studies and published
their findings in a variety of media, and some of the research is reviewed in this literature review.
Since NCLB defined ELs as a significant subgroup, the urgency of ensuring their achievement
has become a major focus for schools throughout the state (Ardasheva, Tretter, & Kinny, 2012;
Olson, 2010). This literature review focuses on language development practices that have
yielded growth in English language development for ELs with Spanish as a first language.
This literature focuses on ELs from Spanish-speaking backgrounds. How best to instruct
ELs is a question that practitioners ask themselves (Sanford, Brown, & Turner, 2012). Often, this
topic is a focus of professional development and data talk meetings that consider how best to
instruct children of immigrants, of whom half are estimated to not speak English fluently and
who are the United States’ fastest growing minority population (Calderon, Slavin, & Sanchez,
2011). The United States federal government requires schools to provide services and instruction
for ELs. However, the government offers no policies in regards to consistently identifying,
assessing, placing, or instructing them (Calderon et al., 2011).

A CASE STUDY OF PHOENIX HIGH SCHOOL 24
Efforts to Address the Problem
Recently, the federal government created Race to the Top, which motivated states to
adopt the Common Core State Standards initiated by the National Governors Association
(Hallgren, James-Burdumy, & Perez-Johnson, 2014). Race to the Top created a federal initiative
that incentivized through monetary inducements, which aspires to generate broader educational
reform focused on improved educational outcomes for all students, including Hispanic/Latino
students.
In an effort to equalize funding to school districts, California authorized the LCFF to
provide equity in resources through school funding allocations (Menefee-Libey & Kerchner,
2015; Taylor, 2015). LCAPs are connected to LCFF funding, which requires three-year plans to
focus on school improvement (Taylor, 2015). These plans are monitored and submitted to the
county offices for review. These reviews make sure funds are spent on diverse student
populations, and these funds are allocated to ameliorate the achievement gap (Menefee-Libey &
Kerchner, 2015; Taylor, 2015).
Impact of the Hispanic/Latino Achievement Gap
Although Brown v the Board of Education was over 50 years ago, research has been
unable to identify a core innovation to narrow the Latino achievement and access gap (Madrid,
2011; Hall Mark 2013). Ultimately, as a democracy, we have a social imperative to ensure all
students achieve equally, and that barriers to that achievement are removed. The United States of
America offers a free public education for all. Therefore, we must, as a national focus, ensure a
free education for all is inherent in public education. Paramount in public education is equity and
access for all students. Therefore, all teachers and schools should have the resources and
instructional capacity to serve Latino students adequately. To further illustrate this point, Pedro
A CASE STUDY OF PHOENIX HIGH SCHOOL 25
Noguera contended that, if there is not a concerted effort to ameliorate the problem, then we can
extrapolate poor school performance in K-12 to low enrollment in college settings (Rios, 2012).
If an effective education is not in place during the K-12 school years, then we will have fewer
Latino students matriculate and enter higher education.
Latino students do not have access to the same resources as groups achieving at higher
rates, and Mark Hall’s (2013) review of two books provides insight into the achievement gap and
ideas to solve it. The first book is Milner’s (2010) Start Where You Are, but Don’t Stay There:
Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms. The second
book is Boykin and Noguera’s (2011) book, Creating the Opportunity to Learn: Moving From
Research to Practice to Close the Achievement Gap. This book review begins with an
explanation of what constitutes an achievement gap from different researchers’ perspectives
regarding students in the United States. These data are then extrapolated to illuminate a 25%
achievement gap of students in the United States to the students in Finland and Korea. Then the
article is divided into three sections: opportunity gaps, relationships between teacher and student,
and the connection to curriculum and learning (Hall Mark, 2013). This article is valuable because
it provides an overview of two books that closely examine the achievement gap through defining
and examining the layers of institutionalization that contribute to the problem.
Researchers identified a plethora of factors (lack of well-prepared educators, adequate
facilities, and access to high-quality programs) contributing to the achievement gap, and
ameliorating those factors harbors promise of narrowing the gap (Hall Mark, 2013; Madrid
2011).
In order to improve educational outcomes for Hispanic/Latino students, teachers need to
be highly qualified, which means teachers who instruct Hispanic/Latino students need improve
A CASE STUDY OF PHOENIX HIGH SCHOOL 26
capacity. However, teacher shortages developed, so there has been interest in finding alternative
routes into the classroom (Glazerman, Mayer, & Decker, 2006). Teachers and the quality of
instruction they provide can greatly enhance the schooling experience and educational outcomes
for Hispanic/Latino students. Teacher quality and the effective pedagogy they employ nets
positive academic achievement. Programs, capacity, and resources affect Hispanic/Latino
students’ educational outcomes.
Insights into Outperforming Schools
Research provides insight into a multitude of promising practices and programs, educator
capacity, and resources that outperforming schools employ. For example, researchers defined
and explored engagement related to the achievement gap (Brozo, Sulkunen, Shiel, Garbe,
Pandian, & Valtin, 2014; Chase, Hilliard, Geldhof, Warren, & Lerner, 2014). Reading
engagement is defined by the Program of International Student Assessment (PISA) as time spent
with text, reading varied genres, and enjoyment of reading. An important finding is that reading
engagement is more predictive of successful student performance than socio-economic
background (Brozo et al., 2014). Brozo et al. (2014) found PISA evidences how gender divides
reading engagement in 15-year-olds. Girls are found to be more engaged readers than boys. The
authors contended that engagement has a strong correlation with student achievement (Brozo, et
al., 2014).
The PISA is significant because it assesses students every three years to see how well
they fare near the end of mandatory schooling. Reading engagement is defined by PISA as time
spent with text, varied genres, and enjoyment of reading, which is an important finding because
reading engagement is more predictive of successful student performance than socio-economic
background. Therefore, five findings to reduce the reading gender gap were suggested. First,
A CASE STUDY OF PHOENIX HIGH SCHOOL 27
wide reading that supports the interests of the male reader was suggested. Second, access to
digital resources to read will improve the availability. Third, males need male role models as
readers. Fourth, the motivational aspects and needs of the male reader need to be considered.
Lastly, the unique reading habits of boys need to be considered when setting goals for
achievement (Brozo et al., 2014). Specifically, when the data are examined by subgroup, African
American and Hispanic males from low socio-economic backgrounds are at risk of having low
engagement levels, which, consequently, contributes to the achievement gap. Programs that
enhance student engagement improve educational outcomes that mitigate the achievement gap.
Practitioners created pilot projects/innovations to narrow the achievement gap (Cooper,
2007; Fisher et al., 2011) In an effort to ameliorate the gap, Cooper (2007) discussed how the
Minority Student Achievement Network (MSAN) works to bridge the gap between K-12
education and the research conducted by institutions of higher education. Superintendents from
14 school districts began the network to work to ameliorate the gap between African American
and Latino students and their White students (Cooper, 2007). The group collectively problem
solved closing the achievement gap. Solving the achievement gap independently was not
working. The goal of the MSAN was to find ways to ensure high levels of performance for
minority students. Historically, parents and students were blamed for the gap, so the group
worked to share research, evaluate schools and network initiatives, and perform applied research.
The MSAN is important research because the base of knowledge grew by the collective research
and networking of the MSAN (Cooper, 2007).
Attendance was studied in regard to engagement. Then, the school looked at engagement
while at school (Fisher et al., 2011). Two groups were identified: the top 30 and the bottom 30
students in terms of academics. Attendance was found to be a factor in the achievement gap in
A CASE STUDY OF PHOENIX HIGH SCHOOL 28
relation to the bottom 30 students who missed an average of 3 days per month. The data trend
showed that African American and Latino students were more likely to be absent than their
White cohorts. The study implemented three measures to improve absenteeism. First, each
student received a personal note when he or she was absent. Second, unexcused absences were
reversed through home visits and a warm welcome upon the student’s return. Third, attendance
was celebrated so students learned that it mattered that they came to school (Fisher et al., 2011).
After attendance was addressed, the researchers provided professional development twice a
month to inform teachers how to engage students when they were in the classroom. Students
were afforded opportunities to talk in pairs, collaborate, and interact in the classroom.
Ultimately, attendance and engagement were found to both contribute to achievement.
One practice that outperforming urban schools employ is dual immersion, which is also
known as two-way immersion and provides positive gains for ELs so that they do not experience
subtractive bilingualism (Sinclair, 2014; Umansky & Reardon, 2014; Valenzuela, 1999).
Culturally responsive pedagogy is critical in educating diverse learners. Valenzuela
(1999) posed “The question of what it means to care about children in a cultural and political
context” (p. xvi). She conducted a mixed-methods quantitative and qualitative ethnographic
study of an urban high school in Houston, Texas. Participants were asked questions regarding the
“quality of interpersonal relationships” as well as self-reported participation (Valenzuela, 1999,
p.7). Along with the surveys, open-ended interviews were conducted with students and staff
formally and at school sponsored events or during times of congregation. Additionally, school
and district data systems were utilized for quantitative data collection and analysis. Trends of
low performance were found. Recent immigrants fared better than those who reacted to the
negative practices that communicated lack of authentic, genuine investment in the student’s
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education and had an impact on attitudes and school performance because the process of learning
turned into “schooling” (Valenzuela, 1999, p. 256). Ultimately, Valenzuela stated, “My research
suggests that schools like Seguin High are organized formally and informally in ways that
fracture students’ cultural and ethnic identities, creating social, linguistic, and cultural divisions
among the students and between the students and the staff” (p. 5). Therefore, programs that
honor cultural diversity enhance Hispanic/Latino students’ academic achievement.
Patterson, Hale, and Stessman (2007, 2008) used a case study of Prairie High School to
collect qualitative data through personal interviews, focus groups, and a document review. In this
study, conducted during the 2002-2003 term, only 53.6% of students graduated who began
together as freshmen, but this cohort did not demonstrate AYP as specified by NCLB.
“Ultimately, 68 students, families, and faculty members participated. Low-income Latino
students accounted for a majority of those who left the high school without graduating”
(Patterson et al., 2007/08, p. 2). The architects of the study closely examined culture. They
concluded that “shifting from deficit thinking to culturally responsive engagement” would shift
the paradigm at Prairie High School to include more students (Patterson et al., 2008, p.13).
Ultimately, programs and teacher capacity that have been developed in schools to assist with
culturally responsive engagement improves educational outcomes for students.
Another study found that it was not the curriculum alone that made the difference for
underrepresented students. Mayer (2008) found that marketing and supports made the difference
in narrowing the achievement gap. Specifically, Mayer conducted a mixed-methods study to
learn how high-achieving Latino and African American students were attracted and enrolled in
the International Baccalaureate (IB) program. This study was designed because “Students of
color are consistently underrepresented in honors and gifted programs nationwide” (Mayer,
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2008, p. 201). Through the literature review, the author found that access to high-level rigorous
curriculum is not the answer to closing the achievement gap. However, first attracting
underrepresented students and then employing scaffolds and supports throughout the program
enables underrepresented students to thrive and consequently narrow the achievement gap.
Carol Dweck’s (2010) theory of growth mindsets details how performance-oriented goals
are less effective than growth oriented goals in student motivation. Applying a fixed, versus
growth, mindset to improve achievement and educational outcomes for Hispanic/Latino students
would serve as a strong component of building capacity to support them. Therefore, motivation
is key in closing the achievement gap as is focusing on effort as a key component for improving
student efficacy (Dweck, 2010; Wang & Holcombe, 2010).
In order to address this issue regarding how to best instruct ELs, this section of the
literature review identifies the effects of EL development instruction on language acquisition.
The first study that reviewed provides insight into the types of programs that are offered to ELs
and the results these programs yield. The study by Nakamoto, Lindsey, and Manis (2010)
examined five hundred two low socioeconomic Spanish-speaking ELs in three different
programs, thereby, making Nakamoto et al.’s (2010) study a frame to understand the corpus of
literature surrounding EL programs. This study used oral language development assessments and
reading assessments from kindergarten to third grade in order to measure growth. These students
were selected across 16 schools and 61 classrooms for a variety of programs (Nakamoto et al.,
2010).
Specifically, students were enrolled in one of three programs: English immersion,
transitional bilingualism, and dual-language programs. First, a transitional bilingual program is
defined as kindergarten students spending 75% of instructional time being instructed in Spanish.
A CASE STUDY OF PHOENIX HIGH SCHOOL 31
Subsequently, 70% of the time first grade students are instructed in Spanish (Nakamoto et al.,
2010). As the students advanced in grade, the percentage of time being instructed in Spanish
decreased. The goal of this program is to attain English proficiency, so both English and Spanish
textbooks are assigned until English proficiency is attained. Second, a dual-language program is
defined in this study as a program providing equal amounts of Spanish and English instruction.
However, when the state stopped funding the program, the program ended. The third program
type reviewed in this study is the English immersion program, which is offered to students whose
parents signed a waiver opting out of bilingual instruction. Although there were Spanish-
speaking aides in the classrooms for students to access, the instruction was in English. In total,
this program served 85 students in the study (Nakamoto et al., 2010).
The Nakamoto et al. (2010) study aimed to ascertain whether pre-literacy skills in the
home language factored in to achievement. Additionally, the study looked to measure how the
instructional program affected learning. Reading comprehension is defined by ability to decode
and the ability to understand linguistic comprehension. The researchers asserted that students
who could decode in the early grades were more likely to comprehend as they advanced in
grades (Nakamoto et al., 2010). However, in the upper grades, the researchers found that
decoding coupled with listening comprehension improved reading outcomes. Overall, the
students enrolled in the dual-language and transitional bilingual programs scored higher than the
students in the English immersion programs. The researchers surmised that these findings
indicated that the reading instruction does not matter as much as instruction in Spanish.
Therefore, the role of Spanish instruction is correlative to reading acquisition and language
acquisition in English.
A CASE STUDY OF PHOENIX HIGH SCHOOL 32
In a study by Bailey and Heritage (2014), language-learning progressions were evaluated
to ascertain how English language develops incrementally instead of by standard. This article has
two parts. The first part describes the researchers theoretical stand on language development and
how learning progressions can be applicable in language learning. Secondly, empirical efforts to
create those progressions of student language are discussed and analyzed. This author collected
six oral responses and four written responses to a set of stimuli beginning with personal hygiene
routines like teeth brushing to mathematical reasoning. The aforementioned set of stimuli was
presented to over 325 students enrolled in kindergarten, first, third, and fifth grade (Bailey,
2014). There was a pre- and a post-test. One hundred of the students were ELs enrolled in a dual-
language immersion program. ELs and the other students in the sample had a variety of
language-learning backgrounds. In order to test the dual-language immersion program the study
used the Dynamic Relational Graphic Ontological Network, which analyzed the audio-recorded
explanations and assisted in the word feature and analysis, which tests knowledge of semantic
meaning of word parts. Ultimately, the study concludes that Developmental Language Learning
Progressions, which were measured and analyzed in this study suggest that, if teachers keep
language progression at the forefront of their teaching, then there is potential for increased
educational outcomes for ELs (Bailey, 2014). The study found that rich professional
development and planning to enhance capacity in the areas of improving learning for ELs would
benefit educators. This study equipped educators with important knowledge about how deep
knowledge of the steps in language acquisition can aide teachers in enhancing instruction for ELs
(Bailey, 2014).
In a study by Calderon et al. (2011) researchers asserted that the quality of English
instruction has an impact on language development the most for ELs. Calderon et al.’s study was
A CASE STUDY OF PHOENIX HIGH SCHOOL 33
selected to narrow the focus on English language instruction for ELs. To effectively identify
which practices aid ELs in acquiring English, studies that involved them were reviewed. The
studies reviewed comprised a control and a treatment group in that the treatment group received
instruction in a program or particular methodology. Next, the goal was to measure English
attainment. Finally, the studies reviewed were long-term, and no studies reviewed were less than
12 weeks long. The aforementioned criteria were set in place to provide rigorous parameters for
the studies to qualify for consideration (Bailey, 2014). Therefore, the programs offered and
teacher capacity are integral in ensuring ELs succeed.
Bailey (2014) specified ways to build school staff members’ capacity to improve
educational outcomes. The first practice that improved outcomes was to provide ongoing
formative assessment and data to analyze learning (Bailey & Heritage, 2014). The second
practice was professional development for administrators and teachers. Third, schools that set
clear standards for behavior and had consistent guidelines for management motivated and
organized learning, which also contributed to learning outcomes. Finally, organizations that
share high accountability and monitor achievement closely are effective at improving language
learning (Bailey & Heritage, 2014). The study concluded that a comprehensive and robust
professional development plans needs to be implemented in order for high-quality instruction to
occur.
In an effort to revitalize schools and improve achievement, schools brand themselves to
increase their market appeal (Cucchiara, 2008; Moore 2004). In this study, Center City Schools
Initiative schools in Philadelphia began to respond to an open market system in which parents
elected not to attend local schools (Cucchiara, 2008). Cucchiara (2008) conducted a 2-year
ethnographic study that was comprised of participant-observation in many different school
A CASE STUDY OF PHOENIX HIGH SCHOOL 34
venues, classroom observations, and 20 interviews with a variety of stakeholders: parents,
teachers, and administrators. To revitalize these urban schools, a large-scale marketing campaign
began and was documented. The study concluded that this will be an ongoing problem
throughout urban school systems, “As urban areas continue to struggle with the twin processes of
decline and regeneration, it will be essential to develop strategies for enlisting schools in creating
cities that are both more prosperous and more equitable” (Cucchiara, 2008, p. 176). In
conclusion, schools are the heart of urban systems, and schools and cities should function in a
symbiotic manner. Therefore, branding schools to attract a diverse student body is now an
essential part of leadership. It works to recapture middle class families who often elect to attend
private school when they are dissatisfied with the local urban school (Cucchiara, 2008).
In an effort to brand themselves, many schools took on new curricular foci (Moore,
2004). For example, some schools are labeled science, technology, engineering, and math
(STEM). Along those lines are similar schools that have added the art curricular component to
form science, technology, engineering, art, and math (STEAM). Schools branded STEM and
STEAM exist to raise achievement for underrepresented minority students and to continually
attract a diverse student body (Rabalais, 2014). Other types of specialty schools have also been
successful in drawing in students and improving educational outcomes for students, like the IB
schools (Torres, 2009). Additionally, magnet schools were created and given special funding to
attract students, and their focus could come from a wide range of possibilities all targeted at
increased academic achievement and attracting students (Fonseca, 2008; Ingram, 2004).
Although branded schools can reengage middle class families, they can displace low-income
families (Cucchiara, 2008).
A CASE STUDY OF PHOENIX HIGH SCHOOL 35
In the spirit of providing options for narrowing the achievement gap, alternative schools
like charter schools and private schools offer choice with varied school emphases that appeal to
families interested in schooling alternatives (Davis & Raymond, 2012; McHugh & Spath 1997;
Peyser 2011; Toma & Zimmer, 2012).
In order to mitigate the achievement gap for minority students, including ELs, MTSS
represent a program initiative designed to organize students who need interventions and
research-based practices (Sugai & Horner, 2009; Lillenstein, Fritschmann, & Moran, 2012).
Eagle, Dowd-Eagle, Snyder, and Holtzman (2014) define MTSS as
Functions of principals and school psychologists during team-based problem-solving
MTSS practices are described based Lyon, Kubergovic, Wright, and Zhang (2015)
evidence-based practices (EBPs) within the framework of MTSS when adhered by
teachers and staff had positive effects for student achievement on a problem-solving
framework consistent with school-based consultation (p.160).
Therefore, program practices that focus on individually student achievement provide an
opportunity for improved educational outcomes for Hispanic/Latino students.
Critique
The literature supports the need for high-quality education for Hispanic/Latino students
to mitigate achievement gaps. However, laws and legislation shaped the Latino educational
experience instead of educational research (Roach, 2006). Solutions like shifting schools to a
focus on leadership, student relationships, and emphasizing learning in lieu of standardized test
scores could succeed in eliminating the struggle (Rios, 2012). Since Proposition 227 in
California was passed, an achievement gap has persisted between ELs and non-ELs. NAEP
achievement data from 1990 to 2004 were collected for the study of the effects of Proposition
A CASE STUDY OF PHOENIX HIGH SCHOOL 36
227 (Roach, 2006). Ultimately, this has caused bilingual (versus immersion) instruction for
Latino students to come into question.
The research reviewed in this chapter outlines the factors contributing to this problem,
which prevents Latino students from achieving at rates similar to those of their White peers. All
students should be prepared equally through proper utilization of capacity, programs, and
resources, as was determined by the passage of the 1964 Civil Rights Act which banned
discrimination by race, religion, or gender in areas like schools, public facilities, and
employment in the United States of America.
Therefore, schools should be prepared to offer all students, including Latinos, full equity
and access to rigorous curriculum, well-prepared teachers, and adequate facilities. This chapter
examined literature regarding the Latino achievement and access gap. The achievement gap
includes the lack of access to high-quality programs, culturally responsive and relevant
pedagogy, access to rigorous curriculum, and equalization of resources. Some urban schools
identified and employed promising practices that identify key components of the problem, like
using culturally relevant pedagogy, dual immersion, engagement, and branded schools as a
critical step to narrowing the gap.
Conclusion
Although equity in educational outcomes for all students has been in question for over 50
years, there is still an achievement gap between Hispanic/Latino students and their peers.
However, there are outperforming urban schools that have demonstrated success in closing the
achievement gap. This case study will examine one urban elementary school in an urban setting
that has closed the achievement gap as identified by AYP scores. The findings are designed to
A CASE STUDY OF PHOENIX HIGH SCHOOL 37
enhance the knowledge and comprehension of ways urban schools can utilize findings to assist in
closing the achievement gap for urban schools.

A CASE STUDY OF PHOENIX HIGH SCHOOL 38
CHAPTER THREE: METHODOLOGY
Urban students are not well served by most schools, so the achievement gap continues
despite efforts to narrow it. The research indicates there is an achievement gap between
Hispanic/Latino students and their peers (Idzerda, 2011; Madrid, 2011). The achievement gap is
the most significant issue facing educators today (Idzerda, 2011; Rios, 2012; Roach, 2006).
However, there are some urban schools that made progress to narrow the gap. Schools making
progress need to be studied to inform the field of what is happening in them. The purpose of the
study was to identify what an outperforming school contributed to success in closing the
achievement gap.
Research Methodology
Phoenix High School, an urban school high school in the Phoenix Unified School District
was studied to identify what practices were employed to narrow the achievement gap between
underrepresented students and their peers. The purpose of this study was to examine the practices
at an outperforming urban high school which has begun closing the achievement gap. How are
resources allocated within the school where academic outcomes have improved for
underrepresented youth? What programs exist within the school where academic outcomes have
improved for underrepresented youth? How is capacity built within the framework of the school
where academic outcomes have improved for underrepresented youth?
Qualitative research methods were used for this case study because qualitative research
provides insight into questions that peak our curiosity (Merriam, 2009). Therefore, qualitative
methods were employed to focus this study on meaning making to explain the outperforming
school phenomenon. This study used applied research, which is a form of qualitative research
that seeks to improve practice. Specifically, applied research is a type of qualitative research that
A CASE STUDY OF PHOENIX HIGH SCHOOL 39
sheds light on how we make meaning of experiences (Merriam, 2009). Qualitative research is
relevant for this study because it employs small, yet purposeful samples (depth not breadth) to
answer the research questions. This study used a purposeful sample of one outperforming urban
high school that met the following criteria: a school of 500 or more, grew 10 or more points in
API for three consecutive years, have a minority population of 50% or more, have graduation
rates of 85% or more, and 70% or more of low socioeconomic status. Our thematic dissertation
group co-designed this definition of urban and outperforming schools in order to identify the
schools we studied. The design of this study may need to be reworked to address information
that emerges from it (Maxwell, 2013).
The purposeful sample was created to delve deeper into the answers to the research
questions. I ensured the people sampled were representative of the overall faculty; following
guidelines of a purposeful sample enabled me to extrapolate insight form the data this sample
provided (Maxwell, 2013). First, I ensured no teachers in the sample were on evaluation cycle.
Having participants on evaluation cycle participate could create a biased sample because there
could be extra pressure perceived to answer in a certain manner. Second, I requested permission
and explained my study in the appendix. Lastly, I studied Phoenix High School. Using a school
in southern California allowed me a convenience sample because proximity was an asset, and
this convenience sample helped with feasibility during data collection (Maxwell, 2013).
Because my sample was purposeful, there was not a random selection of participants.
This helped me build rapport with my colleagues, as I shared an interest in their teaching and
insights into that teaching though interviews (Merriam, 2009). The teachers’ surveys were
considered representative of the broader teaching body. Therefore, it can be concluded that this
study drew from a typical and nonrandom sample. Specifically, all departments plan together in
A CASE STUDY OF PHOENIX HIGH SCHOOL 40
regular weekly meetings. Following the meetings, teachers share their newly learned information
to other faculty members at faculty meetings to further calibrate their instruction making the
selected teachers a typical sample (Merriam, 2009).
Research Development
Dr. Gothold’s thematic group of 18 students met regularly together, and, as a smaller
thematic group of five, we generated research questions and created data collection instruments.
Data for this study were collected and triangulated through a document reviews, observations,
surveys, and interviews. Our thematic group focused on making meaning from a phenomenon,
and sought reasons to explain why this urban high school is outperforming. Our thematic group
elected to utilize qualitative measures because there are three benefits to using qualitative
research. First, qualitative research affords the researcher an opportunity to originate theories or
explain phenomenon that assist in a discipline or field (Maxwell, 2013; Merriam, 2009).
Therefore, as researchers we could focus on impact and causality in order to hypothesize about
why phenomenon occurred in a set context. Second, Maxwell (2013) proffers that research as
engaging in “formative evaluation” designed to enhance practice, policy, and programmatic
offerings, which furthers the notion that researchers immersed in the field in an emergent design
are able to adapt the research design as information surfaces in order to glean the most
information (p.32). Third, Merriam (2009) posited that humans are well equipped to engage in
meaning making from interviews, observations, and analyzing information because humans are
designed to do such work. In conclusion, because qualitative research is aligned to the human
experience, it is a natural design model for us to use to explore our world. This study was
designed to ensure the methods and components of a qualitative study were adhered to
A CASE STUDY OF PHOENIX HIGH SCHOOL 41
throughout the process. Therefore, the next section explains how the sample was conceptualized
and the data were collected.
Conceptual Framework
Our thematic group adapted a conceptual framework to capture what we studied at our
respective high schools. We are answering questions on capacity, resources, and programs, so
our conceptual framework has those components on the outer edges to reveal practices at
outperforming schools. The conceptual framework focuses on schools that are focused on
continuous improvement in order to improve academic outcomes for underrepresented youth.
Narrowing the achievement gap is denoted with a dotted line because, in the outperforming
urban high school studied, the achievement gap has narrowed.

Figure 1. Conceptual framework. Adapted from Darling-Hammond, Wilhoit, and Pittenger
(2014)

A CASE STUDY OF PHOENIX HIGH SCHOOL 42
Document Review
The achievement gap continues in urban public schools despite efforts to improve
academic outcomes for underrepresented youth, so outperforming schools that made progress in
closing the gap were identified through a review of Title III accountability reports, California
STAR, Smarter Balanced Assessment Consortium, and data quest information from the state’s
department of education on demographics. These were reviewed in order to identify
outperforming schools. Specifically, outperforming urban schools are defined by our dissertation
group as having met the following criteria. First, outperforming schools have made growth of 10
points or more annually on AYP and/or API. Secondly, outperforming schools have 500 or more
students, of whom 50% are minorities and at least 70% participate in the free or reduced-price
lunch program, and 10% are ELs. Finally, outperforming schools have a graduation rate of 85%
or higher. These criteria were reviewed through a document review and identified in order to
conduct a case study of an urban outperforming school. Phoenix High School was chosen.
Instrumentation
Each member of our dissertation cohort used the same instrumentation tools, but the data
were collected at separate institutions. The research design, including my methods for sampling
criteria, access and entry techniques, interview and observation protocols, and data collection
and analysis are detailed in this section. In order to make sure evidence collected would yield
verifiable themes, I triangulated data collected through observations, interviews, and documents
to improve the clarity of the evidence (Anderson & Stillman, 2013; Miles et al., 2014).
Bogdan and Biklen (2007) suggested that organizing data collection enhances the
qualitative research process. In light of this, my research questions led me to create a research
protocol that asked questions about classroom instruction. I was careful to not ask leading
A CASE STUDY OF PHOENIX HIGH SCHOOL 43
questions, and my questions were refined after feedback. In order to conduct the best interview,
it is important to ask the best possible questions because the question quality affects the overall
interview (Merriam, 2009). The questions were opened-ended to allow the respondent to provide
thick description rounded out by questions that closely connected with my research questions
about what outperforming school attribute their success to (Merriam, 2009; Patton, 2002). As I
proceeded through the interviews, I often probed with prompts like “Interesting, could you tell
me more?” This general probe helped me gather more information during the interviews.
Ultimately, having this planned ahead of time allowed me to think quickly to gather the most
information possible.
Survey
A survey was designed to gather information from teachers and administrators about
practices that made Phoenix High School an outperforming high school. The survey consisted of
18 questions and used a four-point Likert scale. There were six questions to address each of the
three research questions about being an outperforming school and factors attributed to the
school’s academic success.
Observations
According to Merriam (2009) the researcher who is observing “should be a careful
observer” (p. 18). The interview and observation sample I used consisted of four classroom
teachers and three administrators. District Local Control Accountability Plan meetings were
observed along with board meetings to ascertain data about resource allocation and discussions
about student achievement were observed. Faculty meetings were observed as well.

A CASE STUDY OF PHOENIX HIGH SCHOOL 44
Interviews
Designing effective interviews was one of the first steps in collecting data. The quality of
the interview has an impact on the overall quality of the study, so it is important to ask the best
possible questions (Merriam, 2009). Bogdan and Biklen (2007) suggested that organizing the
data collection process enhances the qualitative research process. Therefore, my research
questions led me to create a research protocol that asked questions about classroom instruction. I
was careful to not ask leading questions; the questions were opened-ended to allow the
respondent to provide thick description rounded out by questions that closely connected with my
research questions about what outperforming school attribute their success to (Merriam, 2009;
Patton, 2002). During each interview, I took hand-written notes. This enabled me to make eye
contact and remove any barriers between the participant and me (Merriam, 2009).
Upon completion of observations, I conducted the interviews in order to not bias the
participants. I interviewed the teachers and administrators, and I tried to make the interview
conversational in order to gather the most information possible (Patton, 2002). My purpose in
asking questions was to gain insight into the participant’s thinking to learn how this urban school
was outperforming and what promising practices the teachers felt contribute to being
outperforming (Weiss, 1994). Patton (2002) offered, “The purpose of interviewing, then, is to
allow us to enter into the other person’s perspective” (p. 341). When the practitioner enters into
the perspective of the interviewee insight into why and how instruction (as the focus here) is
taking place, this perspective gives the researcher a 360-degree view of what takes place in a
given context. This insight would not have been given without the full research process,
including observations and interviews conducted through this study.

A CASE STUDY OF PHOENIX HIGH SCHOOL 45
Data Analysis
After the interviews, each evening I retyped my notes. After all my data were collected, I
coded it for emerging themes during the first round of coding (Miles, Huberman, & Saldana,
2014). A similar process was employed for the observation data. Each observation was cleaned
up for legibility and coded. Then, with the interview and observation data alike, there was a
second round of coding that solidified the emerging themes (Glesne, 2011).
Credibility and Trustworthiness
Miles et al. (2014) defined credibility has having three audiences. The first audience is
the researcher and the careful accounting of the collected data. The second is researchers other
than the researcher of the study along with consumers of the research who will use it to inform
policies and critical decisions in the field. Lastly, the third researcher is the researcher seeking to
replicate the study. I focused on ensuring I faithfully collected the data and kept verbatim notes; I
was careful to take low inference notes while I was in observations or interviews in order to code
my notes thematically upon the conclusion of data collection (Glesne, 2011). In order to keep
from influencing participants’ responses during their interviews, I interviewed them after
observing them. In order to ensure I was acknowledging my biases and temper them, I reflected
on my beliefs about what I had recorded before I coded. This practice enabled me to discipline
my subjectivity and set my personal agenda aside (Maxwell, 2013).
Data Collection Approach
Collecting data is key to the research process, and Maxwell (2013) recommended
creating a concept map to organize research questions and data. According to Merriam (2009),
the researcher who is observing “should be a careful observer” (p. 18). I was granted access into
three classrooms to observe. As I observed, I was mindful to observe for themes that could
A CASE STUDY OF PHOENIX HIGH SCHOOL 46
emerge in order to answer the research questions (Harding, 2013). I observed using a notebook
and a pencil so that I could take notes faster. Later, I cleaned my notes up so that I could code the
notes for patterns and themes. Engaging in this process was key for my data collection and in
order to have a thorough reference for later coding.
Conclusion
To acknowledge my biases and temper them, I reflected on my beliefs about what I had
recorded before I coded. This practice enabled me to discipline my subjectivity and set my
personal agenda aside (Maxwell, 2013). The decisions I made regarding sampling, access and
entry into the setting, the process for my data collection protocols, and my data collection
methods were explained. In summary, the purpose of my study was to gain insight into what
classroom practice and interviews reveal about an outperforming school. Immersing myself in
the data and keeping an open mind about what might emerge prepared me to code data, identify
trends from patterns, and analyze what the data conveys (Harding, 2013; Miles et al., 2014).
Case studies like this study provide practitioners with valuable conclusions about the data.
Notions like promising practices that could be effective in multiple contexts emerge from case
studies (Harding, 2013). Researchers seek to answer questions that will improve the field of
study. Ultimately, questioning and answering is a fine dance to improve the discipline of
education.

A CASE STUDY OF PHOENIX HIGH SCHOOL 47
CHAPTER FOUR: FINDINGS
The purpose of this chapter is to analyze the research findings from Phoenix High
School. The study focused specifically on examining the current practices at an outperforming
urban high school which made strides in closing the achievement gap. In order to garner
information, the following three research questions guided this case study:
RQ 1: How are resources allocated within the school where academic outcomes have
improved for underrepresented youth?
RQ 2: What programs exist within the school where academic outcomes have improved
for underrepresented youth?
RQ 3: How is capacity built within the framework of the school where academic
outcomes have improved for underrepresented youth?
Bogdan and Biklen (2007) suggested that ensuring the data collection process is
organized will enhance qualitative research. Therefore, data collection occurred over six months
at Phoenix High School in the Phoenix Unified School District. At first, graduation was attended
in June and, subsequently, after the start of school, six other observations were held in September
through November. Subsequently, in September, after the surveys were collected, observations
of meetings and interviews occurred simultaneously
This case study consisted of seven observations and seven 45-minute interviews designed
to address the research questions. Eighty-one surveys were distributed to teachers, counselors,
and administrators via an email link by Phoenix High School’s staff. Thirty surveys were
returned. Documents were reviewed to assist in answering the three research questions.
Six of the seven interviews took place on site. All interviews were recorded and
transcribed. The principal, an assistant principal, and a department chair were interviewed. The
A CASE STUDY OF PHOENIX HIGH SCHOOL 48
IB program coordinator, the coordinator in charge of behavioral intervention and the school site
council, and the lead teacher for the IB extended essay were also interviewed. Interviews were
held at the school in their classrooms or offices. The district’s superintendent was interviewed in
his office at district headquarters. The interviews lasted about 45 minutes per individual. As the
interview protocol was written, our group considered the importance of the quality of the
interview because the quality has an impact the overall quality of the study; therefore; we sought
to ask the best possible questions (Merriam, 2009).
The instruments in this study, which included an interview protocol, survey, and
observation protocol, were developed by a thematic research group comprised of five
individuals. Although the research instruments were designed collaboratively, each dissertation
was written by an individual student. For example, the original interview protocol we created
was enhanced by the addition of question probes planned to enhance my study with richer data.
Some interviewees did not expand on their explanations during an interview, but the planned
probes provided a response or option to gather more information when the interviewee did not
elaborate.
To acknowledge and temper my biases, I reflected on my beliefs about what I had
recorded before I coded. This practice enabled me to discipline my subjectivity and set my
personal paradigms aside (Maxwell, 2013).
The case study was organized by designing research questions to collect and code data,
which advanced the case study of Phoenix High School. Themes emerged after coding. I used
Lichtman’s (2014) approach to coding the data multiple times to refine the analysis and gather
the most pertinent triangulated themes. There were five themes that emerged: culture of
continuous improvement, leadership, curriculum, intervention, and growth mindset. These were
A CASE STUDY OF PHOENIX HIGH SCHOOL 49
the key components to Phoenix High School’s narrowing of the achievement gap and increasing
academic outcomes for underrepresented youth.
First, the theme of continuous improvement emerged because changing practice based on
the subthemes of data and planning are regularly used for setting clear expectations and
reflection of instructional practice for student performance. Second, leadership emerged as a
theme; leadership sets the path for clearly communicated direction and vision that the district
and, consequently, a path for schools to follow. Leadership also nurtures mutual professional
accountability among teachers and staff. Thirdly, curriculum and enrichment was identified as a
theme with the subthemes of academic interventions and behavioral interventions. Inherent in the
IB, IB, and Advancement Via Individual Determination (AVID) curricula, which are effective
teaching, is the notion of enrichment. Next, intervention with the subthemes of academics and
behavioral intervention emerged as a theme. Intervention through differentiation was used as a
method to meet students’ specific learning needs, which were academic and behavioral. Finally,
growth mindset is the belief that through hard work academic outcomes could change for
underrepresented youth.
These findings are explained in the following sections. Ultimately, the themes with the
strongest triangulation were the ones that emerged. In order to make sure the themes that
emerged after data collection, triangulation helped to focus the clarity of the evidence (Anderson
& Stillman, 2013; Miles et al, 2014).
Overview of Phoenix High School
The major employer where Phoenix High School is located is the school district. Phoenix
High is one of three comprehensive high schools in Phoenix Unified School District, which was
established in 2005 in the heart of Los Angeles, California. Enrollment is 1,919, and 95% of the
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population is Hispanic or Latino, 4.3% is African American and .6% is White. The school’s
demographics are 98% socioeconomically disadvantaged, 17.8% ELs, and 9.3% students with
disabilities.
In 2016, data were used to identify Phoenix High as an outperforming urban high school
that is narrowing the achievement gap. Phoenix met the criteria:
1. Population of 500 or more students
2. API of 800 or 10-point growth in API for 3 years
3. Similar schools ranking of 7 or higher
4. Graduation rate above 85%
5. EL population of 10% or higher
6. Minority population of 60% or higher
For this case study, the aforementioned demographics, coupled with the 87.9%
graduation rate, 99% A-G enrollment, and three consecutive years of API growth of 10 points or
more, the selected high school met the criteria. The principal at the time of this study was a
veteran who won awards for Phoenix High School. The principal was instrumental in organizing
access to the campus to perform this case study.
My study began in the early summer so that I could attend graduation. It was informative
to be present at the school’s celebration. Three hundred seventy-five students graduated from
Phoenix High 2016. Phoenix High is proud of its diversity, and there was mention of the rich
diversity by the ASB President. The tone for the graduation was set by the principal who stated,
“Phoenix improves every year, and we keep moving forward.” This sentiment was echoed by the
enthusiasm that came through from all the interviews and observations conducted.
A CASE STUDY OF PHOENIX HIGH SCHOOL 51
Each time I visited Phoenix High School, I was greeted by cheerful office staff. The
principal was out front often, and the school environment felt orderly. The same was true of the
district office. There is reception area and clear sign-ins to welcome visitors.
In this chapter, findings are organized and analyzed by each of the three research
questions. Next, the analysis from each research question is organized by theme. In order to best
present this case study of Phoenix High School, “thick description,” which is indicative of a
qualitative case study that comes from interviews, surveys, observations, and documents,
connected with the research questions (Patton, 2002; Merriam, 2009).
Six findings were validated through data triangulation. These findings aligned and
extended the existing research. Findings included rigorous and enriching curriculum,
interventions that incorporated socio-emotional and academic supports, a culture of continuous
improvement, systemic planning opportunities and articulation, shared leadership that is well
communicated, frequent data analysis that impacts instruction, and staff who embody a growth
mindset. The findings are detailed in this chapter.
Data for Research Question One
Research Question One asked, “How are resources allocated within the school where
academic outcomes have improved for underrepresented youth?” The purpose of this research
question was to determine what perceived factors teachers and staff attribute to narrowing the
achievement gap and making Phoenix High School an outperforming urban high school. Two
clear themes emerged in answering this research question. Culture and leadership were two
themes that contribute to academic achievement. Under each theme, subthemes were also
identified provide further insight into the factors respondents believed improved academic
outcomes for underrepresented students.
A CASE STUDY OF PHOENIX HIGH SCHOOL 52
Culture of Continuous Improvement
At Phoenix Unified and Phoenix High, there was a culture of continuous improvement.
There were procedures to look at goals and data with the focused intent of improving academic
outcomes for all students. Another aspect of the culture of continuous improvement was the
efficacious attitude that teachers and staff had toward having an impact on student’s educational
outcomes. In the school accountability report card, the principal’s message stated, “There is a
culture of pride and ownership and the purpose for learning.” These two components of a culture
of continuous improvement are presented in this section.
The strategic plan enabled Phoenix Unified to conduct a cost-benefit analysis. One
administrator said, “If it doesn’t make sense, it doesn’t make sense.” Consequently, this
procedure was applied to the LCAP writing and revision process. The LCAP and steering
committees that discussed, wrote, and revised the LCAP engaged in the data using this process.
The LCAP steering committee also used survey data to analyze and determine the needs
of the district. One district office administrator stated, “We start looking at the survey data to see
what parents want, what kids want and then we come up with a recommendation.” Then, those
recommendations were reviewed by the steering committee and sent to the school board for
approval. The shared sentiment was that Phoenix Unified was inclusive and clear about how the
decisions were made and the monies were allocated.
An instructional lead stated, “Our focus is not just student achievement.” Specifically, the
teacher commented that the whole child was being educated at Phoenix High School. In
observations, staff meetings discussed sponsoring student clubs and seeking ways to engage
students in extracurricular activities. One interviewee commented, “If there is any way that we
can assess that growth and that improvement, that’s what we are aiming for really.” This means
A CASE STUDY OF PHOENIX HIGH SCHOOL 53
that, as a part of the culture of continuous improvement, Phoenix High School staff strove to be
better than it was the day before. This attitude was evident among all staff encountered. Another
example of seeking to continuously improve was at a department meeting where teachers
discussed ways to innovate their curriculum and enhance educational outcomes for those they
teach. The culture of continuous improvement was reflected in the superintendent’s practice, too:
“I wanted to make sure our kids got what they deserved and the only way we were going to do
this is put this on the ground and get people out there working directly with personnel, on a day-
to-day basis.” Constantly striving to improve creates a culture of continuous improvement at
Phoenix High School.
Site and district administrators were aware and proactively sought ways to include
diverse populations in clubs and student organizations. This approach took the whole child into
account, so it reached beyond academics and into extracurricular activities. To ensure equity and
equal representation in extracurricular activities and academics, the district hired an equity
director to lead conversations at sites about how to negotiate best outcomes for students.
Practices and professional development on subconscious bias, grading, behaviors, disciplines,
strategies, cultural responsive teaching were offered for staff at Phoenix and throughout the
district.
After the LCAP’s steering committee reviewed data and presented ideas and findings to
the board, an equity division was started to ensure all students were graduating and excelling at
similar rates. The superintendent stated, “We had to spend some time defining that in our district.
Equity is not equality, equity is about getting kids what they need and deserve. That’s a very
different concept.” In response to the survey item “My school has sufficient resources to support
programs,” 56% of respondents agreed or strongly agreed. The addition of a new equity division
A CASE STUDY OF PHOENIX HIGH SCHOOL 54
represented a resource for the broader district community. Developing programs to meet
students’ needs represented a reflective practice to highlight a culture of continuous
improvement.
The district’s practices were also reflected at the school. Reflecting on what was working
and what needed improvement drove what Phoenix High School leaders did. For example,
during the 2017-2018 school year, the school was due for reaccreditation by the Western
Association of Schools and Colleges. The school principal stated the findings from the previous
accrediting team’s visit would create the focus for the year. Much of it had to do with instruction
in terms of checking for understanding with diverse student groups. Therefore, the equity
division at the district would assist with Phoenix High’s goals. Ultimately, the district and school
both were recalibrated in order to sustain the culture of continuous improvement.
Data
Through surveys, observations, interviews, and document review, data emerged as a
theme (Glesne, 2011). Teachers at Phoenix High School use data to maintain high expectations
for student performance. Data analysis was key in ensuring students strove to reach their full
potential. The assistant principal stated, “Teachers are able to access testing data, they’re able to
create intervention groups and do pre-and post-tests and see the data across a certain amount of
time or across grade levels or subject areas.” This comment regarding data and its use was
evidenced repeatedly through observations and interviews. At a grade-level data reflection
meeting, this was the focus for two hours. Additionally, during this observation, teachers
discussed how they would meet the needs of students who did not meet the standard or reteach
the lesson if it missed the mark for the majority of the class. Survey data supported that
resources, including instructional time and reteaching, are allocated to students’ needs, and 62%
A CASE STUDY OF PHOENIX HIGH SCHOOL 55
of respondents agreed. Therefore, most staff agreed that resources were aligned with students’
needs.
Data were reviewed every month. Teachers engaged in a data reflection session. They
discussed teaching practices, strategies implemented, and reflected on what worked best for the
students as reflected in the data. The goal of these meetings was to determine what proved to be
effective instructional practice so that highly effective instruction can be replicated to increase
student achievement. The school used the district’s reporting system that housed all of that data
and was also used by the central office team, called the Central Data Team, which included
representatives from each school, in order to ascertain whether the assessment was calibrated
with benchmarks and with the California Assessment of Student Performance and Progress
(CAASPP) results. When explaining this process, one administrator said, “All of those pieces of
data put together are used to determine success and implementation or lack thereof.”
Meeting observations shed light on instructional practices beyond the interviews. During
the post-benchmark data chat observations, students’ performance was discussed in depth. For
example, the data reflection protocol was reviewed, class data were disaggregated by standard,
and individual students’ scores were reviewed. Students were grouped into four categories:
challenge, benchmark, strategic, and intensive. Those categories were reviewed by student and
by the standards the student needed to improve on. Then, there was an overall calibration of the
assessment. The items were analyzed individually to see what response students selected.
Participants discussed whether the questions needed to be rewritten or if reteaching the entire
class or a small group was needed.
Staff collaborated regularly regarding data. In a department meeting observation, the
teachers discussed assignments and how they fared against the rubrics they created in the data
A CASE STUDY OF PHOENIX HIGH SCHOOL 56
reflection meetings. In each meeting, data and its implications for improved student outcomes
through improved instruction were explored. The extensive use of data was reflected in 74% of
the staff agreeing with “My school utilizes data analysis to improve program implementation for
underrepresented youth.” Data and measuring student performance against each standard was a
prevalent practice at Phoenix High. Therefore, data became a theme because observations and
the interview data led me to conclude that staff continually discussed student performance and
that they value collaborating on data-driven instruction.
District-wide, there was a system for reviewing and capturing data. This process evolved
7 years prior to this study when PUSD aligned its curriculum to ensure outcomes were aligned
and expectations were the same for each subject area and grade level. District leadership
captured and analyzed the data to see how each school performed. Each student was monitored
through data protocol sessions and the common data management system. Through the use of the
data reflection protocol, district leadership was able to see where additional attention was
needed. The district leadership cabinet worked through the data reflection protocol as well to
find which schools needed additional support. Consequently, coaching and support were focused
on what the data revealed after each benchmark assessment. For example, support could be
conversations with the principal, assistance with the school guided planning sessions, or
assistance with instructional walk-throughs. Ultimately, because data were used for the purpose
improving academic outcomes for all students, data practice changed and was enhanced based on
the reflective process.
Phoenix High School narrowed the achievement gap by reflecting on data and
collaborating on its implications as well as designing a management system and comprehensive
dashboard the district could employ and utilize to capture attendance, behavior, and academic
A CASE STUDY OF PHOENIX HIGH SCHOOL 57
data. All school and district administrators could see data percentages at every grade level on
each indicator to ensure the school was on track to meet specified targets. There was
intentionality designed to include the new indicators for the state’s new accountability system,
which had been in place for the previous three years to track accountability in the absence of
California’s API system.
Planning
This study sought to find what teachers and staff believed helped narrow the achievement
gap for underrepresented youth at Phoenix High School, and one the third theme that emerged
was the use of planning to affect teaching and strategic practices. Hearing the teachers’
impressions of why the school runs well, and students learn, yielded the theme of planning. For
example, during a data reflection meeting, the grade-level department team discussed
instructional practices. One teacher asked, “If a student misses [the standard], when should she
circle back?” A colleague suggested, “sprinkle it [review of the standard] in through warm ups.”
Planning instruction based on data was a regular part of the instructional cycle at Phoenix High
School.
Through interviews and observations, collaboration was identified as a key aspect of
planning. Planning and collaboration were also evidenced in classroom observations (Miles et
al., 2014). “Observations of reoccurring phenomenon” allowed for drawing conclusions from
observations (Miles et al., 2014, p. 276). I observed a department chair meeting and, then, a
department meeting. The department chair meeting created and defined the agenda for the next
day’s department meetings across the campus, thereby creating continuity from department to
department, which indicated that planning was valued and adhered to. This meeting structure
was explained by administrators in interviews.
A CASE STUDY OF PHOENIX HIGH SCHOOL 58
For example, one teacher said, “We work really hard to meet the students’ needs. We
collaborate, plan, and share ideas because everyone in this department is valued.” Additionally,
the teacher mentioned department members got along well because they all truly liked and
respected each other. Similarly, in a grade-level department data meeting, a teacher suggested,
“Teachers share that having the teachers on the same floor helps to collaborate. We are a hop and
a skip away, so we can pop over to rooms.” The value of planning through collaboration was
clear and suggestions were made to continue this practice.
Equity and access for all students was being reviewed and planned for through the
strategic plan. The superintendent said, “Through various steps we took as an organization, all in
the name of making sure we had a system that was supportive of all kids and not just some.”
Consequently, the master schedules and strategic plan were worked to ensure African American
students and ELs were considered and well represented in the A-G courses. At graduation, a
student group called Young Black Achievers were celebrated, and 3% of the students are
recognized as participating in it. Some of the changes were due, in part to having college mentors
on campus through programs like The Movement, which worked to support African American
and Latino students. The superintendent offered, “The focus was latching on to our under-served
populations, which is African American children or ELs, LGBT [lesbian, gay, bisexual, and
transgender].” However, there was still work to do in the district to continue to plan and work to
serve underrepresented students.
Planning and collaboration were also inherent within parent groups like the school
advisory council and the school site council whose members work to make decisions about those
allocations and different resources to be purchased for the students as well as for family
engagement opportunities. Time was allocated weekly to plan in departments, grade levels, and
A CASE STUDY OF PHOENIX HIGH SCHOOL 59
as a staff. Ultimately, this was how the parent and community stakeholders participated in
determining how or what resources were provided and how the funding would be allocated
Leadership
At Phoenix High School and throughout the school district, there was appreciation for
strong leadership. At the end of a 35-minute board meeting, one administrator said, “Have you
ever seen a 35-minute board meeting? Leadership matters.”
The district’s leaders had a strategic plan to set the district’s focus and “to get people on
the same page and have a collective vision of what it is we’re doing and why.” In an effort to
include more stakeholders, the district made a concerted effort to survey more people and
created a regional planning team. These representatives became “champions and spokespeople
for the process.” Therefore, trust was fostered between the stakeholders and the district.
Additionally, this process enabled an enriched data process, “We really wanted to get more
concrete data from others.” Therefore, seeking to improve the process fosters better data, which
ultimately is used to improve the district.
As all of California transitioned to writing LCAP plans, Phoenix Unified School District
had a “seamless transition, we had our priorities already set for our students, particularly our
under-served population.” Phoenix Unified School District had close to 100% of its students
participate in the free or reduced-price lunch program, which made the LCFF funding formula
benefit all its students. One of the improvements made to fit the LCAP process was to look at
children holistically to fit LCAP parameters. Ultimately, students’ academics and personal needs
were attended to through calibration of the district’s existing planning process and the new
LCAP model. The school used the district’s LCAP to set goals and approve funding for school
programs. It also recommended what program the school should purchase.
A CASE STUDY OF PHOENIX HIGH SCHOOL 60
In order to establish survey respondents’ context, 11% of respondents had 0 to 4 years of
experience in education, 23% had 5 to 10 years in education, 38% had 11 to 15 years, and 26%
had 16 or more years in education.
In response to a question regarding who had the most influence on resource allocation, 11
out of 23 respondents stated administration at the site and district level. Three responded that the
school site council and other voting committees made the decision, and six responded they were
unsure or did not know. Three responded that teachers made the decisions. As the staff grew and
shifted into a shared decision-making model, teachers’ perceptions regarding who served as
leaders reflected their influence in this process.
Data for Research Question Two
Research Question Two asked, “What programs exist within the school where academic
outcomes have improved for underrepresented youth?” The purpose of this research question
was to determine what programs teachers and staff found helped narrow the achievement gap
and made Phoenix High School outperforming.
Curriculum
Phoenix High had diverse curriculum offerings. The school accountability report card and
course guide detailed how all students had access to A-G courses, which are courses that meet
college eligibility requirements. Phoenix High School was a certified IB high school. IB
permeated the culture at the school in that educating the whole child was a pervasive attitude
echoed in observations and interviews. Although the courses were open to all students
systemically, leadership sought to ensure more ELs and African American students took more of
the rigorous courses. Ten percent of students graduated as members of the national honor society
A CASE STUDY OF PHOENIX HIGH SCHOOL 61
with honor stoles. Evident in every aspect of Phoenix High School was the celebration of
academics and rigorous hard work to achieve those goals.
According to the assistant principal Phoenix was focused on “creating opportunities for
students to gain a better understanding of the common core as well as our teachers getting a
better grasp on the standards and checking for understanding in the classrooms.” Administrators
identified this as a focus and supported it by ensuring they observed teachers by walking in the
classrooms looking for the “platinum ticket instructional practices,” which were identified and
calibrated at a district level. Teachers also had input on what each department valued and wanted
feedback on regarding their instruction. Specifically, hourglass instruction includes teaching the
whole group, small group, and, then, whole group again as a sequence. Included in this sequence
is the strategy of having students talk for 2 minutes for every 10 minutes the teacher talks in
order to check for understanding. Teachers also looked for varied instructional strategies to
energize and engage students. Discussion of this method was observed at reflective data chats,
department meetings, staff meetings, and during interviews. Instruction was a school-wide focus,
as was evidenced in survey responses. In response to the survey item, “My school has sufficient
resources to support instructional goals,” 62% of responders strongly agreed. Instruction was the
focus of all meetings at Phoenix High School.
International Baccalaureate
There were many ways that the IB program was supported at Phoenix High School. At
graduation in May, seven students graduated with the full IB diploma; previously, only two
students had done so. There were 13 candidates who were IB candidates, and 48% of the
students graduated with IB certificates, that is 181 out of 375. The success of the IB program
yielded positive perception from staff who teach in that program. Several staff members noted
A CASE STUDY OF PHOENIX HIGH SCHOOL 62
that the school’s IB success was recognized at the district level, so the IB program was invested
in. Supervisors were sent to IB training, including the training for supervisors who led the
extended essay portion of the IB diploma requirement. In response to the survey, 65% of
respondents agreed with the statement, “My school has sufficient resources to support
professional development.” Since teachers received professional development specific to their
roles, there was enthusiasm and pride in the IB program and its importance as a signature
offering in Phoenix Unified.
In response to the survey item, “My school has a professional development plan that
prepares staff to work with students with diverse needs,” 54% of respondents strongly agreed or
agreed whereas, 46% disagreed. The extensive training that some of the IB teachers attended
reflected enthusiasm about the professional development options. One teacher remarked, “I’ve
seen in just this last year a big shift in the attention and excitement that the district’s giving to the
IB program.” It can be concluded that what the IB program raised rigor and pride for all students
school-wide.
Another way the IB program and its instructors were supported was through stipends for
the IB extended essay coordinators. The extended essays are 4,000-word research papers based
on their own inquiry. The stipend supported the survey data, and the majority of staff members
agreed “Teachers have a voice in resource allocation decisions.” Additionally, the IB coordinator
and department members were asked to provide a list of what could further support the IB
program, which was how the stipend for supervisors came to fruition. In the future, an IB
secretary was to be hired to complete the extensive paperwork involved in IB certification. There
was also be extra support planned for IB diploma candidates; tutors were to be hired to support
A CASE STUDY OF PHOENIX HIGH SCHOOL 63
the candidates as they prepared to take IB tests. There was clear evidence for the district’s
valuing of of teachers’ voices and input in the decision-making process.
Although IB was a successful program option, it was not the only option for students at
Phoenix High School. To meet all students’ needs, AP classes were offered as well.
Programmatic options were supported by the needs of families in the district, as was reported in
interviews. The superintendent offered, “In our district, we are going to prepare you for college,
there’s no other route.” At the high schools in Phoenix Unified, students only had rigorous
options, and all students took a full 4 years of math, which meets A-G requirements.
Advanced Placement
Phoenix High School offered AP courses, which provide students the opportunity to earn
college credit. To receive college credit, students who complete courses must pass the AP test.
PUSD partnered with the local college so that students took college courses during the week in
order to receive college credit for those classes through a dual enrollment program.
Additionally, there were programs to provide career pathway academics, which include
internships developed in partnership with local businesses. College-going culture was clearly
defined in the mission, so AP was a program option for students looking to place out of
beginning college classes as well as prepare for the demands of college.
Advancement Via Individual Determination
Advancement Via Individual Determination (AVID), has been in existence for over 30
years. AVID creates a college-going culture through instruction in effective strategies and
creating relationships with teachers and peers. According to teachers interviewed, “AVID trained
teachers would try and bring their training to their departments or grade levels.” Last year, 7%
students graduated from the AVID program. A college-going culture was prevalent in the culture
A CASE STUDY OF PHOENIX HIGH SCHOOL 64
at Phoenix High School. On Wednesdays, everyone wore college spirit wear, and the seniors
attended college visits. The year prior to this study, 91% of graduates completed 47% of their A-
G college track courses (all students had open access), so they would not need remedial courses
in college. At graduation, the principal stated that students should be “off to college and a career
of their choice.” This notion was possible based on the programs academic and behavioral
available for students.
In order to further the AVID ideas, there was collaboration with neighboring school
districts to offer more advanced courses. This collaboration was reciprocal with the partner
districts. There was an overwhelming sense of seeking to give students what they needed.
Interventions
In order to fully understand the research questions, I needed to understand how students’
needs were met academically and behaviorally when they do not glean the information from first
effective teaching. The observations and interviews yielded information about how teachers go
above and beyond to support students’ learning. Observing meetings and the discussion of
instructional practices yielded data on how students were instructed in line with the survey and
interview data (Lichtman, 2014).
There was a shared responsibility and understanding of programs to serve students. In
response to the survey question regarding who was the most knowledgeable about the programs
at the school, 10 respondents listed administration, including assistant principals and
coordinators, three listed counselors, two listed teachers, four were unsure, and the rest did not
leave a response. This response was used to assist in interviewing a diverse group of staff
members.
A CASE STUDY OF PHOENIX HIGH SCHOOL 65
In addition to specific small group and one-to-one interventions, there were also after-
school interventions. This conversation about intervention could also be coded as data reflection
because the two were intertwined. Glesne (2011) likened coding to Russian nesting dolls because
the coding process follows a structured organizational pattern that expands from layer to layer,
hence causing the data to be interrelated as it builds on itself. However, in this instance, the focus
was on students’ learning and classroom methods that enable children to learn.
Academic Interventions
When students struggled academically, there were interventions in place for them.
Teachers offered extra hours for tutoring. Many tutored after school or on Saturdays. Therefore,
in response to the survey item regarding whether the campus offered intervention programs for
students who had difficulty meeting academic expectations, 89% of respondents strongly agreed
or agreed whereas 11% disagreed. During staff meetings, department meetings, and data
reflection meetings, the instructional sequence was reviewed and administrators offered support
through ongoing walk-throughs to reinforce instruction and provide feedback.
To support academics and monitor interventions, there were two instructional leads to
support teachers in the teaching and learning cycle. Specifically, the instructional leads supported
with lesson plan development and reviewing assessment data. Using this coaching model, there
was clear support for students’ academic needs to ensure the best possible academic outcomes.
Behavioral Interventions
There were many behavioral interventions and an instructional lead in place to meet
students’ needs. There was an instructional lead for behavioral intervention programs because
Phoenix High School had systems in place to ensure students’ behavioral needs were met, and
A CASE STUDY OF PHOENIX HIGH SCHOOL 66
52% of staff surveyed agreed with the statement “My school has intervention programs for
students who have difficulty in meeting behavioral expectations.”
The data reflection process provided insight about students’ behavioral needs, and the
counselors used data in a guidance alignment process. Counselors met to review grade-level data
in a variety of areas. Counselors developed data points to target based on students’ needs that the
principals monitored. The data worked to define the scope of the counselors’ work. When asked
about behavioral interventions, one administrator offered, “We want our culture to improve, our
school culture, we want our students to feel safe. We want them all to have the supports that they
need so that they can improve in their academics as well.” Since there was intentional use of the
data, Phoenix High School’s focus yielded improved graduation rates in the 2015-2016 school
year. The graduation rate increased by two points from 94% in the 2014-2015 school year to
96% in the 2015-2016 school year.
The behavioral dashboard helped counselors see which students needed a class or two to
complete their graduation requirements. If students needed a credit or two, they might have
needed a pep talk or conversation to let him/her know that, “If there’s anything we can do to help
please let us know.” The counselors convened four to five times a year to directly meet with
students. The meetings were individual and in groups. One of the benefits of the meetings was
that students had direct contact with a counselor. Ultimately, the two data management systems
led to positive outcomes for students because achievement was monitored and interventions were
in place when needed.
There were many social and emotional supports in place at Phoenix High School. In
response to the survey item “My school has social and emotional support programs that meet
students’ needs,” 78% of respondents strongly agreed or agreed whereas 22% strongly disagreed
A CASE STUDY OF PHOENIX HIGH SCHOOL 67
or disagreed. The superintendent shared, “We discovered that many of our students didn’t have
access to healthcare.” From this insight began a mental health collaborative that included
partnerships with local agencies that established campus-based health clinics. Another resource
was social workers who provide services for students on campus.
In response to the survey item “My school has extracurricular programs that meet the
needs of underrepresented youth,” 73% of respondents strongly agreed or agreed whereas 27%
strongly disagreed or disagreed. At graduation, when students were asked by the principal how
many participated in an after-school club, half raised their hands. Student engagement was
valued and supported. At a staff meetings, students presented their club activity idea to solicit a
staff sponsor. Supporting students was inherent in the school culture. Initiative and striving for
excellence were communicated in the principal’s address: “Don’t wait for things to happen,
make it happen.” Students used this to begin extracurricular activities, and the intent was that the
spirit of the message would transfer to life after high school.
Data for Research Question Three
Research Question Three asked, “How is capacity built within the framework of the
school where academic outcomes have improved for underrepresented youth?” In analyzing the
data regarding, capacity the theme of growth mindset emerged. Interviews, observations,
documents, and surveys shed light on the officious belief that Phoenix High School would be
better tomorrow than it was yesterday with hard work. Hard work was an ethic clearly outlined
in the school accountability report card. Consequently, with hard work, outcomes for
underrepresented youth would be improved, which would further narrow the achievement gap.
Growth Mindset
A CASE STUDY OF PHOENIX HIGH SCHOOL 68
During coding of data regarding capacity, the theme of growth mindset emerged.
Throughout the data was the notion of focusing on academic outcomes, making it possible to
affect achievement. Staff believed in change, reflection, and the ability to improve. In response
to the survey item “My school invests in personnel to increase their capacity to meet student
needs,” 54% of respondents strongly agreed or agreed whereas 46% strongly disagreed or
disagreed. One example of investing in personnel was to add a bilingual community liaison in
addition to the English monolingual community liaison. This investment better served the
growing bilingual community. Another personnel investment was that of an additional
instructional lead. Instructional leads assisted the administrative teams prepare for the councils
and aid in coaching teachers through the learning cycle. Additionally, the instructional leads
assisted with state and federal compliance documents.
Phoenix High School benefited from a district equity director and site level administrator
who ensured all diverse student groups, including underrepresented populations like the African
American population, the special education population, and the lesbian, gay, bisexual, and
transgender population had their needs met as well as the other groups on campus. These
decisions were made based on the school climate survey. The investment of personnel was based
on data to better serve underrepresented populations.
In response to the survey item “My school adequately aligns staff expertise to assigned
roles and responsibilities,” 60% of respondents strongly agreed or agreed whereas 40% strongly
disagreed or disagreed. Expertise was used to improve math scores, as math was identified as an
area of growth because 11% of students met or exceeded the standard on the 2016 CAASPP
assessment. Therefore, the expertise within the school was analyzed to see which teachers were
more effective than others. This process in response to data aligned the staff’s expertise to their
A CASE STUDY OF PHOENIX HIGH SCHOOL 69
roles and responsibilities by opening up the master scheduling process. Teachers worked
collaboratively to select courses aligned with their expertise. Unfortunately, not everyone
received the classes they requested because the numbers of sections needed impacted the overall
number of courses offered. One of the many benefits was that teachers who traditionally taught
advanced math volunteered to teach Algebra I to better prepare students for advanced math. The
practice of aligning expertise with assigned roles was made with the intent of improving
outcomes for underrepresented students.
Table 1 details the previous two-year’s CAASPP data. Phoenix High School increased
ELA proficiency scores from 43% to 53%, which is an increase of 10 points. However, math
scores were an area in need of development, as the scores decreased by 6%. Statewide, 59% of
high school students met or exceeded the standard in ELA and 33% of high school students met
or exceeded the math standard, thereby making math achievement statewide an area of focus.
Table 1
CAASPP data
2014-2015 2015-2016
ELA Math ELA Math
Standard Exceeded 13% 3% 15% 1%
Standard Met 30% 14% 38% 10%
Standard Nearly Met 29% 23% 25% 25%
Standard Not Met 28% 60% 22% 63%
Overall Standard
Met and Exceeded
43% 17% 53% 11%

In response to the survey item “My school adopts programs that can be implemented with
fidelity,” 60% of respondents strongly agreed or agreed and 40% disagreed.
In response to the survey item “My school has enhanced my competency to improve
students’ academic outcomes,” 70% of respondents strongly agreed or agreed. Staff valued
having an open line of communication to collaborate and refine their thinking. Assisting one
A CASE STUDY OF PHOENIX HIGH SCHOOL 70
another and working toward growing professionally was one of the goals. Another way that
capacity as built was through administrative learning walks. According to the assistant principal,
“We offer so much feedback and we see our teachers so often that it helps in strengthening the
organization and building that capacity.”
At the time of this study, Phoenix High School’s mission was “Within a school culture of
pride and ownership, Phoenix High School will prepare every student to be successful in college
and career.” The survey revealed that 92% of respondents strongly agreed or agreed with the
statement “My school’s mission and vision meet the needs of underrepresented students.”
In response to the survey question regarding who had the most influence in building
capacity, four individuals responded “teachers,” 11 responded “administration,” one responded
“superintendent,” two were unsure, one cited “everyone,” and 11 had no response.
Capacity was expanded by the broader community. For example, Phoenix High School
was working in tandem with local universities to develop pathway programs in Project Lead the
Way to provide students a way to prepare for college or career. The principal offered,
“Depending on what that data and those trends show us then we could create these pathways,
reach out to partners then expand our offerings to our students.” The trends came from student
interest and courses needed to fulfill community needs.
Conclusion
The research questions were focused on how the achievement gap narrowed regarding
three factors: resources, capacity, and programs. To ascertain what teachers and staff believed
contributed to narrowing the gap, interviews were conducted, and observations yielded
information about programs, capacity, and resource allocation.
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Effectively communicating the findings from the research enables the research to have an
impact on the broader discipline of education. Bogdan and Biklen (2007) suggested,
“Interpretation involves explaining and framing why your findings are important and making
them understandable (p. 159). As the data were coded from the observations and interviews, the
themes emerged, which was a valuable step that provided insight before the writing stage
(Lichtman, 2014).

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CHAPTER FIVE: CONCLUSIONS
There is a persistent achievement gap between underrepresented youth and their peers.
The achievement gap extends beyond California and is of national concern. Despite the fact that
K-12 student demographics for underrepresented youth continue to grow, equitable access and
achievement has not occurred for all of them, and their needs have not sufficiently been
addressed. This lapse means that underrepresented students are not always college and career
ready even after California’s adoption of the Common Core State Standards, which seek to
prepare students for a global economy so that students will be ready for college or career.
Ultimately, as a democracy, we have a social imperative to ensure all students achieve
equally well and that barriers to that achievement are removed. Inherent in the high-quality
education that the United States of America is the assumption that education will benefit all
students and assist them all to achieve at similar rates. Paramount in this high-quality public
education is equity and access for all students. If the achievement gap is not remedied, then
fewer underrepresented youth will matriculate and enter higher education or demanding careers
of their choice.
Statement of the Problem
Although many practitioners employed reforms to mitigate the achievement gap, it
persists. The achievement gap is an ongoing challenge for educators in urban public schools even
though efforts and attention are focused on improving academic outcomes for underrepresented
youth. Some outperforming schools made progress in closing the achievement gap, yet little
research has been conducted to capture the practices narrow the gap in these schools. Urban
high schools that serve underrepresented youth need further attention and study because
underrepresented youth are a growing demographic.
A CASE STUDY OF PHOENIX HIGH SCHOOL 73
Purpose of the Study
The purpose of this study was to examine practices in an outperforming urban high
school that serves underrepresented youth and which has narrowed the achievement gap. What
do staff from this successful high school attribute to closing of the achievement gap? Are there
programs, resources, or capacity that are linked to urban schools that have made strides to
narrow the achievement gap? This study analyzed an outperforming urban high school in Los
Angeles, California, to provide insight on how programs, capacity, and resources contributed to
achievement. Phoenix High School met the criteria for an outperforming urban high school as
defined by Dr. Gothold’s thematic dissertation group.
Methodology
This qualitative study was one of 18 similar in nature that examined outperforming urban
schools in a variety of contexts. This study examined the narrowing of the achievement gap for
underrepresented youth. Dr. Gothold’s thematic group met regularly together and, as a smaller
thematic group of five, generated a common design, research questions, and created data
collection instruments. Interview protocols were calibrated and used similarly by each doctoral
student in the thematic group. The interviews were, then, transcribed and coded. Similarly,
surveys were co-designed and sent out electronically. Data were collected and analyzed using
Qualtrics. The observation data for this study were collected using an observation protocol.
Following the data collection, triangulation reinforced findings that provided insight into
resources, programs, and practices that improve academic outcomes for underrepresented youth.
Research Questions
Five doctoral students worked collaboratively to co-design the following research
questions, which were used by all five researchers. The questions were designed to identify
A CASE STUDY OF PHOENIX HIGH SCHOOL 74
specific resources, programs, and capacity that were present in a school where academic
outcomes have improved for underrepresented youth to close the achievement gap. The research
questions are:
RQ 1: How are resources allocated within the school where academic outcomes have
improved for underrepresented youth?
RQ 2: What programs exist within the school where academic outcomes have improved
for underrepresented youth?
RQ 3: How is capacity built within the framework of the school where academic
outcomes have improved for underrepresented youth?
Instrumentation
Each member of our dissertation cohort used the same co-designed instrumentation tools.
First, criteria were identified to select outperforming urban high schools. Each doctoral candidate
then selected an institution, and the data were collected at separate institutions. After data
collection, the surveys, interviews, and observations were triangulated to improve the clarity of
the evidence (Anderson & Stillman, 2013; Miles et al., 2014).
The researcher organized the data collection process to enhance the qualitative research
process (Bogdan & Biklen, 2007). Therefore, the research questions co-designed by the thematic
cohort led our group to create a research protocol that asked questions about programs,
resources, and capacity. Similarly, a survey was co-designed to gather information from teachers,
counselors, and administrators about practices that made Phoenix High School outperforming.
The survey consisted of 18 questions and had participants rank each question on a four-point
Likert scale. There were six questions to address each of the three research questions. The
Phoenix Unified School District generously allowed the researcher access to the campus for
A CASE STUDY OF PHOENIX HIGH SCHOOL 75
observations and interviews. The interviews were all held on campus with the exception of the
district’s superintendent who was interviewed at his office. Observations took place on site or at
the district office.
Data Collection
Data collection afforded the researcher the opportunity to collect a 360-degree view of
the campus. In order to identify an outperforming urban high school, a document review was
conducted to ascertain information about the campus and whether it met the criteria. The
researcher sought to identify resources, capacity, and programs at the school through surveys,
interviews, and observations. The surveys were conducted first and were analyzed to provide
insight into who should be interviewed. Interviews and observations occurred over two months
with the exception of graduation, which was attended in June. Graduation afforded the researcher
a richer context of the graduates and programs the school celebrated. At this event and during
other observations, the researcher learned about school events and the school’s culture.
Findings
Culture and leadership contributed to Phoenix High Schools’ narrowing of the
achievement gap. At Phoenix High, and in the Phoenix Unified School District in general, there
was a culture of continuous improvement. There were systems in place to regularly reflect on
goals and analyze data with a focus on improving academic outcomes for all students.
Additionally, the culture of continuous improvement was evident in the efficacious attitude of
the teachers and staff; the teachers and staff had a positive attitude toward having an impact on
students’ educational outcomes.
At Phoenix High School and throughout the school district, there was resounding
appreciation for strong leadership. Board meetings were run effectively, and the school had clear
A CASE STUDY OF PHOENIX HIGH SCHOOL 76
focus and direction that allowed for a shared leadership model where information was
disseminated. Diverse curriculum offerings were available because the school was a certified IB
high school. The principles outlined by the IB program permeated the culture at Phoenix High
School, which valued educating the whole child. Additionally, AP classes and an AP track were
available. Another option for students was AVID, which valued college pathways and created a
college-going culture where students visited colleges to explore options beyond high school.
As part of the well-organized educational system at Phoenix High School, there were
interventions for students who did not thrive in regular academic programs. Instructional leads
were dedicated to supporting academic and behavioral interventions or multi-tiered levels of
support with lesson plan development and a review of assessment data. This coaching model
provided clear support for students’ academic and behavioral needs to ensure the best possible
academic and behavioral outcomes were achieved.
Growth mindset was evident throughout interviews and observations. Staff believed in
change, reflection, and the ability to improve, which created a positive growth mindset. Growth
mindset propelled the staff to strive for excellence and to model and expect excellence for their
students.
Recommendations
Analysis of the data and findings give insight into how leadership coupled with culture
creates continuous improvement in a school that has narrowed the achievement gap. Factors like
diverse and rigorous curriculum offerings, interventions, and growth mindset play a role in
overall school performance. These factors were related to the conceptual model central to this
study. The researcher gleaned the lessons learned from this study to make recommendations for
A CASE STUDY OF PHOENIX HIGH SCHOOL 77
other urban high schools that serve underrepresented youth. The recommendations are as
follows:
• Diverse and rigorous curriculum offerings provide educational opportunities and
pathways for all students who have different interests and needs.
• Resources need to be allocated to support diverse programs like IB, AVID, and AP that
support professional development, curriculum design, and accreditations to nurture and
further the implementation of these diverse offerings.
• Schools need to plan for students who do not succeed from first effective teaching. This
planning should include multi-tiered levels of support (interventions) in the areas of
academics and behavioral supports.
• Valuing and supporting success of academic and behavioral programs by school and
district staff furthers staff efficacy and reinforces growth mindset.
• Strong leadership with a clear goal, vision, and the capacity to communicate that vision
fosters a culture that reflects on practice and trusts the leaders in the district to support
staff and students as they strive to close the achievement gap.
• Teachers and students who work to support a common district and school vision share
leadership responsibilities.
• Allocated time to teacher collaboration and cross department articulation are integral to
advancing the school’s mission and vision.
Suggestions for Future Research
This case study focused on factors perceived to have narrowed the achievement gap at an
urban high school using a conceptual model that values programs, resources, and capacity, which
A CASE STUDY OF PHOENIX HIGH SCHOOL 78
work to narrow the achievement gap. There are opportunities for future research to further the
narrowing of the achievement gap. The suggestions for future research are as follows.
• A focused study on one of the aspects of the conceptual model would provide deeper
insight into programs, capacity, or resources and what further factors exist in schools that
narrowed the achievement gap.
• Comparing two or more high schools with similar demographics will create a multi-study
data set that will identify practices that overlap in outperforming high schools. Analysis
of the thematic cohorts’ case studies could contribute to the broader literature.
Conclusions
Analyzing the data shed light on what a committed staff perceived as the factors that
contributed to narrowing of the achievement gap at an urban high school. The researcher
concluded that programs, capacity, and resources contributed to the narrowing of the
achievement gap for underrepresented youth at Phoenix High School.
Educational practitioners and researchers strive to enhance schooling for all students.
Consequently, the persistence of the achievement gap is a problem that practitioners and
researchers seek to solve. Historically, underrepresented youth have been harmed by schools that
do not have adequate resources, access to faculty with high levels of capacity and training, or
broad program offerings. Successful examples like Phoenix High School create exciting
educational contexts rich for study. Studying an outperforming high school that narrowed the
achievement gap can inspire new educational opportunities. The achievements of the staff and
students who collectively worked to narrow the achievement gap can teach the educational
community about the effective combination of programs, capacity, and resources that contribute
to Phoenix High’s success.
A CASE STUDY OF PHOENIX HIGH SCHOOL 79
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A CASE STUDY OF PHOENIX HIGH SCHOOL 85
Appendix A
Document Review
RQ 1: How are resources allocated in schools where the academic outcomes have improved for
underrepresented youth?

RQ 2: What programs exist where the academic outcomes have improved for underrepresented
youth?

RQ 3: How is capacity built within the school where academic outcomes have improved for
underrepresented youth?

Document Questions the document answer
School profile and demographics
California Healthy Kids Survey (CHKS): Student
Survey
RQ 1
RQ 3
School Accountability Report Card (SARC) RQ 2
RQ 1
RQ 3
Data Quest CDE: District’s Title III Accountability
Report on AMAOs
RQ 2
RQ 1
RQ 3
List of teachers and support staff RQ 2
RQ 1
Professional development plan RQ 2
RQ 3
Master schedule RQ 2
RQ 3
Course Catalog RQ 2
RQ 3
List of school clubs/programs RQ 1
RQ 2
Achievement Data
CST Scores for 3 years Criteria
SARC Criteria
RQ 1
RQ 3
SBAC Baseline Data Criteria
LCAP RQ 1
RQ 2
RQ 3
Vision and Mission Statement RQ 3

School Site Plan RQ 1
RQ 2
A CASE STUDY OF PHOENIX HIGH SCHOOL 86
RQ 3
Academic 4 year plan RQ 2
Fiscal Information
Single School Plan Criteria
RQ 1
RQ 2
RQ 3
LCFF Funding Snapshot RQ 1
RQ 2
RQ 3
School Program
English Language Learner Master Plan RQ 1
RQ 2
RQ 3
MOU’s with Community Agencies RQ 1
RQ 2
RQ 3

A CASE STUDY OF PHOENIX HIGH SCHOOL 87
Appendix B
Staff Survey

A CASE STUDY OF PHOENIX HIGH SCHOOL 88
Appendix C
Interview Protocol

I. Introduction
Thank you for agreeing to participate in my study. I appreciate the time that you have set
aside to answer some of my questions. The interview should take no more than an hour, does that
work for you?
Before we get started, I want to provide you with an overview of my study and answer
any questions you might have about your participation. I am undertaking a case study to identify
the characteristics of capacity building, resource allocation and program implementation that
exists within the boundaries of the school. The primary purpose of this study is to conduct
qualitative research via surveys, interviews, observations and document analysis to fully capture
the narrative surrounding the aforementioned themes. Therefore, my line of inquiry for this
interview will focus on capacity building, resource allocation and the description of existing
programs.
I want to assure you that I am strictly wearing the hat of researcher today. What this
means is that the nature of my questions 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
school personnel nor the district. It should be noted that your participation in this study is strictly
voluntary.
I am happy to provide you with a copy of my final paper if you are interested. Might you
have any questions about the study before we get started? If you don’t have any (more) questions
I would like to have your permission to begin the interview. I have brought a recorder with me
today so that I can accurately capture what you share with me. May I also have your permission
to record our conversation?
II. Setting the Stage
I am hoping we could start with you telling me a little bit about your plans for this school
year.
1. What will be the school’s focus for this school year?
III. Heart of the Interview (Merriam pg. 97)
2. How are resources allocated to align with strategies that improve student outcomes?
3. How has LCAP guided the way you have allocated resources?
4. How do you feel resource allocation has benefited underrepresented youth?
5. How do you prioritize resource allocation?
6. What programs do you utilize to promote the academic achievement of your students?
Explain components of each program….
7. What is your system for collecting and summarizing data that pertains to the programs at
this school?
8. How do you use data to promote the successful implementation of the programs at this
school?
A CASE STUDY OF PHOENIX HIGH SCHOOL 89
9. Do you feel these programs have resulted in improved academic outcomes for your
students and how?
10. How does the school invest in personnel to address student needs?
11. How does the school align staff expertise to assign roles and responsibilities?
12. How does your school use community resources to build capacity?
13. How do you address organizational challenges that may impede capacity?

IV. Closing Question
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 so much for you 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.
VII. Probing
a. Probing Statements/Questions:
i. That is interesting, could you please tell me a little bit more about…
ii. I want to make sure I understand, could you please tell me what you mean by…
iii. I am wondering how you were feeling in that moment?
iv. It would be great if you could walk me through…
VIII. Research and Interview Questions Table
Research Questions Interview Questions
RQ 1 : How are resources allocated within
the school where academic outcomes have
improved for underrepresented youth?

1. How are resources allocated to align with
strategies that improve student outcomes?
2. How has LCAP guided the way you have
allocated resources?
3. How do you feel resource allocation has
benefited underrepresented youth?
4. How do you prioritize resource
allocation?
RQ 2: What programs exist within the
school where academic outcomes have
improved for underrepresented youth

1. What programs do you utilize to promote the
academic achievement of your students?
Explain a component of the program.
2. What is your system for collecting and
summarizing data that pertains to the
programs at this school?
3. How do you use data to promote the
successful implementation of the programs at
this school?
4. Do you feel these programs have resulted in
improved academic outcomes for your
students and how?
A CASE STUDY OF PHOENIX HIGH SCHOOL 90
RQ 3: How is capacity built within the
school where academic outcomes have
improved for underrepresented youth?

1. How does the school invest in personnel to
address students’ needs?
2. How does the school align staff expertise to
assign roles and responsibilities?
3. How does your school use community
resources to build capacity?
4. How do you address organizational challenges
that may impede capacity?

A CASE STUDY OF PHOENIX HIGH SCHOOL 91
Appendix D
Meeting Observation Form
Meeting Observation
Location Code:

Date(s): # Hours: Observer:
Meeting Type: ______________________________
Grade Level :

Title of Event: Frequency:
Assoc. of Trainers: Central LD External:
Title of Participant n Names, Titles of Presenter: Topics Covered:

Attendance List Agenda Handouts How are participants grouped?

Abstract (if available)

Abstract This qualitative study examined how an urban outperforming school succeeded in closing the achievement gap in an urban school setting. Although access to promising practices increased significantly in K-12 schools in the last decade and a half, research indicated that traditionally underrepresented youth succeeded in some outperforming urban school settings. The resources allocated to the programs that contribute to the success of outperforming schools were studied herein. This study sought to explore how urban schools purposefully implemented promising practices into their classrooms and the extent to which these resources affected teaching and learning. First, a document review occurred to identify schools that fit the urban outperforming school criteria. Data were collected via surveys and interviews of instructional staff and administrators, document analysis, and campus and district observations. The data were triangulated to determine perceived impact on teaching and learning from the school’s data. ❧ Six findings were validated through data triangulation. These findings aligned and extended the existing research. Findings included rigorous and enriching curriculum, interventions that incorporated socio-emotional and academic supports, a culture of continuous improvement, systemic planning opportunities and articulation, shared leadership that is well communicated, frequent data analysis that impacts instruction, and staff who embody a growth mindset. The clear vision and systemic practices begin at the district level and the impact is realized at the site level.

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Asset Metadata

Creator Baxter, Angela Elizondo (author)

Core Title Outperforming urban schools that are closing the achievement gap: a case study of Phoenix High School

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 03/02/2017

Defense Date 02/23/2017

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

Tag achievement gap,case study,international baccalaureate,OAI-PMH Harvest,urban schools

Language English

Contributor Electronically uploaded by the author (provenance)

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

Creator Email angelab@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-344195

Unique identifier UC11255888

Identifier etd-BaxterAnge-5112.pdf (filename),usctheses-c40-344195 (legacy record id)

Legacy Identifier etd-BaxterAnge-5112.pdf

Dmrecord 344195

Document Type Dissertation

Rights Baxter, Angela Elizondo

Type texts

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

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

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