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Outperformance in a nontraditional urban elementary school: a case study

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Outperformance in a nontraditional urban elementary school: a case study

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Content Running head: OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL

1
OUTPERFORMANCE IN A NONTRADITIONAL URBAN ELEMENTARY

SCHOOL: A CASE STUDY

by
Sehvan Maral Sherikian

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

May 2018

Copyright 2018 Sehvan Maral Sherikian

OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 2
OUTPERFORMANCE IN A NONTRADITIONAL URBAN ELEMENTARY

SCHOOL: A CASE STUDY

by
Sehvan Maral Sherikian

A Dissertation Presented

in Partial Fulfillment of the

Requirements for the Degree

DOCTOR OF EDUCATION

USC ROSSIER SCHOOL OF EDUCATION

UNIVERSITY OF SOUTHERN CALIFORNIA

2018

APPROVED:

___________________________________
Maria Ott, Ph.D.
Committee Chair

____________________________________
Stuart Gothold, Ed.D.
Committee Member

_____________________________________
Dennis Hocevar, Ph.D.
Committee Member

OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 3
ABSTRACT

The American educational system has struggled for many years with how to maintain
student academic achievement for all students. Researchers have identified promising practices
that have worked in select urban schools where high-poverty students are outperforming. The
purpose of the study was to identify the factors present in a nontraditional outperforming urban
K-12 school. The study aimed to understand the programs, practices, leadership, and school
culture in an urban outperforming nontraditional school.
A qualitative case study was conducted to identify how an urban elementary school in
Southern California has integrated nontraditional ways of learning into the classroom.
Document analysis, surveys, interviews, and observations were conducted for the purpose of this
study as part of the methods of data collection. In addition to using Creswell’s (2003) six-steps
of data analysis method, all data collected was organized and coded. From this data, certain
patterns and themes emerged. Notably, the findings from the study indicated that the school at
issue has adopted various programs and practices schoolwide, that it has prioritized accessibility
and visibility of its leadership, teacher support and collaboration, that it has celebrated
achievements, that it has placed high expectations on the students and teachers alike, and it has
placed a prime value on parental involvement. The three emergent themes in the study were: (1)
implementation of research-based programs that support 21st century learning; (2) positive
school culture that supports the academic and behavior growth of students; and (3) high
academic expectations with clear accountability measures.

OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 4
DEDICATION
I dedicate this dissertation to the 1.5 million Armenians who perished in the Armenian
Genocide perpetrated by the Turks in 1915. I grieve for my ancestors who were murdered, I
cherish those who survived, and I honor the struggles and tenacity of my people every day. As
William Saroyan said “Go ahead, destroy Armenia. See if you can do it. Send them into the
desert without bread or water. Burn their homes and churches. Then see if they will not laugh,
sing and pray again.”
I also want to dedicate this dissertation to my parents, Armine and Hrayr, and to my
sister, Aleek. I would not be here without their unwavering support, endless patience, and
unconditional love. Mom and dad, you have taught me to persevere, follow my heart, and reach
for the stars. Aleek, you always have the right inspirational words to keep me going. Thank you
for being an amazing sister. I am truly blessed and thankful to have such an amazing support
system. I love you mom, dad and Aleek.
I also dedicate this to my late grandfather, Armen Donoyan and to my grandmother
Hamas Donoyan. Dede Armen, I recall vividly your excitement when you heard I wanted
to complete my doctoral degree. I am sorry you left us before I finished the program. I miss you
so much. Nene Hamas, thank you for always reassuring me that there is nothing in this world I
cannot accomplish.
Last but not least, I dedicate this dissertation to my #1 fan and the love of my life, Levon
Shant Abrahamian. I am blessed to have your love, care, understanding, and encouragement.
We met during the start of this program and we went through this wonderful journey together. I
am grateful for your continual reminder to “keep it strong.” Even when I doubted myself, you
told me “YOU CAN DO THIS.” My love for you is endless.
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 5
ACKNOWLEDGMENTS
First, I want to thank God for giving me the strength and courage to go through this
journey. I pray for continued guidance and courage.
I would like to thank my parents and sister. Words cannot describe how grateful I am to
have the three of you in my life. Mom, Dad and Aleek, I do not know how I would have finished
this program without your endless support and continuous love. I will continue to strive to make
you guys proud. Thank you also to Levon Shant for being my amazing partner throughout this
journey. Thank you for believing in me. It has been a crazy journey and I am glad to have had
you throughout it all.
I would like to thank my dissertation chair, Dr. Maria Ott, for her support and guidance
during the dissertation process. I would also like to thank Dr. Stuart Gothold. Dr. Ott and Dr.
Gothold: your knowledge and encouragement throughout this journey was invaluable to me and I
am truly grateful. I also wish to thank my committee member, Dr. Dennis Hocevar for his time
in serving on my committee.
I want to thank my remarkable extended family, Nene, Medzmama, Morkoors, Keri,
aunts, uncles, and cousins: you have continuously supported me in the adventures I have
embarked upon. I would not be here without your love and encouragement.
Thank you to all my friends and colleagues. A special thanks to my amazing friends
Lilit, Tamar K., Patil, Alina, Julie, and Tamar G. Thank you for always being there for me,
whether it was to vent, brainstorm, hold coffee sessions, or just to hang out. Your friendship
means the world to me. A special thank you to Tamar K. for being a great mentor throughout
this program.
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 6
Thank you to my school site and the administration, especially Dr. Alina Dorian, for their
support during the last three years. Their flexibility with my schedule allowed me to manage my
time and pursue my goal. Thank you also to my students and athletes.
Thank you to my classmates from the Wednesday cohort of 2018: Lucy, Victoria, Dan
and Dave. A special thank you to Natalie and Brenna. I am fortunate I met you both and
grateful for your friendship and counsel through this journey. Natalie, I am so lucky to have met
you at the start of this program. Thank you for all the positive influence and motivation
throughout the last three years.
I am truly blessed to be surrounded by amazing friends and family who have always
supported me. Through the many sleepless nights, days of frustration, mental breakdowns, I
always knew I had individuals around me who would not let me fall. I love you all.

OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 7
Table of Contents
List of Tables ...................................................................................................................... 9
Chapter One: Overview of the Study ................................................................................ 10
Background of the Problem .................................................................................. 10
Statement of the Problem ...................................................................................... 12
Purpose of the Study ............................................................................................. 12
Research Questions ............................................................................................... 12
Importance of the Study ........................................................................................ 13
Limitations, Delimitations, Assumptions ............................................................. 14
Definitions of Terms ............................................................................................. 15
Organization of the Study ..................................................................................... 16
Chapter Two: Review of Literature .................................................................................. 18
Introduction ........................................................................................................... 18
Historical Background .......................................................................................... 19
Nontraditional School ........................................................................................... 35
Current Status ........................................................................................................ 40
Critique of Literature ........................................................................................... 47
Chapter Three: Methodology ........................................................................................... 49
Purpose of the Study ............................................................................................. 49
Research Design .................................................................................................... 50
Selection Criteria .................................................................................................. 51
Theoretical Framework ......................................................................................... 52
Figure 1: Theoretical Framework ......................................................................... 52
Research Method .................................................................................................. 53
Sample and Population ......................................................................................... 54
Instrumentation ..................................................................................................... 56
Data Collection ..................................................................................................... 58
Data Analysis ........................................................................................................ 59
Validity and Reliability ......................................................................................... 59
Ethical Consideration ............................................................................................ 60
Summary ............................................................................................................... 60
Chapter Four: Results ....................................................................................................... 62
Introduction ........................................................................................................... 62
Research Questions ............................................................................................... 62
Methodology ......................................................................................................... 63
Gaining Entry ........................................................................................................ 64
Background of Peterson Elementary School ........................................................ 65
First Visit to the School Site ................................................................................. 66
Results for Research Question One ...................................................................... 67
Summary of Findings of Research Question One ................................................. 76
Results for Research Question Two ...................................................................... 78
Summary of Findings of Research Question Two ................................................ 83
Results for Research Question Three .................................................................... 83
Summary of Findings of Research Question Three .............................................. 87
Emergent Themes ................................................................................................. 88
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 8
Chapter Five: Discussion .................................................................................................. 90
Purpose, Significance, and Methodology ............................................................. 90
Discussion of Findings .......................................................................................... 91
Implications for Practice ....................................................................................... 93
Recommendations for Research ........................................................................... 94
Conclusion ............................................................................................................ 95
References ......................................................................................................................... 97
Appendix A: Survey Instrument ..................................................................................... 108
Appendix B: Interview Protocol ..................................................................................... 113
Appendix C: Observation Protocol ................................................................................. 116
Appendix D: Document Review Protocol ...................................................................... 119

OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 9
List of Tables

Table 1. School Leaders’ Responsibilities by Marzano et al. (2005) ............................... 43
Table 2. Survey results to What instructional practice do teachers often use
in the classroom? ............................................................................................... 74
Table 3. Survey results to Which of the following clubs/activities/sports are
offered at the school? .......................................................................................... 75
Table 4. Learning Environment. ....................................................................................... 76
Table 5. Leadership ........................................................................................................... 78

OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 10
CHAPTER ONE: OVERVIEW OF THE STUDY
Background of the Problem
Student academic achievement has been the goal of the American educational system for
decades. Academic success in children is a subject of an ongoing nationwide discussion. A
number of educational reform policies have been implemented to create a consistent method of
promoting and measuring academic success in students. However, improving student academic
achievement is still the principle goal for any stakeholder involved in education. The lack of
overall quality in education, combined with the rapid changes in the educational system, is an
area of deep concern for even the most experienced educators. Studies have shown that factors
such as disparities in socioeconomic status (SES) are as vital as race, ethnicity, and language
differences in academic achievement. Finding an effective solution to the achievement gap
compels an examination of not just what is not working but also of what is working for those
students who are doing well despite the enormous disadvantages they face. Enhancing student
achievement by implementing a variety of policies and programs seems to be the key for
ensuring student academic achievement. Schools are institutions responsible for helping students
achieve success (Hochschild & Scovronick, 2004). The No Child Left Behind Act of 2001
(NCLB, 2002) and the recent Every Student Succeeds Act (ESSA, U. S. Department of Education,
2017) were enacted as part of the efforts by the federal government to address the deficiencies in
the educational system in the United States. Notably, A Nation At Risk (National Commission on
Excellence in Education, NCEE, 1983) raised numerous concerns about the educational system.
Unfortunately, those concerns are still present decades later.
The issue of why students fail in the American education system has been the subject of a
number of studies. The educational system has repeatedly tried to provide equal education
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 11
opportunities regardless of the background of its student population. Research examined the
external environment conditions impacting the child’s development, such as the Family
Investment Model (Conger & Donnellan, 2007), the Family Stress Model (Conger & Donnellan,
2007), or the Bronfenbrenner’s Ecological Model (1994). These theories emphasized the
importance in setting the context for analyzing student academic achievement. Perhaps the most
obvious factor linked to student academic success relates to socioeconomic status. The
relationship between socioeconomic status and academic achievement in the United States is as
demoralizing as it is insurmountable. Time and time again, research showed a strong
relationship between student achievement and student socioeconomic status (Brooks-Gunn &
Duncan, 1997; Burnett & Farkas, 2009; Lacour & Tissington, 2011; Lee & Burkham, 2002;
Zhang, 2003).
The American educational system often refers to the traditional public schools. However,
schools are no longer limited to the traditional school system. Nontraditional schools, such as
charter, magnet, and other nontraditional schools provide parents with choices. In fact,
integration of technology into the public school classrooms has had a positive impact on student
learning and performance (Keengwe, Schnellert, & Mills, 2012). The traditional school system
has shifted to the adoption of nontraditional instructional methods, such as blended learning,
flipped classrooms, and 1:1 technology programs.
Research has examined the educational system in several variations. Historically, the
educational system has faced numerous challenges. Research tended to focus on the negative
aspect of these challenges. However, some schools with challenges, such as high poverty, have
been known to outperform those traditional schools with the same student demographics.
Research identified notable characteristics and strategies common to high performing, high
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 12
poverty schools (Carter, 2001; Manset et al., 2000; McGee, 2004; Teddlie & Stringfield, 1993;
U. S. Department of Education, 2001).
Statement of the Problem
Historically, students in high-poverty urban schools have not performed well
academically in comparison to students in affluent communities. However, there are
nontraditional urban schools with similar low socioeconomic and demographic characteristics
that are outperforming traditional public schools. More information is necessary to determine
how these nontraditional outperforming schools operate to defy the odds and achieve excellence.
Purpose of the Study
The purpose of the study was to identify the factors present in a nontraditional
outperforming urban K-12 school. This case study will add to the literature by identifying how
an urban elementary school in Southern California has integrated nontraditional ways of learning
into the classroom. Therefore, the purpose of this dissertation was to determine whether
programs, practices, leadership, and cultural norms were leading factors in the urban
outperforming nontraditional school.
In order to fulfill the goals of this research, a case study was conducted at one specific
school site, Peterson Elementary School
1
in Southern California. Qualitative and quantitative
data were collected to determine the factors that contributed to the success of the outperforming
nontraditional school.
Research Questions
The thematic dissertation group compiled three research questions as part of the case
study to identify the factors present in a nontraditional outperforming urban K-12 school. A

1
For the purpose of the study, the name of the school is fictitious and will be referred to as
Peterson Elementary School. A pseudonym for school program and school mascot was also used.
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 13
collaborative effort of the thematic dissertation group, a group of doctoral students, developed
the problem statement, purpose of the study, examined literature and the criteria for selecting a
school for this case study. The thematic research group consisted of 11 doctoral candidates from
the University of Southern California Rossier School of Education. Each thematic doctoral
candidate was responsible for writing her/his own dissertation paper, in addition to selecting
her/his own school to conduct the case study that met the school selection criteria. These
research questions served as a guide for understanding the characteristics impacting the
nontraditional outperforming high-poverty urban school. Following are the three research
questions developed for this qualitative study.
1. What programs and practices are implemented in an urban outperforming nontraditional
school?
2. What are the leadership practices in an urban outperforming nontraditional school?
3. What are the cultural norms in an urban outperforming nontraditional school?
Importance of the Study
Based on the literature review, research indicated that there are a great deal of challenges
and difficulties in ensuring successful student academic outcomes. The American educational
system has struggled for many years with how to maintain student academic achievement for all
students. While most of this effort has been unsuccessful, there is a bright spot of hope as
researchers have identified promising practices that have worked in select urban schools where
high-poverty students are outperforming their similarly situated counterparts. Therefore,
exploration of schools and programs that have successfully maintained and improved student
academic achievement through a nontraditional approach will provide models to further examine
the factors related to student academic progress.
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 14
The information in this case study is important to schools, administrators, and educators
in applying strategies and practices that will help promote performance in traditional and
nontraditional urban K-12 schools. Schools can use the information from this study to reevaluate
their individual school structure based on the practices and programs that have proven
successful. Schools can also examine their current school practices, programs, and cultural
norms with an eye toward improvement. Administrators will gain knowledge of the approaches
used by outperforming schools that will better assist them in overcoming the challenges and
difficulties they face. Educators can gain insight from the strategies and teaching practices that
support the outperforming urban K-12 schools.
This qualitative study will provide practical information regarding programs, practices,
leadership, and cultural norms that successful nontraditional K-12 schools have implemented in
order to maintain high performance. The case study focuses on one elementary school and the
findings will help schools identify their own challenges and implement solutions that will
promote higher student achievement. Although findings may not be subject to generalization,
they will contribute to and enhance the existing literature on this topic.
Limitations, Delimitations, and Assumptions
Limitations
Following were the limitations of this study:
• The participants in the study were all volunteers, and not a random sample of the
participants
• The study was limited to a single school;
• The findings of the study were limited by the response of the participants;
• The findings in the study could not be generalized;
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 15
• The observations were the subjective interpretations of a single researcher; and
• Data analysis was subject to the bias of the single researcher.
Delimitations
Following were the delimitations of this study:
• The study was delimited by data gathered from one single school;
• The study was delimited by the exclusion of students;
• The study was delimited by the established criteria of the school created by the thematic
dissertation group;
• The study was delimited by the findings not being generalizable.
Assumptions
The following assumptions were made for this study:
• The participants in the study were truthful with the information; and
• The school selected for this case study met the school criteria developed by the thematic
group.
Definitions of Terms
The following terms were used and discussed throughout the dissertation. To provide
clarity definitions are provided:
• Achievement gap: According to EdSource (n.d.), “a consistent difference in scores on
student achievement tests between certain groups of children and children in other
groups” (para. Achievement Gap).
• Bronfenbrenner’s Ecological Model: Understanding child development within the context
of the environment in which the child is living.
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 16
• Every Student Succeeds Act (ESSA): An education law, which replaced the NCLB,
focused on teaching students according to high academic standards so as to prepare them
to succeed after high school and college, and to ensure future career readiness (U. S.
Department of Education, 2017).
• Family Investment Model (FIM): Defined as “an explanatory framework that links
parents’ socioeconomic advantages to children’s physical, emotional, cognitive, and
social well-being” (Conger & Donnellan, 2007, p. 178).
• Family Stress Model (FSM): defined as “a framework that links socioeconomic
disadvantage to a family stress process that increases parents’ emotional distress and
jeopardizes the healthy development of children” (Conger & Donnellan, 2007, p. 178).
• Outperforming Urban School: The thematic dissertation group defined outperforming
school by developing the following criteria: The school is a K-12 institution; School is
urban, low socioeconomic status, ethnically diverse, under-resourced; School has a low
dropout rate; School has been recognized for an academic achievement (e.g. Gold Ribbon
School); School has high SBAC scores (met/exceeded standards).
• Poverty Status: “measured by comparing the annual income to the family size, the
number of children, and the age of the householder” (United States Census Bureau, 2013,
p. 56).
• Promising Practices: A term defined as “any practice that is unusual and fresh, even if not
original” (Daley & Norman, 2005, p. 6).
• No Child Left Behind Act (NCLB): A 2002 law passed by Congress that was created to
promote and measure student academic success.
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 17
• Nontraditional School: The thematic dissertation group defined nontraditional school by
developing the following criteria: Charter Schools; Magnet schools; Specific H.S.;
Alternative Schools; Online Education; Independent Schools; Dual Immersion Schools.
• Smarter Balanced Assessment Consortium (SBAC): A standardized assessment tool
based on Common Core State standards (Smarter Balanced Assessment System, 2018).
• Socioeconomic Status (SES): The NAEP (2015) glossary of terms defined socioeconomic
status as “a combination of social and economic factors that are used as an indicator of
household income and/or opportunity” (para. Socioeconomic Status).
Organization of the Study
The study is organized in the following five chapters: Chapter one set the formal
introduction of the study. It provided a general overview of the study including the statement of
the problem, the purpose of the study, the research questions, the importance of the study,
limitations/delimitations/assumptions of the study, and definitions of terms used in the study.
Chapter two includes the literature review of current research on the urban outperforming
nontraditional school. It provides a detailed description of the history, past and current
challenges, initiatives, synthesis of the literature, and promising strategies.
Chapter three is a discussion of the research methodology implemented for this
qualitative case study. It provides a detailed description of the sample and population, the
research instruments, data collection procedures, and methodology of data analysis.
Chapter four focuses on the data collected and the findings from the qualitative case
study. Chapter five presents the conclusions of the study, as well as future research
recommendations. It also provides practical use of the findings.

OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 18
CHAPTER TWO: REVIEW OF LITERATURE

Introduction

The educational system in America has come a long way. Despite this, schools in the
United States still struggle to serve students. Academic underperformance remains one of the
key ongoing issues the educational world faces. Several indicators provide insight into the
reasons why the educational system is not meeting the needs of each student. Chapter two is a
review of the literature on factors that historically have shaped and continue to shape the
nontraditional school system. The review outlines the background, history, court cases, state and
federal level reforms, policies, and best practices in the context of the nontraditional urban
school setting.
Historically, students in high-poverty urban schools have not performed well
academically in comparison to students in affluent communities. However, there are
nontraditional urban schools with similar low socioeconomic and demographic characteristics
that are outperforming traditional public schools. More needs to be known about how these
nontraditional outperforming schools operate to achieve excellence. The purpose of the study
was to identify the factors present in a nontraditional outperforming urban K-12 school.
By identifying the factors that contribute to the success of outperforming urban K-12
schools, the study aimed to understand what strategies schools utilize to accomplish high
academic performance. Based on studies conducted by the Office of Superintendent of Public
Instruction (OSPI) of Washington State, the researchers identified nine characteristics of high-
performing schools: a clear and shared focus; high standards and expectations for all students;
effective school leadership; high levels of collaboration and communication; curriculum,
instruction, and assessments aligned with state standards; frequent monitoring of learning and
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 19
teaching; focused professional development; a supportive learning environment; and high levels
of family and community involvement (Shannon & Bylsma, 2003). These nine characteristics
do not work in isolation but instead interact to foster achievement and high performance. Along
the same line, Taylor (2002) correlated seven characteristics of effective schools: a clear and
focused school mission, safe learning climate, high expectations for all school stakeholders
(students, teachers, and school administrators), student opportunity to learn and time-on-task,
instructional leadership by all administrators and staff members, frequent monitoring of student
progress, and positive home/school relationship. In addition, Education Trust’s (2005) research
identified five “spheres” based on their findings, which impact school practice: culture, academic
core, support, teachers, and time and resources. Reducing educational barriers has been an
ongoing nationwide initiative with multiple stakeholders actively pursuing reform. The inability
to achieve student success nationwide has created achievement gaps between students based on
their demographic differences, such as race, ethnicity, socioeconomic status, and geographical
living situation. It is the responsibility of our nation to overcome such disparities in the
educational system.
Historical Background
Nontraditional Urban Schools
The United States Census Bureau identified geographical classifications to the nation.
Based on population, areas are either designated as urban or rural areas. Urbanized areas refer to
areas with a population of over 50,000 people (U. S. Census Bureau, 2011). The American
education system is no longer limited to the traditional school system. For the purpose of this
study, nontraditional schools will refer to all those schools not categorized by traditional schools.
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 20
An increase in charter schools, magnet schools, and other nontraditional schools in America
provided parents with choices besides the traditional school for their children.
High-Poverty, High Performing Schools
Research examined the educational system in several variations. Historically, the
educational system has faced several challenges, some of which are still present. Studies have
shown that schools are struggling to prepare students academically. However, some schools are
indeed successful. Research explored differences among high-performing and low-performing
schools. Brown, Anfara, and Roney (2004) found that high-performing schools had higher
academic expectations for students than teachers from low-performing schools had higher
academic expectations for students than lower-performing schools. The results of the study
suggest major differences among high-performing and low-performing schools.
Research identified characteristics and strategies of high performing, high poverty
schools (Carter, 2001; Manset et al., 2000; McGee, 2004; Teddlie & Stringfield, 1993; U. S.
Department of Education, 2001). Barr and Parrett (2007) accumulated 18 studies, in which a
framework of research on high-performing, high-poverty schools identified successful practices.
A decade-long research study, known as the Louisiana School Effectiveness Study (LSES),
conducted to identify effective and ineffective schools and understand academic achievement in
poor communities (Teddlie & Stringfield, 1993). Findings reported main characteristics of
success in low-socioeconomic students, including leadership and parent and community
engagement. Most importantly, the study indicated that regardless of student’s status that
schools impact student achievement (Teddlie & Stringfield, 1993).
A study reviewed 21 high-performing, high poverty schools in an effort to identify
common attributes and elements across schools (Carter, 2001). The study found the integral role
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 21
of the principals, setting goals for academic achievement and high standards and expectations,
were traits in the 21 high-performing, high poverty schools. Another study conducted by Reeves
(2003), analyzed “90/90/90 schools”. “90/90/90 schools” were identified as 90% students of
minorities, 90% students eligible for free and reduced lunch, and students who achieve above
90% academic proficiency. Reeves (2003) reported five common characteristics resulted from
the schools: academic focuses, clear curriculum choices, monitoring student progress, focus on
writing, and external scoring of student work.
The U. S. Department of Education (2001) conducted a longitudinal study evaluating
school performance at 71 Title 1 schools that were at high-poverty. Findings reported that
students, who originally started in third grade and were in fifth grade at the end of the research,
increased in academic achievement. The study concluded that emerging patterns of school
practices and policies were linked to academic achievement in both reading and math. Practices
and strategies researched at high performing, high-poverty schools provided the basis for
successfully improving educational systems and programs (Carter, 2001; Manset et al., 2000;
McGee, 2004; Teddlie & Stringfield, 1993; U. S. Department of Education, 2001).
Factors that Impact a Child
A great deal of research has been conducted on student academic achievement. Finding
effective solutions to closing the achievement gap calls for an examination of not only what is
not working, but also of what is working for those students who are doing well in school despite
facing enormous disadvantages. However, before diving into research, it is as important to take
into consideration the external environment impacting the child’s development. The
socioeconomic status of a child’s family affects the child’s educational experience. Theories
explained the effect of socioeconomic status on educational attainment. Willingham (2012)
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 22
identified two theories that help in understanding the relationship between socioeconomic status
and educational outcome: the family investment model and the family stress model.
Family Investment Model (FIM). This theory provides a method for examining and
understanding the relationship between socioeconomic status and educational outcomes. Conger
and Donnellan (2007) defined family investment model as “an explanatory framework that links
parents’ socioeconomic advantages to children’s physical, emotional, cognitive, and social well-
being” (p. 178). Parents with higher socioeconomic status have more connection to financial,
social, and human capital (Conger & Donnellan, 2007). The model proposed that parents with
high socioeconomic status have the resources to invest in the development of their children.
Haveman and Wolfe (1995) stated, “families make decisions concerning household size and
structure, consumption levels and saving, work and leisure, and the allocation of income and
time” (p. 1837). As Haveman and Wolfe (1995) state, the “parental investment in children” is
determined pursuant to these factors (p. 1837). This investment by the parent helps determine
the child’s educational outcome. Affluent families have access to a wider range of resources and
services, which are beneficial for families of high socioeconomic status (Bradley, Corwyn,
McAdoo, & Coll, 2001). For instance, Hoff (2003) examined the relationship between
socioeconomic status and vocabulary development. The results from the study found that
children from affluent families had a larger vocabulary than those children from lower
socioeconomic status. Children from advantaged families have more advanced language skills
(Hoff, 2003).
Family Stress Model (FSM). Another theory that helped explore the relationship
between socioeconomic status and academic achievement is the Family Stress Model. Conger
and Donnellan (2007) defined family stress model as “a framework that links socioeconomic
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 23
disadvantage to a family stress process that increases parents’ emotional distress and jeopardizes
the healthy development of children” (p. 178). The model suggests that the financial troubles of
parents negatively impact their parenting strategies, which then influences the development of
the child. The stress the parents face indirectly affects the child’s behavior (Conger &
Donnellan, 2007).
Both the family investment model and the family stress model suggested principles that
can be useful when examining the relationship between socioeconomic status and child
educational achievement. The models indicate the importance of the family and the impact the
family has on a child’s behavioral, emotional, and cognitive development. Attar, Guerra, &
Tolan (1994) examined the effects of chronic stress on the development of children living in
disadvantaged neighborhoods. Their findings indicated that children who lived in highly
disadvantaged neighborhoods experienced more stress than those living in lower disadvantaged
neighborhoods. Results from Attar et al. (1994) suggested a connection between higher levels of
stress in children from lower socioeconomic backgrounds than those from high socioeconomic
backgrounds.
Bronfenbrenner’s Ecological Model. Another theory to take into consideration when
setting the context of analyzing student academic achievement is Bronfenbrenner’s Ecological
Model. The ecological framework constructed by Urie Bronfenbrenner sought to examine child
development within the context of the environment in which the child is living.
Bronfenbrenner’s Ecological Model Theory (1994) proposed that to understand an individual
completely, one must apply the “ecological perspective.” In this instance, applying the
“ecological perspective” consists of examining the relationship between poverty and student
academic achievement by studying the child’s “ecological” system, i.e., the child’s immediate
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 24
and extended family, social environment, and community. The focus shifts from the child to the
world, which the child inhabits, and the people within that ecosphere.
Bronfenbrenner’s Ecological Model (1994) described five interrelated layers:
microsystem, mesosystem, exosystem, macrosystem, and chronosystem. These five key levels
work together to make up the individual’s ecological model. The focal point of the ecological
model is the individual. The microsystem influences the individual the most and includes the
individual’s family. In the microsystem, the child has direct interaction with his or her
immediate environment. The active role of the parent impacts the student. The mesosystem is
the interaction between the multiple relationships of the microsystem; for example, the
relationship between family and school or peers and family. A parent relationship with the
child’s school might not exist due to the socioeconomic status of the parent resulting in the lack
of involvement. The effort in establishing the interaction between teachers and a parent can
depend on the parent’s time constraints, work obligations, and priorities. The ecosystem refers
to the indirect influence of the interaction in the child’s social setting (i.e., a parent’s workplace).
Even though the parents’ workplace does not have a direct impact on the child, it can indirectly
influence the child’s ecological model. For instance, a study conducted by Hsueh and
Yoshikawa (2007) found that a parent’s nonstandard and variable working schedule resulted in
teacher-reported lower performance and engagement. Thus, even though the child is not directly
involved in the parent workplace, the indirect impact is visible. The macrosystem is the cultural
setting in which the individual lives, which includes socioeconomic status and poverty. The
forming of identity based on culture, social status, and lifestyle is impacted by the macrosystem.
The final system is the chronosystem. The primary focus of the chronosystem is the child’s
changing environment.
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Bronfenbrenner (1994) explained how these systems intertwine to form a unique
ecological model. The child’s ecological system is necessary to take into consideration when
examining the effects of poverty on academic achievement. As Bronfenbrenner described, the
world the child lives in has a strong impact on the child. The parent, the school, the child’s
identity, and the parent’s workplace are all factors that can potentially hurt a child who is living
in poverty. Bronfenbrenner’s Ecological System understands child development through the
child’s interaction with people and the environment. This approach suggested that academic
outcomes do not exist in isolation; rather, these complex layers allow need to be examined in
order to come to a comprehensive understanding of the context in which the child lives. This
ecological approach underscores consideration of the multiple intersecting layers that can
influence the child.
Lack of academic success in children is an issue that America faces. Diversity among
individuals fosters uniqueness. The educational system has repeatedly tried to provide equal
education opportunities regardless of the background of its student population. Research
conducted to date established several links between race, ethnicity, socioeconomic status, and
academic achievement.
Traditional school systems are responsible for educating and graduating the nation’s
students. The traditional American education system is responsible for providing education to
every student and the opportunity for each student to acquire knowledge. Perhaps nothing is
wrong with the traditional school system. However, nontraditional urban schools with similar
low socioeconomic and demographic characteristics have been outperforming traditional public
schools.

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Historical Background
High student academic achievement has been the goal of the American educational
system for decades. Recently, the No Child Left Behind Act of 2001 (NCLB, 2002) and the Every
Student Succeeds Act (ESSA, U. S. Department of Education, 2017) were part of efforts by the
federal government to address the deficiencies in the educational system in the United States. A
Nation At Risk (National Commission on Excellence in Education, NCEE, 1983) raised some
concerns about the educational system. The United States has had several court cases, which
have also addressed the equality of opportunity and distribution of education in the K-12
education system. Despite these efforts, these concerns are still present decades later.
Poverty
The socioeconomic factors in the educational system serve as an obstacle for many
students. Research indicated that even in the 21st

century, not all students have access to the
same education and/or resources. Children living in poverty encounter a variety of
disadvantages in their education. Studies show that the socioeconomic status of a student
impacts their academic achievement. National Assessment of Educational Progress (NAEP)
conducted various assessment and reports for students in America. The NAEP (2015) glossary
of terms defined socioeconomic status as “a combination of social and economic factors that are
used as an indicator of household income and/or opportunity” (para. Socioeconomic Status).
The poverty status of a household is measured by comparing the annual income to the size of the
family, the number of children, and the age of the householder (Bishaw, 2013). The percent of
the population in poverty increased from 12.2% in 2000 to 15.9% in 2012. This increase in
poverty within a short period is a concerning factor for all stakeholders in the educational
system.
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The problem of socioeconomic status and academic achievement in the United States
remains unresolved. Average scores for students in the fourth grade were assessed by the
National Assessment Educational Progress (NAEP) in reading, and the results from the years
2003, 2005, and 2007 showed that students eligible for free or reduced-price lunch performed
worse than the students who were not eligible. Performance in fourth-grade reading average
scores were compared between students eligible for free or reduced-price lunch and those who
do not qualify. The performance indicated that reading scores on average were higher for those
who were not eligible for free or reduced-price school lunch.
According to the 2010 United States Census Bureau (2011), over 16 million children
lived in poverty in the United States. The poverty rate in children under the age of 18 increased
from 2009 to 2010, from 20.7 percent to 22 percent (para. Age). This increase in poverty is
alarming. According to the National Center for Education Statistics (NCES; 2007), children
with a low socioeconomic background performed worse on achievement measures than those
with higher socioeconomic background.
For instance, Lacour and Tissington (2011) reviewed studies that investigated the
relationship between low socioeconomic status of a student and low academic achievement
scores. Based on those studies, assessment scores for students living in poverty are lower than
average when compared to middle and high-income status students. The review noted that
children living below the poverty line of 50% scored 7 to 12 points lower compared to children
not living in poverty. Low-income families might reside in neighborhoods with limited
resources for child development. Also, this study found that poorer children were more likely to
experience learning disabilities and developmental delays than children not living in poverty.
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The link between socioeconomic status and academic achievement warrants further
study. Research conducted to date established several links between race, ethnicity and culture,
and the effects on academic achievement. According to Lee and Burkham (2002), race and
ethnicity are associated with socioeconomic status. The study concluded that the lowest range of
socioeconomic status accounted for were 34% of African American children and 29% of
Hispanic children.
Research has been conducted to support the link between socioeconomic status and
student academic achievement (Brooks-Gunn & Duncan, 1997; Burnett & Farkas, 2009; Zhang,
2003). Burnett and Farkas (2009) examined family poverty and its effect on a child’s education.
The data consisted of looking at children between 5-14 years of age from 1986 through 2002.
For the purpose of the study, the authors measured school achievement based on mathematical
performance using socioeconomic status as measurement to identify poverty status. Results
found a significant correlation between poverty and children’s low math scores, which directly
reflected the negative effect of poverty during early childhood. Interestingly, the effect showed
during early childhood. Early childhood development researchers may find this connection
interesting to examine further.
In addition to poverty, the link between student absenteeism and lack of academic
achievement warrant further study (Zhang, 2003). In Zhang’s study, there were 137 students
who were described as “truant” at school. Based on these numbers, data was collected on
student described as poor status or extremely poor status. The study indicated there is a strong
association between children in poverty and school absences. These findings may be a
contributing factor as to why students from low-income families perform poorly in school: when
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students from low-income families fail to attend school regularly, their academic achievement is
negatively impacted.
Another study conducted by Brooks-Gunn and Duncan (1997) examined the relationship
between poverty and the child’s educational outcomes. The study weighed multiple indicators
that might affect poverty: physical health outcomes, cognitive outcomes, school achievement
outcomes, and emotional/behavioral outcomes. The study stated that low-income families might
live in neighborhoods with limited resources for child development (Brooks-Gunn & Duncan,
1997). They found that poorer children were more likely to experience learning disabilities and
developmental delays than children not living in poverty. Additionally, the impact of poverty at
a younger age of the child has a stronger influence on later schooling (Brooks-Gunn & Duncan,
1997). There is an association between any increase in income, even slight, and academic
achievement.
The influence of resources is a factor to consider when exploring academic achievement
of low-income students (Bracey, 2006; Bradley, Corwyn, McAdoo, & Coll, 2001). Bracey
(2006) stated that poor children outside of school are less likely to participate in extracurricular
activities, such as athletics or dance, or visit libraries or museums. Lack of access to these
resources obstructs learning outside the school and becomes a barrier to student achievement.
Similarly, Bradley et al. (2001) also examined the home learning environment and reading skills.
Findings indicated that children with high levels of academic competence were those who were
living in the higher quality physical environments. Most importantly, there was a strong
relationship between poverty status and learning materials. Poor children had fewer books than
their non-poor counterparts (Bradley et al., 2001). In fact, non-poor children were more likely to
visit museums and theaters than poor children (Bradley et al., 2001).
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Even when it comes to choosing schools, the study by Holme (2002) showed that White,
high-income parents had more options regarding school choices and tended to send their children
to more prestigious schools. It seems that the selection of school choice options is firmly based
on family income.
Likewise, access to resources also has a positive effect on students’ academic
achievement (Darling, Caldwell, & Smith, 2005). Based on a longitudinal study conducted by
Darling et al. (2005), high school students who participated in extracurricular activities such as
baseball, school band, clubs, and student government reported higher grades. Students who
reported having libraries or collection of books and other materials at home similarly performed
academically better than those whose parents did not provide students with such facilities
(Aromolaran & Odunaro, 2015). Conversely, 22.1% of those students who reported they did not
have access to libraries or an extensive book collection at home performed poorly in academics
(Aromolaran & Odunaro, 2015). Studies suggested a direct correlation between resources and
academic achievement: lack of resources hinders the student academic achievement and access
to resources increases academic performance.
Initiatives
The Civil Rights Movement played a prominent role in the reform of the educational
system. At the beginning of the 1950s, a nationwide movement shifted the world of education.
The demand for equal and fair education for all people regardless of their skin color was a major
part of the civil rights movement. Racism and segregation in the United States had been
prominent for years. In the late 1800s, the Supreme Court established the “separate but equal”
ruling in the education system. However, a minimum change was noticeable after the ruling.
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People of color did not have the same opportunities as White people, especially in education.
Civil rights activists and leaders put much effort into desegregation in America.
The government has played a critical role in addressing issues in the educational system,
whether at the federal or state level. The diverse and complex system requires local, state, and
federal level government officials to ensure quality education. As early as the mid-1800s, the
government designed policies for “universal” public education (Barr & Parrett, 2007). This shift
from exclusive to public educational access was enacted at the elementary school level (Barr &
Parrett, 2007).
However, America is still struggling with equal and fair access to public education (Barr
& Parrett, 2007). Before the Civil Rights Movement, minorities, specifically African-
Americans, were being denied access to public education, transportation, city parks, restaurants,
etc. (Barr & Parrett, 2007). In one of the first cases involving desegregation, Brown v. Board of
Education (U. S. Supreme Court, 1954) case was filed because African-American children were
denied access to White schools in Topeka, Kansas. The Supreme Court outlawed the segregation
of the public schools. Although the ruling of Brown v. Board of Education (U. S. Supreme
Court, 1954) put an end to the “separate but equal” belief, America has struggled to provide
equal educational opportunities to all students in the United States.
In the case of Serrano v. Priest (Stanford Law School, 1971), it was decided that
California public schools’ financial system violated the equal protection clause of the state. The
unconstitutional funding affirmed that those poor communities were receiving low revenues
despite paying high taxes while wealthier communities with high revenues received low tax
rates. The California Supreme Court ruled that the funding of public school education was
unlawful. In the case of Williams v. State of California (California Department of Education,
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 32
2016), the lawsuit contested the State of California to ensure quality in student learning
conditions for all low-income students of color. The case argued that California failed to provide
adequate resources, instructional materials, and funding for all students in the public schools.
Four years after the of Williams v. State of California case was filed, a settlement agreement
required districts to allocate money to fund the repairing of facilities, improve the quality of
teachers, and increase availability of instructional materials.
The current discrepancy in the educational system begins in educational inequalities. The
educational systems in public schools have much work to do to accommodate the needs of all
American students. One of the biggest challenges is the inequality in education. In addition to
court cases, federal and state policies have taken the initiative in reforming the educational
system.
Policies
Understandably, achievement levels vary from student to student. The varying needs and
accommodations for each student in this country are a concern to all educators. Enhancing
student achievement by implementing a variety of policies and programs is required to ensure
student academic achievement.
The Civil Rights Act of 1964 was established to end segregation of people based on race,
religion or national origin. In 1965, with the newly elected President Lyndon Johnson,
legislation of Elementary and Secondary Education Act (ESEA) was established (Barr & Parrett,
2007). President Johnson stated that “full educational opportunity” should be “our first national
goal” (U. S. Department of Education, 2017). The subsequent legislation was intended to
provide and support access for minority and poor children (Barr & Parrett, 2007). To provide
equal educational opportunity through ESEA, the U. S. Department of Education created a
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Title 1 program. The program was created to improve academic achievement for disadvantaged
students by ensuring accountability systems, teacher preparation programs, funding, and
providing sufficient resources (Barr & Parrett, 2007; U. S. Department of Education, 2004).
Public schools with a high percentage of low-income families received financial assistance
through the Title 1 funding program. Title 1 funding must be used on those at-risk students who
are not meeting state standards. Schools that are allocated the Title 1 funding are often schools
with a high-poverty rate of students.
In a continuation of reforming equal education opportunities for all students, in the mid-
70’s Congress established an act to provide disabled students equal education (Barr & Parrett,
2007). The act was known as the All Handicapped Children Act of 1974 (Barr & Parrett, 2007).
The Individuals with Disabilities Education Improvement Act (IDEA, 2004), originally enacted
in 1975, applicable to students with individual special needs, was revised. Schools were
recommended to no longer rely on differences between academic achievement and intellectual
abilities of students in providing special education services. Instead, the IDEA (2004) directed
schools to use a variety of assessment tools, measurements, and strategies to evaluate a student’s
abilities and identify the particular educational needs of each student.
A federal reform report during President Regan’s time in office, Nation at Risk (National
Commission on Excellence in Education, NCEE, 1983) advocated an educational transformation.
The report revealed indicators on negative factors of the public educational system and how the
American education system was failing to provide adequate education. The intent of the report
was to increase the academic performance of the American children. Academic success in
children has been an ongoing topic frequently discussed in the educational system, as well as the
United States of Congress.
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In 2002, Congress passed the No Child Left Behind Act (NCLB) to create a consistent
method of promoting and measuring academic success in students. The lack of overall quality of
education, especially for students from disadvantaged backgrounds, has been a concern for
Congress. For the first time in the educational system, a legislative effort was passed to obtain a
universal proficiency for all students in the United States (Barr & Parrett, 2007).
Most recently, the Obama administration replaced the No Child Left Behind Act with the
Every Student Succeeds Act (ESSA, U. S. Department of Education, 2017). This education law
redefined the purpose of providing equal opportunity to all students in the United States.
Provisions of the Every Student Succeeds Act included teaching students according to high
academic standards to prepare them to succeed after high school and college, and to ensure
future career readiness (U. S. Department of Education, 2017).
Federal reform efforts have been revised and updated for decades. Beside these federal
reforms, state level reforms have taken responsibility and become actively involved in the
education system. For instance, California has put forth state-level reform efforts to progress and
monitor public school efficiency. The 1999 California Public Schools Accountability Act
(PSAA, California Department of Education, 1999), an educational accountability system, was
enacted to measure accountability in the public schools, such as Academic Performance Index
(API) and Immediate Intervention for Underperforming Schools Program (II/USP). In 2013,
California Governor Jerry Brown signed a new law of education funding called the Local
Control Funding Formula (LCFF, California Department of Education, 2013). The primary
purpose was to provide equitable funding based on student needs. Equal education opportunity
and educational access for all has been an ongoing challenge for Americans ever since the 1800s
(Barr & Parrett, 2007).
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Nontraditional Schools
Besides traditional public schools, there are other types of school opportunities for
students in America. Charter schools, magnet schools, and other nontraditional schools are
alternative options (Aud et al., 2010; Garrison & Holifield, 2005; Gronberg, Jansen, & Taylor,
2012; Kafer, 2005; Macey, Decker, & Ekes, 2009; Sable, Plotts, & Mitchell, 2010).
Magnet Schools
A magnet school and/or program is defined as:
a special school or program designed to attract students of different racial/ethnic
backgrounds for the purpose of reducing, preventing, or eliminating racial isolation (50
percent or more minority enrollment); and/or to provide an academic or social focus on a
particular theme (e.g., science/math, performing arts, gifted/talented, or foreign
language). (Sable et al., 2010, p. C-3)
Magnet schools tend to focus on specific subject areas, whether in the arts or sciences (U. S.
Department of Education, 2017).
Charter Schools
Charter schools are publicly funded institutions governed by a particular organization
(Aud et al., 2010). Charter schools are defined as:
an expansion of public school choice, offering free, publicly funded educational
alternatives to traditional public schools. Charter schools are allowed to operate free
from many of the rules and regulations that apply to traditional public schools, although
they remain subject to academic and fiscal accountability to state governments. In
principle, charters are also held tightly accountable by parents who are evaluating their
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 36
charter choice relative to their guaranteed outside option, a seat in a traditional public
school. (Gronberg et al., 2012, p. 302).
Overall, charter schools, which are under a contract, often operate with fewer regulations
and restrictions than traditional public schools (Macey et al., 2009). The qualities of effective
charter schools depend on state charter school laws (Garrison & Holifield, 2005). Charter school
laws are set forth by each state. Charter schools are granted more autonomy and flexibility
compared to traditional schools (Kafer, 2005). In 1992, California authorized the establishment
of charter schools by passing the Charter School Act of 1992 (California State Board of
Education, 1992). According to the Charter School Act of 1992 (California State Board of
Education, 1992), the primary goals for the establishment of California Charter Schools are the
following:
(a) Improve pupil learning
(b) Increase learning opportunities for all pupils, with special emphasis on expanded learning
experiences for pupils who are identified as academically low-achieving
(c) Encourage the use of different and innovative teaching methods
(d) Create new professional opportunities for teachers, including the opportunity to be
responsible for the learning program at the school site
(e) Provide parents and pupils with expanded choices in the types of educational
opportunities that are available within the public school system
(f) Hold the schools established under this part accountable for meeting measurable pupil
outcomes, and provide the schools with a method to change from rule-based to
performance-based accountability systems
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(g) Provide vigorous competition within the public school system to stimulate continual
improvements in all public schools.
NCLB allocated over $250 million dollars to continue charter school Programs. There
has been an increase in charter schools nationwide. According to 2014 data, charter schools
have grown in size and enrollment (National Center for Education Statistics, 2017). Over 2.5
million students in the nation attend charter schools.
In 2013, the Center for Research on Education Outcomes (CREDO, 2013) at Stanford
University set out to do a National Charter School Study. This longitudinal study examined the
impact of charter schools on student academic performance in 26 states and New York City. The
report was an expansion of data and methodology approaches from the CREDO 2009 Study
(2009), based on findings on 16 states. The virtual control record (VCR) analysis used in the
report created a “virtual twin” from a student in a traditional public school, for each charter
school student in the data set. The criteria that was used to match the “virtual twin” included
race, ethnicity, gender, grade level, previous assessment scores, educational status, as well as
free or reduced-price lunch eligibility. Based on the results, only 25% of charter schools had
stronger growth in reading and 29% in math compared to their traditional public school “virtual
twin.” When compared to the 2009 report, the 2013 data showed an improvement in charter
school performance.
Despite the lack of significant differences in charter school performance compared to
traditional public schools, an improvement since the initial 2009 study indicated a positive
outlook on charter schools and student performance. Besides the academic performance growth
analysis, CREDO (2013) reported demographic level information between charter and traditional
public school students. For instance, performance differences were apparent in African
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 38
American and Hispanic students in poverty or Hispanic students who were English Language
Learners in charter schools when compared to “virtual twins” in tradition public school students.
Thus, it can be surmised that charter schools have a positive impact on students in poverty and
African American and Hispanic students (CREDO, 2013). It is important to note that in terms of
learning days compared between charter and traditional public school, studies found that charter
school students had more learning days in reading and math than traditional public school
students.
The CREDO (2013) study showed a growth in charter school academic performance
since the 2009 CREDO study. Also, the results indicated that certain groups of students, African
American and Hispanic students living in poverty and English Language Learners, benefitted
from the charter school system. Charter schools have been on the rise for the last decade and
reportedly positively impacted subgroups of students who represent the student population. The
CREDO report (2013) increased knowledge and raised awareness regarding charter schools and
student academic performance.
In the 2015 CREDO report (2015), 41 urban charter school performances were examined
over the past two years in 22 states. The report included large states such as California, Texas,
New York, and Florida. The results showed that the students in a charter school had a higher
level of annual growth in reading and math and larger learning gains compared to students in the
traditional public school. The report shed light on the growing impact of charter schools on
student academic achievement. The quality of urban charter schools provides the opportunities
for student academic growth (CREDO, 2015). The increase in student performance in charter
schools when compared to their traditional public school counterparts constructs a substantial
equity in the reputation of charter schools.
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Strategies in Nontraditional Schools
Besides the charter and magnet schools, there are nontraditional schools that offer a
different perspective on education. The use of technology has become an integral part of
everyday life and a crucial aspect of the educational world (Kim et al., 2013). In recent years,
advancement of technology has reached incredible heights and increased standards of 21st
century living. Successfully integrating technology into classrooms has been found to have a
positive impact on student learning and performance (Keengwe et al., 2012). Students need the
use of technology within the educational world to prepare them with skills to succeed in the 21st
century.
Technological development has advanced the use of teaching styles from traditional, to
now multiple forms of nontraditional instructional teaching within the school environment.
These strategies of instruction further diversified the educational system by providing
nontraditional ways of learning. Some schools have adapted to the nontraditional instructional
methods, whether that be blended learning, flipped classrooms, and 1:1 technology programs.
Blended Learning. Blended learning “combines online delivery of educational content
with the best features of classroom interaction and live instruction to personalize learning, allow
thoughtful reflection, and differentiate instruction from student to student across a diverse group
of learners” (Watson, 2008, p. 4). Blended learning integrates both the face-to-face and online
instruction in the learning process (Lópéz-Pérez, Lópéz-Pérez, & Rodríguez, 2011). Blended
learning redesigns the classroom and instruction from a ‘lecture’ to ‘student-centered’ instruction
with an increase in classroom interaction (Watson, 2008). The study showed that the shift from
traditional to a blended learning model would be beneficial to all students (Alijani, Kwun, & Yu,
2014).
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Nontraditional schools include art-based schools, project-based schools, the integration of
STEM or science, technology, engineering, and math and/or STEAM, including arts. Harris
(2007) examined the effects of a music-enhanced curriculum on elementary students in a
Montessori setting. The study found that students receiving arts-based lessons outperformed
traditional learners in the subject of math.
Flipped Classroom. The Flipped Classroom model provided a method of a
nontraditional learning strategy of instruction. In a flipped classroom, students are first assigned
learning materials as work to be done at home, allowing class time instruction to be used for skill
application (Tucker, 2012). Lage, Platt, & Treglia (2000) referred to this as the inverted
classroom. In this inverted classroom model of instruction, the classroom setting allows for
more collaboration and an improved teacher-student relationship.
1:1 Technology Devices. Keengwe et al. (2012) examined the impact of 1:1 computer
devices on student performance. Results found that the integration of devices within the
classroom is positively associated with student engagement and student learning. In recent
years, technology has become a universal tool adapted across the nation and has been embedded
into everyday life. These nontraditional technological methods of instruction, blended learning,
flipped classroom, and 1:1 technological devices, teaches technological competence to a 21st
century learner.
Current Status
The American public school system has been struggling to provide equal educational
access to all students for decades. Low-performing minorities and poor children have been
stigmatized. Moreover, destructive school policies, programs, and practices have taken away fair
opportunity from these students to receive an education (Barr & Parrett, 2007). Several causes
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 41
may explain the unequal school funding, inexperienced poorly prepared teachers, ineffective
teaching practices, and educational neglect just to mention a few (Barr & Parrett, 2007).
Nonetheless, the number of schools that have improved the academic achievement of minority
and poor students achieving academically are increasing (Barr & Parrett, 2007). The best
practices and strategies used by these high-performing, high-poverty schools can be utilized in
achieving high performance for all students.
Promising Practices
Schools are institutions responsible for helping students achieve success (Hochschild &
Scovronick, 2004). Academic achievement and high performance in students has been the goal
of the American educational system for years. “Promising practices,” a term coined by Daley
and Norman (2005), refers to “any practice that is unusual and fresh, even if not original” (p. 6).
Literature focuses on practices in education that impact academic achievement.
Acknowledgment of poor performance has been one of the factors of most high-poverty schools
that have become high-performing schools (Barr & Parrett, 2007). School leadership,
stakeholder involvement/engagement, and high expectations are a few factors discussed in terms
of promising practices in high-performing schools.
Leadership
Research showed the importance of leadership on student achievement (Marks & Printy,
2003; Leithwood & Jantzi, 2008; Marzano, 2003). Effective leadership is a characteristic
evident in schools that are outperforming traditional schools. System-wide leadership is critical
in high-poverty, high academically performance schools (Barr & Parrett, 2007). School
leadership might be the most important factor in school reform (Marzano, 2003). In an effort to
improve educational leadership, a set of policies known as the Educational Leadership Policy
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Standards (Council of Chief State School Officers Interstate School Leaders Consortium, 2008)
were defined for school leaders. Each standard has an important function that coincides with the
given policy framework. Below are the Educational Leadership Policy Standards (Council of
Chief State School Officers Interstate School Leaders Consortium, 2008):
Standard 1: Mission, vision, and core values: Effective educational leaders develop,
advocate, and enact a shared mission, vision, and core values of high-quality education and
academic success and well-being of each student.
Standard 2: Ethics and professional norms: Effective educational leaders act ethically and
according to professional norms to promote each student’s academic success and well-being.
Standard 3: Equity and cultural responsiveness: Effective educational leaders strive for
equity of educational opportunity and culturally responsive practices to promote each student’s
academic success and well-being.
Standard 4: Curriculum, instruction, and assessment: Effective educational leaders
develop and support intellectually rigorous and coherent systems of curriculum, instruction, and
assessment to promote each student’s academic success and well-being.
Standard 5: Community of care and support for students: Effective educational leaders
cultivate an inclusive, caring, and supportive school community that promotes the academic
success and well-being of each student.
Standard 6: Professional capacity of school personnel: Effective educational leaders
develop professional capacity and practice of school personnel to promote each student’s
academic success and well-being.
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 43
Standard 7: Professional community for teachers and staff: Effective educational leaders
foster a professional community for teachers and other professional staff to promote each
student’s academic success and well-being.
Standard 8: Meaningful engagement of families and community: Effective educational
leaders engage in meaningful, reciprocal, and mutually beneficial ways to promote each
student’s academic success and well-being.
Standard 9: Operations and management: Effective educational leaders manage school
operations and resources to promote each student’s academic success and well-being.
Standard 10: School improvement: Effective educational leaders act as agents of
continuous improvement to promote each student’s academic success and well-being.
The goal of the adoption of the Educational Leadership Policy Standards is to have
effective leadership in the school environment promoting the success of every student by
focusing on the impact of the leaders. Marzano, Waters, and McNulty (2005) identified 21
responsibilities of school leaders in relation to student academic achievement (see Table 1).
Implementing all responsibilities is critical for effective leadership in a school.
Table 1

School Leaders’ Responsibilities by Marzano, Waters, and McNulty (2005)

Responsibilities
Affirmation Involvement in Curriculum Instruction and Assessment
Change Agent Knowledge of Curriculum Instruction and Assessment
Contingent rewards Monitoring/Evaluating
Communication Optimizer
Culture Order
Discipline Outreach
Flexibility Relationships
Focus Resources
Ideals/Beliefs Situational Awareness
Input Visibility
Intellectual Stimulation
Source: Marzano, Waters, and McNulty (2005)

OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 44
School leader responsibility is only a factor in the creation of an effective school system.
Managing an organization is complex and challenging. An effective school leader has the
responsibility to lead in high-pressure situations. Becoming a change agent requires the
conceptualization of multiple perspectives depending on the organization’s environment.
Bolman and Deal (2003) described four organizational frameworks: structural, human resources,
political, and symbolic. For an organization to efficiently function, all four of these frames must
work together to improve the school and ultimately provide an institutional culture for all
students (Bolman & Deal, 2003).
As described by Bolman and Deal, the structural framework deals with the rules,
regulations, and goals of the organization. The human resource framework promotes personal
relationships and interaction between the stakeholders of the organization, allowing for positive
group interaction, and builds interpersonal relationships among all stakeholders. The political
framework deals with power and conflict issues within the organization. The final framework is
the symbolic framework relates to culture.
Bolman and Deal’s framework helps to understand the meaning behind the organization
that creates such environment. The four frameworks do not work in isolation, even though
school leaders might display more importance on one of the leadership frames more than the
others (Bolman & Deal, 2003). However, the four frameworks help leaders address issues by
viewing situations from a different perceptive (Bolman & Deal, 2003).
Different leadership styles have been examined in research (Marks & Printy, 2003). This
study looked at the relationship between transformational and shared instructional leadership in
school principals and school performance. The study emphasized the importance of the
integration of transformational and instructional leadership within a school. Researchers
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 45
concluded that when principals collaborated with teachers while also innovating within their
schools, school performance improved substantially. The researchers underscored that
cultivating teacher leadership profoundly influences school performance as well (Marks &
Printy, 2003). Schools will benefit from an integrated leadership environment wherein principals
receive a shared leadership commitment from the teachers (Marks & Printy, 2003).
Authors Leithwood and Jantzi (2008) found that district conditions and leadership
influence efficacy in a leader. The study examined the relationship between school leader
effectiveness and student learning. The relationship between leaders and faculty has shown
school success (Tschannen-Moran & Gareis, 2015). Research by Woods and Martin (2016)
discovered that principals’ different roles have an impact on successful schools. Educating the
child holistically and promoting a synergy of expectations were the two themes derived from
research on successful principals. Research has mostly supported the importance of school
leadership in efforts to the overall success of a school.
McGee et al. (2004) identified the following characteristics of high-poverty, high-
performing schools:
• Strong, visible leadership advocating high learning standards, high expectations, and a
culture of success for all
• An emphasis on early literacy
• Talented, hard-working teachers who believe that every child can and will learn
• More academic learning time
• Extensive parental involvement
Manset et al. (2000) conducted a comprehensive study on high-poverty, high-performing
schools in Wisconsin. The study indicated characteristics of effective schools, which include
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 46
shared leadership, effective professional development opportunities, parent and community
involvement, and effective classroom instruction and organization.
High Expectations
Besides the importance of leadership in a school, holding high expectations for all
students, regardless of their financial status or cultural diversity, was crucial. In fact, “educators
must believe all of their students will achieve” (Barr & Parrett, 2007, p. 108). Educators are
responsible for understanding the living situation of each student in order to give them better
access resources, as well as, hold high expectations (Barr & Parrett, 2007). Brown et al. (2004)
investigated possible explanations for the differences in student achievement. Teachers from
high-performing schools and low-performing schools represented an equal measure in the study.
Based on the interviews, the researchers concluded that there were differences among interview
responses of the teachers. Specifically, they found that high-performing schools had higher
academic expectations for students than teachers from low-performing schools did. In addition
to this profound difference, teachers from low-performing schools had a lower job satisfaction
than those from the higher performing schools. Teachers from the low performing schools also
reported that they had limited instructional leadership, limited resources, and a low level of
parental involvement.
In conclusion, the results of the study suggested major differences between high-
performing and low-performing schools. Similarly, a California study examined principals’ and
teachers’ perception at high-performance schools with students of low socioeconomic status
(Williams, Kirst, & Haertel, et al., 2005). Key factors present in these high-performance schools
included ensuring effective school leadership, high expectations for students, and involving and
supporting parents.
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 47
Stakeholders Involvement
Improvement in the child’s education depends on participation and partnership of the key
stakeholders (Barr & Parrett, 2007). Research indicated that parent involvement and school/
parent partnership are some of the main factors in the child’s school improvement and academic
achievement (Barr & Parrett, 2007).
As Bronfenbrenner (1994) illustrated, the child does not live in isolation but rather in an
ecological world of interrelated factors that impact the development of the child. High-
performing schools have created a robust and efficient partnership with the parent and family to
ensure student academic success (Barr & Parrett, 2007). These schools “must be safe, supportive
place for parents as well as for students” (McGee, 2004, p. 116).
Critique of Literature
Research has shown that educating all students is possible; hence, the high-poverty high-
performing schools (Barr & Parett, 2001). Literature repeatedly provided an insight into the
problems that influence student achievement. Recommendations and suggestions have been
made based on these underperforming schools.
The focus has been on the struggling schools. Urie Bronfenbrenner best describes one
ecological paradigm that explains child development within the context of the child’s
environment. Specifically, Bronfenbrenner’s Ecological Model Theory (1994) advances the
“ecological perspective” in understanding an individual in relation to the world around him or
her. In the microsystem, the child has a direct interaction with his or her immediate environment
(Bronfenbrenner, 1994). The active role of the parents, siblings, school, teachers and classmates
impacts the student. In this instance, applying the "ecological perspective" consists of
understanding the relationship between the student and the student’s environment. Most
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 48
importantly, Bronfenbrenner focuses on how the world around the individual helps or even
hinders development.
Historically, high poverty schools have been associated with low academic
performance. Yet time and time again, research has made suggestion on emerging patterns of
school improvement. However, there have been isolated instances in which nontraditional urban
schools with similar low socioeconomic and demographic characteristics are outperforming
traditional public schools. The literature review addresses factors present in an outperforming
urban K-12 school. It also provides research on high-poverty, high performing schools. Learning
from these high-poverty, high performing schools and identifying strategies and practices are
critical in advancing the educational system. Based on literature, school leadership, stakeholder
involvement/engagement, and high expectations are a few promising practices in high-
performing schools.
The current research shifts attention to outperforming nontraditional K-12 schools. The
case study will add to literature on not only outperforming schools but also nontraditional
schools that are incorporating “nontraditional practices” within the education system.
There has been growing research on the effectiveness of leadership on student
performance. A framework of research on high-performing, high-poverty schools has been
compiled based on different studies to improve student academic achievement. It would be
interesting to explore and take into consideration school programs and practices, school
leadership and school culture, for those high-performing, high-poverty institutions that are
outperforming nontraditional schools.

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CHAPTER THREE: METHODOLOGY
Purpose of the Study
Despite the tireless efforts to bring about educational reform in United States over the last
several decades, the educational system continues to struggle in providing education and serving
all students. For the most part, students in high-poverty urban schools have been compared to
students in affluent communities in regards to academic performance. However, nontraditional
urban schools with similar low socioeconomic and demographic characteristics of traditional
schools are successfully performing academically. The purpose of this study was to identify the
factors present in a nontraditional outperforming urban K-12 school.
Significant research has been conducted on the characteristics of high-poverty, high-
performing schools (Carter, 2001; Manset et al., 2000; McGee, 2004; Teddlie & Stringfield,
1993; U. S. Department of Education, 2001). Chapter one of this dissertation provided an
introduction to the study. Chapter two presented a review of literature analyzing nontraditional
outperforming schools. Specifically, these studies examined factors that impact a child’s
performance in school, such as poverty. These studies also analyzed student academic
achievement, historical milestones in American Public Education, and practices that yielded
promising results. Charter schools, magnet schools, and other nontraditional schools were
identified as a nontraditional way of learning.
The literature review provided a benchmark for the current case study. The purpose of
the literature review was to identify factors associated with nontraditional outperforming schools,
hence, the three research questions being addressed. Chapter three is a presentation of the
methodology and the research design. Chapter three will describe the use of a qualitative
research case study to analyze the methodology and introduce the process and collaborative work
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 50
by the thematic dissertation group. This chapter will include the process of the thematic group,
selection criteria, research method, sample and population, instrumentation, data analysis, data
collection, validity, reliability, and ethical considerations.
Research Questions
The research questions for this study aimed to understand the programs and practices, as
well as leadership and cultural norms in an urban outperforming non-traditional school. The
following three research questions were developed as a part of the case study research to identify
the factors present in a nontraditional outperforming urban K-12 school.
1. What programs and practices are implemented in an urban outperforming non-traditional
school?
2. What are the leadership practices in an urban outperforming non-traditional school?
3. What are the cultural norms in an urban outperforming non-traditional school?
Research Design
Thematic Research Group
The thematic research group consisted of 11 doctoral candidates from the University of
Southern California Rossier School of Education. The thematic group was then split into three
subgroups. Each doctoral candidate conducted a case study in the thematic dissertation groups
chaired by Dr. Stuart Gothold and Dr. Maria Ott. Regular group meetings were held starting in
August 2016 to begin the dissertation process. Within the framework of the collaborative effort,
the thematic dissertation group developed the problem statement, purpose of the study, and the
criteria for selecting a school for this case study. In addition, the group examined and analyzed
the literature and formulated the research questions, the research design, and the development of
the instruments used for data collection. Even though much work was done as a group, each
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thematic doctoral candidate was responsible for writing her/his own dissertation paper. Each
member of the dissertation group then chose her/his own school to conduct the case study that
met the school selection criteria.
Selection Criteria
The criteria for a school in the case study included:
• The school is a K-12 institution;
• School is urban, low socioeconomic status, ethnically diversity, under-resourced;
• School has a low dropout rate;
• School has been recognized for an academic achievement (e.g. Gold Ribbon School);
• School has high SBAC scores (met/exceeded standards);
The criteria for a nontraditional school in the case study must be one of the following:
• Charter Schools
• Magnet Schools
• Specific High Schools
• Alternative Schools
• Online Education
• Independent Schools
• Dual Immersion Schools
Prior to data collection, the thematic group completed an Institutional Review Board
(IRB), an application process required for conducting a case study dissertation at the University
of Southern California. The IRB is a committee designated to protect human rights during
participation in any research. The IRB application process ensures that the study will be
conducted in an ethical manner. The IRB reviews and monitors the research methodology
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 52
procedures prior to any data collection. All thematic group members competed the Collaborative
Institutional Training Initiative (CITI) training and created an ISTAR account. The CITI
educational and training certificate on research ethics was required prior to submitting the IRB
application. Each member was responsible for completing a section of the IRB application. The
IRB application was completed and submitted as a group.
Theoretical Framework
In a collaborative effort, the thematic dissertation group created a theoretical framework
to address the research questions. The theoretical framework was developed from literature and
identified the factors present in the case study. The group developed the model that best
addresses the important components of the nontraditional urban K-12 school (Figure 1).

Figure 1. Theoretical Framework
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The theoretical model explains the factors present in a nontraditional urban school, which
affects the schools outperforming academic success. Based on research, the interactive
components of the framework, practice and programs, and leadership practices and cultural
norms work together to achieve outperforming academic success. An important piece in the
theoretical framework is how gears illustrate the three factors. The model attempts to explain
three factors are not only present but also work together to produce such outcomes. Ultimately,
the purpose of the study was to identify if these three variables are present in a nontraditional
outperforming urban K-12 school.
Research Method
A qualitative approach was used to fully address the research questions in this case study.
One of the main purposes of conducting case studies is to depict a “thick description” of a
phenomenon (Gall, Gall, & Borg, 2003). Understanding the meaning of and process for
obtaining rich descriptive data is one of the main purposes of qualitative analysis (Merriam &
Tisdell, 2016). The design of qualitative research is a systematic inquiry that includes methods
and techniques to acquire data (Merriam & Tisdell, 2016). Qualitative research, also known as a
case study research, is a comprehensive study of specific cases (Gall, Gall, & Borg, 2003). One
characteristic of a case study research is that it tells a story to the reader (Gall, Gall & Borg,
2003). The purpose of the qualitative analysis is to formulate meaning from the data by
answering the research questions (Merriam & Tisdell, 2016).
Documents, surveys, interviews, and observations were conducted for the purpose of this
study as part of the methods of data collection. The current study found it appropriate to use all
of these data collection forms to gain a better overall knowledge of the research questions at
hand. Interviews were conducted with teachers and administrators. Surveys were provided to
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 54
teachers and administrators. Relevant school documents were reviewed. In addition,
observations of students, staff, and teachers were conducted inside the classroom as well as
outside the classroom environment. The research tools were purposefully selected to explore the
research questions. The qualitative analysis aimed to uncover the answers to the research
questions on nontraditional urban K-12 outperforming schools.
Sample and Population
For the purpose of this study, the thematic group determined a school criteria outline for
schools, which met the nontraditional, urban K-12 school guidelines. Purposeful sampling was
used to further analyze and understand the phenomenon. The school chosen for this case study,
Peterson Elementary School, a Kindergarten through Fifth grade academic institution. The
campus is located in Southern California with an enrollment of over 500 students. Peterson
Elementary is the home school for students living in the area. Students outside the area who
wish to attend must request a permit and are accepted based on the availability. Peterson
Elementary School is a Title 1 school, receiving additional financial assistance from the
government due to the low socioeconomic status of the student population. The school met the
selection criteria, as a nontraditional urban K-12 outperforming school, which was determined by
the thematic group.
The student diversity of the selected school was: 52.4% Hispanic or Latino, 32.8%
White, 4.4%Asian, 3.5% African American, 2.8% Filipino, and 4.1% two or more races. Based
on the 2016-2017 student enrollment, 14.6% were English Language Learners, 48.3% of the
student population are socioeconomically disadvantaged (free or reduced price meals) and the
school has 86 students with disabilities.
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Peterson Elementary School has adopted several 21st century programs. The school recently
became a computer science immersion magnet school by implementing the “Possibilities”
program for all K-5 students. This program aims to provide the necessary skills to prepare
students for the 21st century technology world. The program has been recognized as the nation’s
leading computer science program.
In addition, the school has adopted a program called Technology Enhanced Arts Learning
(TEAL). TEAL incorporates the arts within the daily curriculum. The school has specific
music/choir teachers to support the TEAL program. Gifted and Talented Programs and
Accelerated Reading Programs are part of the curriculum. It is important to highlight that the
school has a one-to-one ratio of technological devices to students.
During the 2015-2016 academic year, the school was one of 780 elementary schools to
receive the 2016 Gold Ribbon Schools Awards Program through an application process.
According to the California Department of Education (2017), schools honored with Gold Ribbon
status have demonstrated the implementation of the academic content and performance state
standards. In addition to California Department of Education Gold Ribbon Program, the
Campaign for Business and Education Excellence (CBEE) recognizes high poverty, high
performing schools for their academic achievement (Educational Results Partnership, 2018).
Peterson Elementary School has been awarded as one of the Honor Roll recipient. Recipient
schools are recognized for their outstanding academic achievement. The following are other
prestigious awards Peterson Elementary School has received:
• Gold Ribbon School Award
• Honor Roll School for the Campaign for Business and Education Excellence
• Honor Roll for STEM Designation (Excellence in Science and Math)
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Instrumentation
The strategy used for this study was the process of triangulation. The use of triangulation
ensures the validity and reliability of a study (Merriam & Tisdell, 2016). The powerful strategy
of triangulation increases the creditability (Merriam & Tisdell, 2016) and strengthens a study
(Patton, 2002). This case study used the following multiple methods: surveys, observations,
review of documents, and interviews. The thematic group developed the research instruments in
the course of their dissertation meetings. Each subgroup was responsible for creating one of the
three instruments. During one of the meetings in the spring of 2017, the subgroups shared their
work and made necessary changes and modifications. This collaborative effort was an ongoing
process between all members of the thematic group.
The thematic group created one survey instrument, which was aligned with the research
questions for this study. The survey questionnaire was a modified version of the survey
instrument used by Shannon & Bylsma (2003) in their study called Nine Characteristics of High
Performing Schools. The questionnaire was modified to better fit the purpose of the study and
the research questions. The 56 close-ended survey questions included both multiple choice
questions and 4-point Likert scale questions administered using Qualtrics online platform.
The survey instrument captured the three main questions of the case study, which aligned
with programs and practices, leadership skills, and cultural norms. Each statement in the survey
directly links to one or more of the research questions. The survey instrument includes
background information and instruments relevant to the research questions. In addition, the
statements were organized based on the perception of school characteristics. The survey
instrument was divided into nine different subcategories:
• Vision and mission
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• Leadership
• Learning environment
• Student environment
• Standards/expectations of nontraditional schools
• Monitoring of teaching and learning
• Collaboration and communication
• Family and community involvement
• Professional development (See Appendices).
The survey instrument was a 20-minute questionnaire that used a 4-point Likert scale, 1
meaning “never” to 4 meaning “always.” The survey was administered to teachers and
administrators.
Interview data is critical when searching for data based on other people’s perspectives
(Merriam & Tisdell, 2016). One of the most common forms of qualitative data collection is
through interviews (Merriam & Tisdell, 2016). Conducting an interview is the same as having a
conversation but with a purpose (Patton, 2002). Patton (2002) described interviews as the inner
perspective on something that cannot be observed. As Patton (2002) stated, the interview
process “allows us to enter into the other person’s perspective” (p. 341). Based on the context of
the study, interviews to gather data on teacher and administrators perspectives is entirely fitting
and appropriate. The thematic group developed one interview protocol aligned to the research
questions (see Appendix B). Each interview lasted approximately an hour. The semi-structured
protocol allowed flexibility during the interview.
In addition to interviews, the case study also used observations, which are commonly
used forms of data collection in qualitative research (Merriam & Tisdell, 2016). Observations
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 58
obtain different types of information which interviews are unable to glean. Not only do
observations provide the information from the setting itself, but they also create a “first-hand
encounter” (Merriam & Tisdell, 2016). Classroom and campus observations were conducted
during school visitations by the researcher. The thematic group developed a school site and
classroom observation protocol to be used as a guide (see Appendix C). The protocol was a
useful tool that helped facilitate the observations.
School documents relevant to the research questions were collected and the researcher
examined the documents. Document analysis relevant to the research was reviewed as part of
the data collection process. The documents selected for review included the school website,
district website, school mission, California Department of Education website, student
achievement scores, school mission statement and vision, school site plan, School Accountability
Report Card (SARC), student handbook, teacher handbook, and parent handbook. Research
tools and instruments were purposefully selected to explore the research questions. Each
instrument is included in the Appendices.
Data Collection
Data collection took place at Peterson Elementary School. All data was collected through
the surveys, observations, interviews, and document reviews. First, data analysis were collected
and utilized. Then, observations were conducted inside the classrooms as well as on campus.
Permission was granted from the school to observe student, teacher, and administrator behavior
through school visitation days by the researcher. Following the observations, the researcher
determined the key stakeholders to be interviewed for the purpose of the case study. Permission
to conduct interviews was obtained from the school. With the help of the principal, a time was
scheduled to conduct the interviews. With the consent of the interviewee, interviews were audio
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 59
taped. Following the interviews, a survey was administered using Qualtrics to all teachers. In
addition, specific documents necessary to obtain additional information regarding the school
portfolio were collected from the school site, including, among other things, student academic
achievement data.
Data Analysis
Creswell’s (2003) six-steps of data analysis method was conducted for the analysis of the
data collection. A coding system was used to simplify the information of data and formulate
patterns between the instruments used to collect data. Data examination began with organizing
and preparing the data for analysis. The initial data analysis began with managing the data and
organization. Hand written notes and a recorder were used to capture the interviews. Once all
the interviews were conducted, the audio recordings were transcribed. Notes from the interviews
were used to supplement and fill in any information missing from the notes. As Merriam and
Tisdell (2016) stated, coding helps with the managing of data by sorting the information into
categories necessary for data analysis. As for the observation component, handwritten note were
also taken. After the completion of all observations, notes were revisited and organized and
words and/or sentence structures were corrected to make a clean data set. Findings from the case
study will be discussed in Chapter four.
Validity and Reliability
Merriam and Tisdell (2016) suggested techniques such as credibility and reliability
strategies to validate findings in a qualitative study. Credibility, also known as internal validity,
is how closely the findings from the research match the actual reality itself (Merriam and Tisdell,
2016). Since it is not possible to capture the actual “reality” through a qualitative study, the
strategy that was used to increase credibility in this study was the process of triangulation.
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 60
Multiple research instruments were implemented for data collection and analysis across different
perspectives. To ensure the findings of the pilot study were credible, the use of multiple methods
were implemented (Merriam and Tisdell, 2016). A disadvantage or limitation of case study
research is the difficulty to generalize (Gall, Gall, & Borg, 2003). However, the opportunity for
more generalizability will arise since 11 different research case studies were conducted at 11
different schools using the same research design.
Ethical Consideration
Taking into consideration all of the ethical standards for this study was critical. As stated
by Merriam and Tisdell (2016), “we have to trust that the study was carried out with integrity
and that it involves the ethical stance of the researcher” (p. 260). Indeed, it is the researchers’
responsibility to conduct the study in an ethical manner. The case study was approved by the
IRB, which ensured the study would be conducted in an ethical manner. The case study
followed the IRB guidelines and expectations of conducting a case study. Information collected
throughout the data collection process was kept confidential. Pseudonyms were used for the
school, mascot, programs, and all participants in the study. In essence, it is the researcher’s
responsibility to conduct the study in an ethical manner in order to maintain its credibility
(Merriam and Tisdell, 2016). The current case study took consideration of any ethical issues and
received approval from the IRB to conduct research.
Summary
This chapter focused on the research methodology section of the qualitative case study.
Several instruments were devised and developed for the purpose of this research. Researchers
followed proper Institutional Review Board protocols to successfully conduct research on human
participants. The chapter included the research design, the sample and population, the data
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 61
collection procedures, and the data analysis process. Ultimately, this chapter identified the key
methodology procedures to conduct the case study based on the research questions.

OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 62
CHAPTER FOUR: RESULTS
Introduction
The goal of this qualitative study was to determine the specific factors present at Peterson
Elementary School, a nontraditional outperforming urban K-12 school. Notably, the findings
from this case study supplement the existing literature by identifying how an urban elementary
school in Southern California integrated nontraditional ways of learning into the classroom. The
researchers obtained data from surveys, interviews, observations, and documents to uncover and
support the findings in this chapter.
The first three chapters of this dissertation addressed the issues to be studied, discussed
the significance of those issues, conducted a review the literature related to the issues, and
presented the methodology and design used to study the relevant issues in the context of the
selected school. The current chapter sets forth the results from the qualitative case study of
Peterson Elementary School. In addition, it provides an in-depth analysis of the results for each
research question and categorizes the emerging themes from the data collection.
Research Questions
The research questions for this case study were determined by the dissertation thematic
group, which was a cohort of 11 doctoral students, in an effort to identify characteristics
impacting the success of urban, outperforming nontraditional schools. The dissertation thematic
group developed research questions to identify programs and practices, leadership practices, and
cultural norms in urban, outperforming nontraditional schools:
1. What programs and practices are implemented in an urban, outperforming nontraditional
school?
2. What are the leadership practices in an urban, outperforming nontraditional school?
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 63
3. What are the cultural norms in an urban, outperforming nontraditional school?
Methodology
Information was gathered by means of several techniques. Specifically, data collection
consisted of numerous levels of inquiry, including a survey, interviews, observations, and
document review. The case study was explicitly designed to collect rich and thick data, which
allowed the triangulation of information (Gall, Gall, & Borg, 2003). Research tools and
instruments were purposefully developed and selected to identify programs, practices,
leadership, and cultural norms in urban, outperforming nontraditional K-12 schools. The
thorough analysis of the multiple data collection instruments emphasized a deeper understanding
of the selected urban school’s success. Also, the use of the multiple data collection instruments
allowed data to be triangulated, therefore, strengthening the value of the qualitative study.
Multiple research instruments were implemented for data collection and analysis across different
perspectives. Importantly, Creswell’s (2003) six-steps of data analysis method was applied for
the analysis of the data collection. A coding system was used to organize and simplify data to
formulate emerging themes. Data from the findings were aligned to the three specific research
questions.
The researcher visited the subject school five different times to observe, interview,
conduct surveys, and gain an in-depth perspective on the school’s outperformance factors. In the
course of the visits, the researcher was able to review documents which included the School Site
Plan, Single Plan for Student Achievement (SPSA), Safe School District Plan, California
Standardized Tests (CST) scores, Smarter Balanced Assessment Test, California Department of
Education Reports, Parent/Student Handbook, and school website. The on-site observations
were chosen indiscriminately and included various locations throughout the school. Observation
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 64
notes were taken from classroom instruction, campus hallways, administration office,
playground, academic award ceremony, and staff meetings.
In addition to the above, the researcher conducted detailed interviews with the staff
members. The school principal generously allowed the staff to break away from instructional
time to talk to the researcher. The researcher recorded these interviews via recording device
after obtaining each interviewee’s express consent. The researcher further administered a
detailed survey during the school’s regularly scheduled staff meetings. For the survey, the
principal projected a link onto a projector screen and allotted time for the staff present to
complete the survey. Remarkably, there were a total of 20 surveys completed with 100%
participation from academic teaching staff. All interviews were conducted and all survey data
were gathered on campus from school staff.
The data collection and analysis process essentially took place simultaneously. During
observations and interviews, the researcher took notes, which were later transcribed into Google
Docs. Consistent with the six-step process used to conduct data analysis (Creswell, 2003), the
researcher also recorded each interview, which was transcribed through rev.com and crossed
checked with handwritten notes. The data collected were than coded. Categorically, the study
used Creswell’s (2003) six-step process in data analysis to create thick and rich data. The
findings were then interpreted and themes emerged.
Gaining Entry
Prior to visiting the school site, the researcher contacted the principal about conducting
the case study at Peterson Elementary School. There were a few telephonic conversations with
the principal discussing the study in detail and the reasons for selection. The principal welcomed
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 65
the inquiry and swiftly coordinated visitation dates. Fortunately, the principal’s receptiveness
facilitated the rapid approval and launch of the case study at Peterson Elementary School.
Background of Peterson Elementary School
Peterson Elementary is a kindergarten through fifth grade academic institution located in
Southern California. The school was established in the early 1960’s and is located in a quiet and
charming neighborhood. The drive up to the campus has scenery of old houses, beautiful oak
trees, and a view of the hills ahead. It is away from a busy urban town and industry. The school
has a welcoming ambiance with a grass area in front of the main entrance. There are 30
classrooms, a library, a computer lab, a music room, a cafeteria, and an administration building.
The large classrooms have ample space for the students either to work on their own or to
collaborate in a group setting. Each classroom has its own unique arrangement of tables and
chairs. Importantly, all classrooms are configured in such a way as to enable students to work
together in small groups. The campus has a large play area for the students, with a few jungle
gym sets, outdoor basketball courts, and a large grass area for free play.
Peterson Elementary School is a neighborhood school with an enrollment of 536
students. The school has a total of 39 staff members, including 20 credentialed teachers. Data
on student diversity indicated there are 52.4% Hispanic or Latino, 32.8% White, 4.4% Asian,
3.5% African American, 2.8% Filipino, and 4.1% two or more races. According to the data,
48.3% of the student population is socioeconomically disadvantaged (i.e. qualifying for free or
reduced-price meals), making them a Title I school.
Peterson Elementary School has received numerous prestigious academic awards. They
have been recognized as a Gold Ribbon School and a Blue Ribbon Distinguished School, and
have earned the Title 1 Achievement Award. In addition, the school was recognized as a
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 66
California Honor Roll School by the Educational Results Partnership and the Campaign for
Business and Education Excellence; the school also earned special STEM designation for
achievement in math and science, distinguishing the school as one of the top elementary schools
in the State of California.
The school has adopted various 21st century programs aligned to the common core
curriculum. Peterson Elementary recently became a computer science immersion school with
the adoption of the “Possibilities” computer science program. The program provides the
opportunity for all kindergarten through 5th grade students to develop coding skills as part of
their daily curriculum. In addition, the school has implemented the Technology Enhanced Arts
Learning (TEAL) program. Both the school and the district place immense value in including
the arts as part of their curriculum. This focus on the arts provides a remarkable opportunity for
the teachers to use visual and performing arts instruction as a means to reach all students. These
programs and practices are embedded in the daily instructional school day for all grade levels.
Supplemental programs, which align with the material being taught, are also in place before and
after regular school hours.
First Visit to the School Site
Driving up a well-maintained residential street, the school came into view. A large
campus that seemed to take up most of the block, it was evident that the academic institute was a
central focal point within the community. As many cars slowed down in front of me, I glanced
at the time on my watch; it was right around morning drop off. I pulled over to a parking spot on
the street and watched parents and students walk past me to get to the school entrance. A
crossing guard was greeting the students while controlling traffic flow. A majority of the parents
were walking with their children to school. Some had parked their cars and others were arriving
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 67
directly from their homes. The principal was standing outside greeting parents and giving
students high-fives, as she welcomed them to school with a sincere smile. Her positive energy
was reciprocated by those she greeted. Children stepped off the bus and quickly ran out and
huddled around her with hugs and smiles. As parents walked past the principal, they
acknowledged and greeted her. When I approached the school, I immediately noticed the Gold
Ribbon and Title I Academic Achievement Award logos prominently painted on the wall facing
the front entrance. Eventually, the traffic flow and morning drop-off activity slowed and the
school bell rang. I walked towards the main office of the school.
Results for Research Question One
For the purpose of the case study, research questions served as a guide for understanding
the characteristics impacting the nontraditional outperforming high-poverty urban school. The
first research question was: “What programs and practices are implemented in an urban,
outperforming nontraditional school?” In an effort to identify the programs and practices
implemented in this urban, outperforming nontraditional school, the researcher examined the
data including the interviews, surveys, observations, and documents. The findings identified the
following programs and practices at Peterson Elementary School: (a) 21st century learning,
(b) integrating the arts, and (c) positive behavioral and intervention support and enrichment
programs.
The first instrument used to obtain data on the types of programs and practices
implemented at Peterson Elementary School was the review of documents relating to the
programs and practices implemented within the classroom. To this end, the researcher collected
documents from the school’s website, the district’s website, the principal, and the office
manager.
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The researcher’s visit to the school began with a stop at the main office. There, the office
manager and clerical assistant greeted her. The researcher waited to see the principal and noticed
that the principal’s door was open as she was having a meeting with a staff member. A few
students walked in, whether it was dropping papers to the office staff or visiting the health
assistant, whose office was also located in the main office. Once the principal finished her
scheduled meeting and the usual morning flow of parents and students slowed down, she shifted
her attention to helping the researcher begin the data collection process. The researcher then
walked through the campus with the guidance and direction of the principal.
21st century learning. During the initial walkthrough, the researcher noticed several
data pieces that would later be triangulated with other relevant information. The first classroom
she observed was filled with several boxes of Lego Robots and various types of electronic
devices. The researcher inquired into these curious implements and was informed that they were
used as part of the curriculum material that supported the school’s “Possibilities” program. The
walk through then continued on to additional classes.
The classroom observations provided further insight into the programs and practices
being implemented. For instance, in a third-grade class, during ELA instruction time, the
students were working on a writing assignment. The assignment was part of a group activity that
involved several critical thinking steps including application of their knowledge. While the
children were divided into groups, each student had their own Chromebook. Peer teaching
methods within the small groups facilitated collaboration among classmates as the teacher
walked around to assist with any questions. There was also evidence of intentional student talk
time created by the teacher. Students discussed methods and drew conclusions as they were
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 69
gathering evidence in their groups. They seemed remarkably comfortable with the integration
and implementation of technology.
Entering the fourth-grade classroom, located across from the third-grade wing, there was
profound increase in the level of student engagement. As the researcher entered the classroom,
students were in groups working with the Lego pieces, robots, and MacBook laptops. Using the
program java script, students were coding and creating scripts to make the robot move and
perform specific commands. As the researcher took a quick glance around the room, the
researcher quickly noticed that there was 100% student engagement in addition to a high level of
concentration on the task at hand. Students were communicating and the class was relatively
noisy. Evident by its absence was any level of concern for classroom management. Rather, the
student’s high level of engagement and deep-level conversations were at the very core of the
instruction. The classroom teacher walked around the classroom and stopped at each group to
ask critical thinking questions. The teacher’s questions were specifically targeted to ensure that
the students not only understood their subject matter but also applied it correctly. Each
classroom had a designated “Possibilities” program coach. The professional development
support was embedded in the classroom time, once a week. According to the principal, the
coach’s role was to model instruction for the teacher, support classroom needs, and resolve any
obstacles related to technology or the program.
During the interviews, the teachers and staff reiterated that the school-wide practices and
programs that were being implemented were put in place to increase the level of engagement and
depth of learning, with the ultimate goal of increasing student academic achievement.
Throughout the course of the interviews, the researcher found that all interviewees mentioned the
importance of the direct instruction and implementation of “Possibilities” program. This
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 70
information was in fact being triangulated with what was found on the document review,
observations, and interviews of staff members. The program was aligned to common core
practices and helped prepare students for the end of the year Smarter Balanced Test, which was
entirely computer based. The year-long exposure to the laptops helped familiarize the students
with technology, increased their typing speed, and resulted in a significant level of confidence in
working with electronic devices. The principal described the adoption of “Possibilities” and the
ability to be recognized as a computer science immersion school as a rare opportunity for
students of that age. She was humbled that the school received the opportunity to provide 1:1
technology for all students K-5. She explained that each classroom has a storage-charging unit
to store all Chromebooks and MacBooks. The principal also mentioned the great amount of
resources that were allocated to provide such devices. She went on to explain the importance
and urgency of equipping students with 21st century skills and tools. College- and Career-
readiness was at the core of their adopted programs. Clearly, it is vital to equip students, at an
early age, with the tools needed to be successful for the career path of their choice. The school
being recognized as an Honor Roll School, with STEM designation, underscored the value that
has been placed in the implementation of these tools. The teachers reported similar information
in regards to the technology devices in their classrooms, but also included their use of the
technology within classroom instruction. Many of the teachers explained that at the start of the
“Possibilities” adoption they doubted their own ability to teach the technology-embedded
lessons. However, with the support of the coaches and the students’ ability to adapt quickly to
the curriculum, they soon found that the students were the ones teaching one another. As one
teacher explained quite accurately, “in the generation in which we live in, the children are more
inclined to learn through technology.”
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 71
In one of the interviews, the researcher asked the school counselor, “What do you believe
puts your school in the position to outperform traditional schools?” she responded,
We have this ‘Possibilities’ program, but we also have laptops for every single kid. I
think that makes it easier to implement a coding curriculum when everybody actually has
a computer, so I would say the financial resources and the people that are driving it.
The researcher then asked, “How are resources and programs used to increase student academic
achievement?” A first grade teacher responded,
I heard that in previous years without the Chromebooks, they only had a few computers
per class, that there’d be lines and lists on the board for when you could take them, so it’s
really been motivating, and much easier with Chromebooks. We also do a Math Facts
Program on a regular basis in my class, which has really helped them. It’s individually
based, based on their times tests on there. The computer gages where the child is at, and
then it runs a program. They do it about 10 minutes every day. That’s really helped a lot
of my kids with their Math Facts.
Another first grade teacher expressed her view not only as the general education teacher
but also as the technology support representative to the school. The teacher receives a small
stipend to help support the basic technology needs for staff and the school. She attends district
meetings and provides extra technology support for the school.
Yeah, I think at the end of the day, all of these extra programs [Possibilities, TEAL, etc. ]
are helping us help students, in non-traditional ways, find success. If they are motivated
because they are enjoying coding, or they are enjoying an art thing, you can use that
motivation in all subject areas, so I think all of the programs really help with student
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 72
motivation, which leads to increased achievement. That is what I see, and I also just like
using it as a tool to increase engagement…
My students are so engaged when I do technology-based activities. Finding ways
to connect our coding program to other parts of our curriculum has been really fun.
We’ll do something on Scratch, and then we’ll write about it. You are bringing it both
together, and my students, if you give them a writing prompt about something else, they
might not write anything, but if they are writing about their coding project that they are
stoked about, they are going to actually maybe write three sentences, or something like
that.
Integrating the arts. In addition to “Possibilities”, Peterson Elementary School has
adopted the Technology Enhanced Arts Learning (TEAL) program enhancing and incorporating
the arts within the daily curriculum. Over the years, because of budget cuts, funding for arts
education program has been decreased (Spohn, 2008). The goal of the TEAL program is to raise
awareness and integrate the importance of visual and performing arts in a student’s education.
Aligned with the common core, TEAL provides the compelling and stimulating instruction of art
in the classroom. As part of the TEAL program, every year the students in the fourth grade class
paint a mural on the school campus building. One of the first grade teachers responded
enthusiastically regarding the integration of TEAL into her classroom,
It is a lot of integrating Art with technology, so for example, I think our emphasis this
year was on song and dance, and finding ways to incorporate song and dance into other
subjects than just music . . . For like a math lesson, we did with geometry, instead of just
drawing our shapes on our paper, we had them creating shapes with their bodies. Just
increasing movement, and finding connections like that.
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 73
A fourth grade teacher also emphasized the importance of art in the classroom. She
mentioned how she has incorporated the TEAL program during her social studies class. She
responded,
With TEAL, I just believe that the Arts is a way of building self-esteem, and I don’t think
there’s anybody who doesn’t enjoy doing that kind of thing. We did a Gold Rush play.
We did a play with – all the fourth grade kids did it on the Gold Rush, because we studied
California history. It was so fun for them to act out the parts and learn. And they learned
about history, but they were also practicing projecting their voices, and memorizing lines.
Interviewees were all adamant about the positive impact of technology access and
implementation on student engagement and academic achievement. They stressed the
importance of using these tools across all subject curriculums and of finding creative ways to
integrate them to make it appealing and engaging for the students. For example, Art integration
was used in English and social science classes, and technology was simply a tool to support the
instruction. A fourth-grade class had a wall of TEAL related activities. They had students
performing a dance from a period in history, they had students in costumes presenting
biographies, students made animal puppets that reflected their animal book reports, etc.
Teachers were excited about the adoption of the “Possibilities,” a program advertised as
the nation’s leading computer science program. The researcher had the opportunity to talk to the
coach from the “Possibilities” program during one of the visits to the school. The coach was
kind enough to explain what the curriculum entailed, how the teachers are trained, and how the
program is integrated with the curriculum at Peterson Elementary School. The coach further
explained how once a week she visits the school and goes into all the classrooms for 25-30
minutes to code with the students. The core classroom teachers are also present in the class, but
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 74
they serve the role of a support teacher. The coach assists the students through the lesson-of-the-
day by showing them the step-by-step process on the projector. The coach shared that the
program provides the teachers three different full-day trainings throughout the academic year, to
prepare them ultimately to take over the curriculum without the coach. Finally, the coach
elaborated on the division of the curriculum, which divides into three different cycles–scratch
(robotics), blocked based (Lego robotics), and coding-text based (java).
During the interview with the principal, she confidently stated that the practices and
programs that are being implemented school-wide are getting the students ready for the 21st
century skills that they need to succeed. She elaborated on the importance of not just getting the
students ready for middle or high school but college and career. She continued,
Sure, they are in elementary, they’re far from college, but just like awareness, creating
that college- and career-awareness for them was really important just for them to have a
vision for them to know. The more they know, the more they are going to want to know.
The more they want to know, the more they are going to inquire and whatnot.
The survey results also exemplified the instructional practices and programs used at
Peterson Elementary School. Table 2 and Table 3 are results based on the practices and
programs the school implements inside and outside the classrooms.
Table 2

Survey results to What instructional practice do teachers often use in the classroom? (Mark all
that apply)

Instructional Practices %
Scaffolding 13.97

Direct Instruction 14.71

OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 75
Table 2 (Cont’d.)
Instructional Practices %
Differentiated Instruction 14.71

Technology 14.71

Collaborative Learning 14.71

Hands-on Learning 14.71

Other

0

Table 3

Survey results to Which of the following clubs/activities/sports are offered at the school? (Mark
all that apply)

Clubs/Activities/Sports %
STEM/STEAM 3.08

Visual Arts 23.08

Performing Arts 10.77
Sports

26.15

Advanced Academics

12.31
Other

0

The survey data highlights the impact of the learning environment at Peterson Elementary
School. In general, teachers either “agreed” and/or “strongly agreed” that they use effective
strategies to help different subgroups of students’ meet high academic standards. When asked
about using a variety of approaches and adjusting instruction to meet individual needs, all
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 76
teachers agreed. Similarly, observations suggest that teachers implement a variety of different
instructional practices and programs within the classroom. Table 4 represents these findings.
Table 4
Learning Environment

Survey Question

Strongly Disagree
%

Disagree
%

Agree
%
Strongly
Agree
%
1. The school environment
is conducive to learning.

0 5.26 42.11 52.63
2. Teachers use effective
strategies to help different
subgroups of students meet
high academic standards.

0 0 15.79 84.21
3. Teachers use a variety of
approaches and activities to
help students learn.

0 0 10.53 89.47
4. Instruction is adjusted to
meet individual needs.

0 0 21.05 78.95

In addition, the survey data exemplifies the importance of standards and expectations of a
nontraditional school. When teachers at Peterson Elementary School were asked about the
standards and expectations of students, 94% “agreed” or “strongly agreed” that students are
expected to achieve at high standards. Almost 95% of the teachers “agreed” or “strongly agreed”
that all students are consistently challenged by a rigorous curriculum.
Positive behavioral and intervention support and enrichment programs. School and
academic expectations were evident on all classroom walls and around campus. Peterson
Elementary implements a proactive approach for student behavioral expectations. The Positive
Behavioral and Intervention Support (PBIS) is a schoolwide discipline practice to create a
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 77
positive school environment by teaching positive social behaviors. Peterson Elementary School
behavioral expectations can also be found in the student handbook. The school also offers a
program called “Power Start-Power Finish,” a targeted intervention program to address the gaps
and specific needs of struggling students and provide extra opportunities for the high-achieving
students. The program offers computer access to coding, practice programs on the computer,
reading materials, and SBAC test prep. The free program is offered before and after school to
help students who need extra academic support related to their instructional gaps. During the
observations of the program, it was evident that the students were receiving targeted support.
Students were motivated and engaged throughout the after-school session.
Summary of Findings of Research Question One
The findings suggested that Peterson Elementary School has adopted various programs
and practices schoolwide. However, initiated schoolwide practices and programs are not
necessarily the only options. Teachers expressed that the school gives them substantial freedom
to conduct lessons and activities. According to the observations, interviews, and surveys, the
adoption of “Possibilities,” TEAL, and the investment into 1:1 technology devices for students
have positively impacted classroom instruction. Peterson Elementary School clearly had a
strong academic program, as evidenced by their academic achievements and awards. By
adopting a variety of different programs and implementing school-wide practices, the school has
invested in creating a conducive learning environment for all students. Student work and
accomplishments were visible all throughout the classroom walls and the school campus. The
data were triangulated to ensure findings were consistent between the data collection
instruments. Based on interviews and observations, it was apparent that there were clear
expectations. The emerging themes from coding the interviews, observations, and surveys
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 78
showed highly engaged classrooms incorporating various programs and practices within the
specific grade level.
Results for Research Question Two
The second research question was: “What are the leadership practices in an urban,
outperforming nontraditional school?” Bolman and Deal (2003) described four organizational
frameworks: structural, human resources, political, and symbolic. The frameworks are useful to
view and analyze leadership from four different perspectives. The findings identified the
following leadership practices at Peterson Elementary School: (1) accessibility and visibility,
(2) teacher support, and (3) teacher collaboration
Accessibility and visibility. When the researcher interviewed the principal and asked
about specific leadership practices she believed had a significant role in sustaining and
improving student achievement, the principal stated as follows,
I think there is a lot of different leadership practices of which one is to always believe
and empower your staff. I think that’s huge, ‘cause that is a big one . . . to set clear
expectations for the teachers and the students. I think it’s important to have a focus, like
an instructional focus, so we all know what our focus is, what we’re working towards,
and then feedback throughout the way.
Throughout the interview, the principal referred to her staff as a “team.” When asked
about the instructional practices in the school, the principal stated,
We have an instructional leadership team which is one member of each grade level; we
come together. And then we also do a lot of just open discussions with our staff, so it is
extremely collaborative. We are open with each other; we are honest with each other.
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 79
We have set the ground rule where people are going to say what they are going to say.
Do not take it offensively, ‘cause we are one, we are a unit, and we are a team.
The staff confirmed the positive leadership practices present at Peterson Elementary
School. The school counselor described the leadership of the principal as “outward optimism
and upbeat, positive attitude . . . not a micromanager.” The school counselor went on to state
that “the teachers feel empowered to make decisions, and I think that helps, trickles over into
influencing the students.” Notably, the school counselor described the overall theme of
leadership from the principal as “very encouraging and supportive and open to new ideas and
allowing people to run with these ideas.” One teacher aptly stated, “if you have a good principal,
your teachers become even better, because they are empowered, encouraged and given the tools
to succeed.” Other teachers provided the following comments when asked about the principal,
she “cares a great deal,” “She is a coach. She is a coach for us.”
Based on the administered survey, teachers highly reflected of the leadership role in the
school.
Table 5
Leadership

Survey Question
Strongly
Disagree %

Disagree
%
Agree
%
Strongly
Agree %
1. The leaders at my school
lead by example.

0 0 30.00 70.00
2. The school provides a
clear pathway for leadership
opportunities.

0 15.00 40.00 45.00
3. School
leaders/administrators
consider various viewpoints
when making decisions.
0 5.26 36.84 57.89
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 80
4. School offers many
leadership opportunities for
all staff members.

0 5.00 40.00 55.00

According to Bolman and Deal (2003), symbolic leaders tend to promote culture, create
meaning, and inspire others. In addition, human resource leaders tend to nurture a sense of
family, relationships, and empowerment of people around them. The researcher noted the
descriptions of both traits in the leadership at Peterson Elementary School. As for the human
resource leadership style, the principal strengthened her staff by prioritizing relationships with
her stakeholders, maintaining a balance between human needs and formal roles, promoting
participation, and being visible and accessible. Remarkably, she has formed interpersonal
relationships with all the stakeholders of the school, as well as empowering individuals of the
team, including the students, staff, and parents. When speaking to the principal throughout the
duration of the observations, there was an underlying common tone in all her statements,
“students are at the core of all that we do. Each day will look different, but each day we will do
our best. We are a team and more importantly we are a family.” She reiterated that her role as a
principal was no more important than that of the custodian or the office manager. She stated,
“each staff member had a vital role in the success of the school, and, more importantly, in
supporting the students.”
In the principal’s office, there was a wall full of thank you cards from students, parents
and staff, pictures with students, motivational quotes, and artwork. Throughout the duration of
the observations, the researcher noticed that the principal’s office door was never closed. In fact,
her office was the first door upon entering the main office. While waiting to talk to the principal
during the school site visit, the researcher observed the interaction between the principal and
students who walked in through the main office. All the students greeting her, “Hi Dr. Terry,” as
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 81
the principal waved and greeted them back. In one telling instance, a student walked into the
main office crying and seeking help. The principal quickly stopped what she was doing and
assisted the child with great concern. She [the principal] addressed the student by his first name
and seemed genuinely concerned for his well being. The incident occurred during recess time
when the student had kicked the ball over the fence and his right shoe had flown over the fence.
The principal put the child at ease with a joke and a high-five while at the same time enlisting the
officer manager’s assistance in locating another shoe for the child to wear. The positive rapport
that the office manager and principal had with that student was a testimony to why the staff
members interviewed had such regard for the leadership, sense of community, and the positive
culture in which they worked.
The researcher also took note of the administrator’s human resource and symbolic frames
during the interviews with the staff. Staff mentioned that from the start of her leadership as a
principal, she adopted the theme “Celebrate 365,” the idea being that each day is different;
however, there is something positive to be celebrated about each day. The researcher noticed
that all staff members had bought into this theme and enthusiastically spoke about what
“Celebrate 365” meant to them and the positive impact it had on the school’s culture. Staff
members were wearing different colored school shirts, displaying “Celebrate 365.” Students also
had the option of purchasing a School 365 shirt, and it was apparent that many of them had also
bought into the motto, by the number of students wearing them.
Teacher support. When the researcher met with the principal, she [the principal]
mentioned that more than being leader she is a coach for her staff and the school. The principal
stated that, “it is important for me to always have a team mentality and empower them [staff] to
do what they could do best.” She continued to state,
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 82
One of the things I always tell them [staff] is that I’m like your leader and your coach.
You’re the experts in the classrooms as teachers. My job is to motivate you [staff], coach
you [staff], give you [staff] all the tools that you [staff] need to succeed and remove any
obstacles that I see that I can take off your [staff] plate or that are in your way. That way
you [staff] could do your job best.
During the observations, various moments were noted of the principal talking to several
staff members in either scheduled or unscheduled meetings as well as her interaction with
students, staff, and parents during the walkthrough on campus. During the researcher’s first
walkthrough with the principal, several students came up to the principal and greeted her with
either hugs or high-fives. She acknowledged each student by his or her first names and often
followed up with a question. This was her way of connecting with the students and showing
each one that they are unique and important to her.
The principal’s human resource frame was also observed in the way the principal
answered her own phone or the school walkie-talkie. Accessibility and visibility were important
priorities for her. She stated that regardless of how busy she was, she prioritized the students and
the staff. She made it a point to be visible and willing to support in any way she could. She
stated that she often took a good amount of paperwork home, but it did not bother her, as it gave
her more time during the school day to be with the students.
Teacher collaboration. The survey data also reflected the observations and interviews.
Staff members were asked to answer questions regarding collaboration and communication at
Peterson Elementary School. When teachers were asked about the school’s support and
appreciation on sharing of new ideas, 100% of the teachers either “agreed” or “strongly agreed.”
Similar results were noted when teachers were asked about how staff routinely work together to
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 83
plan what will be taught as well as discussing teaching issues among colleagues. During the
interviews, teachers mentioned that there was leadership at every grade level and that they had
the opportunity to collaborate not only within each grade level but also across other grade levels.
According to the survey, 95% “agreed” that the staff works in teams across grade levels to help
increase student learning.
Summary of Findings of Research Question Two
Peterson Elementary School leaders valued their school, staff, and students. It was
evident, through the interviews, that all of the stakeholders valued the school leadership and the
sense of collaboration with other staff members. Based on the data of the interviews and
observations, it was indicated that the principal is highly regarded at the school. These data
points were triangulated between observations, interviews, and survey results. The school
principal’s connectivity and rapport were evident as the observations showed her involvement
not only in the student academic lives but also in the many positive changes within the
curriculum to assist students become 21st century learners. The teachers seemed to agree that
when seeds are planted by a good leader the harvest has an everlasting effect both on the
academic achievement of the school, as well as the well-being of the entire school community.
Results for Research Question Three
The third research question was: “What are the cultural norms in an urban,
outperforming nontraditional school?” The findings identified the following cultural norms at
Peterson Elementary School: (1) celebrating achievements, (2) high expectations, and (3) parent
involvement.
Celebrating achievements. The school culture at Peterson Elementary School was
directed entirely toward students’ achievement and staff development. From the moment the
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 84
researcher stepped onto the campus, Peterson Elementary School had an apparent positive school
culture. The school embraced the motto “Celebrate 365,” which accepted the obvious fact that
there would be many challenges each day but that celebrating one thing each day could help
overcome these challenges. Students and staff went to great lengths to recognize and celebrate
accomplishments, no matter how big or small. Both students and staff sported “Celebrate 365” t-
shirts, and there were banners and posters all over the school walls. Monday morning
announcements by the principal over the public announcement system specifically included
recognitions of student academic success and reminders of why each day is a celebration.
Indeed, different groups of students were selected for recognition each Monday. These weekly
announcements were the method for publicly acknowledging the hard work of the students and
the staff. As a matter of fact, when asked about the role of the staff on the creation of the school
culture the principal replied,
I think we play a major role. I mean, we are the culture-setting unit. When I first came, I
brought 365, Celebrate 365, and really what that meant to me was that there’s going to be
bumps in the road, there is going to be tough times in life, but every day we have to find
something positive that happened and we have to find celebrations for our kids. I think
that school model has really had an impact in who we are and how we view things,
because we have very, very tough days.
All staff members shared the importance of “Celebrate 365.” The school counselor
described it as a reminder to find “something to celebrate every single day, no matter what. You
find something to feel good about and celebrate.” One of the first grade teachers enthusiastically
shared that the motto “‘Celebrate 365’ means celebrating every little milestone that kids have
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 85
met. Not all kids learn the same way, but we celebrate each child. I think that’s what makes the
kids come together, and the teachers, and the principal.”
The positive school culture was further visible in the ongoing activities throughout the
campus. Each individual class had their own unique token system to inspire achievement and
positive behavior. Once a month there was an In-N-Out celebration day for all those students
who were performing well on the goals they had set. In addition, students who received 10
punches on their Power Start/Finish punch card participated in a lunch ceremony with the
principal and counselor. Throughout the year, the school counselor planned activities to
empower the students to advocate for themselves and to increase their involvement and promote
student well being. Positive rewards were put in place, including pizza parties and student story
time.
High expectations. Celebrating student achievement was apparent school wide. The
following was found consistently in every classroom–data walls, writing walls, lesson objectives;
student friendly classroom data charts included SMART (Specific, Measurable, Attainable,
Relevant, Timely). The goals were created by the teachers to track data for each specific
classroom and grade level. Classrooms walls were filled with student work. Through the main
entrance of the school door, state academic achievement murals were painted on the school
building. Further onto the campus, a wall of student achievement known as “Panthers Awards”
was displayed celebrating those students who had achieved positive growth in academics,
behavior, or attendance. Each teacher chooses two students to recognize each month as the
“Panthers Awards” recipients. Student academic achievement was recognized monthly and
student names were listed. The banner with the student names was prominently displayed in
front of the main office.
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 86
Practice of high expectations was evident all over campus. The school cafeteria, which is
also used as the auditorium, had a wall filled with different college and university pennants. At a
young age, students at Peterson Elementary School were exposed to higher educational
institutions, either in the form of the displays of the university flags, of the college and career
days, and of the college jerseys they could wear.
Peterson Elementary School had a teacher resource room that was also used as the data
room. The room includes ELA, math and science data, which were disaggregated by charts
displaying the school-wide data, grade-level specific data, and classroom data. This data were
accessible to all teachers in an effort to measure growth and set goals. Every six to eight weeks,
students were tested through various assessments that measured their academic performance
level. Teachers used the data to track student growth and identify gaps that may exist in their
performance. One of the 4th grade teachers believed a reason why the school outperforms
similar schools was because of the programs that were implemented and the data methods used
to track student progress. The intentional steps being taken throughout the academic school year
supported the measured growth for all students. In clear acknowledgement that growth happens
when intentional steps are taken to support it, nothing was left to chance. The above teacher
explained,
This year we spent a lot of time tracking data, which is helpful to really seeing kids move
forward, or if they’re not, who are they and what do we need to do to help them? So we
have been targeting those children to give them help.
Parent involvement. Parent involvement was also evident at Peterson Elementary
School. During the interviews, many teachers and staff mentioned the importance of the
involvement of parents in the school. During the academic award ceremony, a large group of
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 87
parents were present supporting their child and school. A sense of community was evident
among the parents and across the school. Notably, help from the parents was seen as a valuable
resource in contributing to the success of the school. When asked through the survey, 100% of
the teachers “agreed” that they have frequent contact with the families of their students. Parent
teacher association (PTA) involvement at the school is very strong. The PTA had over 400
members of which 120-150 are active members. In fact, the PTA recently raised $50,000 for the
new playground equipment for the students. The PTA was active year round. They funded two
to four field trips for each class every year. The school principal described the PTA as
“extremely involved.” The school counselor mentioned that parents donated all the
college/university pennants in the cafeteria. A third grade teacher explained that the “partnership
with the parent/teacher/child creates the opportunity for more achievement growth.” In addition
to the large financial support the PTA provided, the volunteers worked tirelessly to provide
support around the school and within the classrooms assisting the teachers with grading, filing,
organizing, etc. One teacher described having parent helpers and volunteers in the classroom
was a crucial factor in running a smoother classroom.
Summary of Findings of Research Question Three

Culture was key at Peterson Elementary School. The school principal and teachers were
determined to provide students the different opportunity to grow academically. The school pride
was evident by their school motto that was all over campus. Teachers spoke of it during the
interviews, students were wearing shirts that said “Celebrate 365,” classrooms had posters of the
motto, and the school website had a picture of the phrase on its main page. Clearly, the cultural
norm of “Celebrating 365” and school pride was esteemed by all stakeholders. The positive
school culture also fostered a sense of community within the school staff, students, and parents.
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 88
Many different data points including observations, interviews, and the visual effects presented on
the campus triangulated the positive culture at Peterson Elementary School.
Emergent Themes

Different data collection instruments were used to analyze the data and triangulate the
findings. The following emergent themes arose during the data collection process. This section
is categorized in the following themes,
• Implementation of Research-Based Programs that Support 21st Century Learning;
• Positive School Culture that Supports the Academic and Behavior Growth of Students;
• High Academic Expectations with Clear Accountability Measures.
Implementation of Research-Based Programs that Support 21st Century Learning
The school principal and teachers had a shared clear vision for the implementation of 21st
century skills in instruction as evidenced in the observations and interviews. The school took a
forward-thinking initiative in adopting a nationally recognized coding program. The school had
also invested in the resources necessary to provide a 1:1 ratio of technology devices to each
student. The school principal took pride in the fact that the school had evolved into a computer
science immersion program and had become a model school incorporating the coding program.
The teachers were quite skillful at using technology in the classroom as a means for learning and
teaching to all students.
Positive School Culture that Supports the Academic and Behavior Growth of Students

The school principal and teachers continuously supported academic growth in the
students. The school focused on celebrating achievement year round for all students and staff
members. Collaboration among staff members, forming relationships with students, and
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 89
celebrating achievements were cultural norms evident at Peterson Elementary School. The
school explicitly encouraged academic achievement through their motto “Celebrate 365.”
High Academic Expectations with Clear Accountability Measures
Students were held to high expectations. The observations and interviews confirmed that
the school principal and staff held high expectations for each student to reach their own high
academic threshold. The school promoted student expectations through displaying flyers and
banners, Monday morning announcements, implementation of a positive behavior intervention
program known as PBIS, a support tutoring program named Power Start/Finish, and exposure to
college- and career-readiness across all grade levels. The high expectations held for all students
was evident through the classroom instruction, mentality for growth, and the belief that all kids
have the ability to achieve given the tools to succeed. Accountability was evident throughout the
school: A resource room dedicated to data walls, SMART goals, student data posters in
classrooms, were all a demonstration of the school’s priority of student achievement. Finally,
every six to eight weeks students were tested through various assessments to measure their
academic performance level.
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CHAPTER FIVE: DISCUSSION
Chapter one included a formal introduction of the study by providing a general overview
of the study including the statement of the problem, the purpose of the study, the research
questions, the importance of the study, limitations/delimitations/assumptions of the study, and
definitions of terms used in the study. The literature review of current research on the urban,
outperforming nontraditional school and a description of the history, past and current challenges,
initiatives, literature review, and promising strategies were presented in Chapter two. Chapter
three included a discussion of the research methodology implemented for this qualitative case
study, including a detailed description of the sample and population, the research instruments,
data collection procedures, and methodology of data analysis. Chapter four included a focus on
the data collected and the findings from the qualitative case study. Finally, chapter five is a
presentation of the conclusions of the study, as well as future research recommendations and the
practical effect of the findings.
Purpose, Significance, and Methodology
The purpose of the study was to identify the factors present in a nontraditional
outperforming urban K-12 school. This case study will add to the literature by identifying how
an urban elementary school in Southern California has integrated nontraditional ways of learning
into the classroom. In that vein, the purpose of this dissertation was to determine whether
programs and practices, leadership practices, and cultural norms were leading factors in the
urban, outperforming nontraditional school. In order to fulfill the goals of this research, a case
study was conducted at one specific school site, Peterson Elementary School in Southern
California. The three research questions that developed and guided this qualitative case study
are,
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 91
1. What programs and practices are implemented in an urban, outperforming nontraditional
school?
2. What are the leadership practices in an urban, outperforming nontraditional school?
3. What are the cultural norms in an urban, outperforming nontraditional school?
The case study consisted of an in-depth analysis of the school at issue. Data were
collected through observations, interviews, surveys, and document reviews. The findings were
triangulated using different data instruments, designed by the thematic group, to increase the
validity and reliability of this qualitative case study. The information in this case study is
important to schools, administrators, and educators in applying strategies and practices that will
help elevate performance in traditional and nontraditional urban K-12 schools. The findings in
this qualitative case study will add to the research by providing promising practices that have
been successful in select urban schools where high-poverty students are outperforming their
similarly situated counterparts.
The case study is an exploration of a school that has successfully maintained and
improved student academic achievement through a nontraditional approach. Findings will
provide a model to further examine the factors related to student academic progress. Schools can
reevaluate their individual school structure based on the practices and programs, leadership
practices, and cultural norms impacting school success. School administrators could gain
knowledge of the approaches used by outperforming schools to better assist them in overcoming
the challenges and difficulties they face.
Discussion of Findings
The three thematic research questions were triangulated across the data sources for the
purpose of this qualitative case study. The first research question was directed at identifying the
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 92
programs and practices implemented at Peterson Elementary School. The findings included the
adoption of “Possibilities” program and Technology Enhanced Arts Learning (TEAL) program
and the 1:1 ratio of technology device access for all kindergarten through fifth grade students.
Students in kindergarten through second grade had access to Chromebooks in their classrooms
while students in third through fifth grade had MacBook laptops. The success of these programs
resulted in the adoption of becoming a computer science magnet school. Based on the
interviews, the teachers and staff confidently concluded that the school-wide practices and
programs being implemented were effective means for increasing level of engagement and depth
of learning, ultimately helping increase student academic achievement.
The second research question identified the leadership practices at Peterson Elementary
School. The teachers uniformly spoke of the support and guidance they received from the school
principal. They acknowledged the school principal’s effort in bringing about the many positive
changes to support student academic growth and teacher professional development. The school
principal’s open door policy, visibility on campus, and genuine and warm relationship with
students was remarkably noted through the observations and interviews. Most importantly the
principal exemplified a team approach in all the ways she led. Empowering teachers through
means of professional development, providing the necessary tools, and removing obstacles, were
a priority for success.
The third research question identified the culture norms at Peterson Elementary School.
School culture was widely adopted by all the stakeholders. All interview responders
acknowledged the positive impact that the school motto of “Celebrate 365” had on the culture of
the school. The environment was such that it was viewed as a “fun place” to go to school and
work. Not only was the strong school culture pronounced during every interview, but it also was
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 93
evident school wide on the walls, hallways, classrooms, as well as student and staff t-shirts. The
repetition of the motto underscored the entire community’s commitment to success. School
culture was also consistent among multiple data sources throughout the case study. A shared
vision of celebrating school culture was tangible throughout the case study. Fostering a sense of
community was evident. In conclusion, Peterson Elementary School created a unique
environment conducive to learning as evident by the adoption of a variety of programs and the
implementation of practices school wide.
In addition, related points to consider are the limitations and delimitations of this
qualitative case study. The school site selected for this case study met the school criteria
developed by the thematic dissertation group. Only a few visits to the school site were necessary
to conduct this case study. Participation from the staff and faculty throughout the study was
voluntary.
All data collected was the subjective perspective, discretion, and interpretation of a single
researcher. Generalization of the findings was not possible since it is a single case study.
However, the opportunity for more generalizability will arise since 11 different research case
studies were conducted at 11 different schools using the same research design. Although
findings may not be subject to generalization, they will contribute to and enhance the existing
literature on this topic.
Implications for Practice
The emergent themes in the study included implementation of research-based programs
that support 21st century learning, positive school culture that supports the academic and
behavior growth of students, and high academic expectations with clear accountability measures.
This study identified three implications for practice. The first implication for practice is that
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 94
Peterson Elementary School must continue the implementation of research-based programs that
support 21st century learning. The school has put great effort on the conversion of traditional
into nontraditional. The school should continue to seek out other programs and practices that
help advance the school curriculum and impact higher achievement among all students. In order
to continue to close the achievement gap between students, the school must continue to seek the
tools that will help support this important cause.
The second implication for practice is for the school to continue to provide a positive
school culture that supports the academic and behavioral growth of its students. The school
principal, teachers, and staff shared a common vision for celebrating student achievements. The
school culture played an integral role in student success. The school supports student academic
growth by providing various programs to help students reach high standards.
And finally, the third implication for practice is that the school must continue to have
high academic expectations with clear accountability measures. As Barr and Parrett (2007)
mentioned, educators should believe all their students will achieve. Imposing high standards and
clear expectations provides students with the opportunity to succeed. At Peterson Elementary
School, this was fostered by the display of expectation on classroom walls and hallways, as well
as collaboration among teachers with student data and teacher access of student data. Teachers
set class-wide and individual student goals and assessments were given year round to accurately
measure growth in all areas.
Recommendations for Research
Studies on nontraditional schools have emerged slowly. Without question, more work
should be done to identify the relevant factors impacting high achievement at these
nontraditional schools. There are three recommendations for future research.
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 95
The first recommendation is that more research on school culture and student academic
success is needed. The school culture at Peterson Elementary School was a vital part of the
school’s success and academic achievements. The positive school culture and the importance of
celebrating student achievement both resulted in an increase in academic success. The second
recommendation is to explore additional research-based programs and practices in nontraditional
schools. Peterson Elementary School adopted several programs and practices that define the
school’s outperforming image. The school took pride in having such programs and practices in
place to improve student academic growth. And, finally, the third recommendation is to examine
the impact of 21st century learning on student academic growth. The educational system has
come a long way, and examining 21st century learning will help educators understand its impact.
Today, students need to use technology within the educational world to prepare them
with skills to succeed in the 21st century. Incorporating technology in the classrooms is going to
be the more prevalent in the upcoming years. Along with that, teachers need to be trained to
integrate the use of technology into their curriculums to create a generation of problem solvers.
Longitudinal studies on the impact of coding programs and/or technology in the classrooms are
required to promote student academic success in the future. Clearly, more research is needed to
examine the 21st century learning in the educational system.
Conclusion
By identifying the factors that contribute to the success of outperforming urban
nontraditional K-12 schools, this case study aimed to understand what strategies were utilized to
accomplish high academic performance at Peterson Elementary School. The case study used the
research design developed by the thematic dissertation group to further the study. The study
aimed to understand the programs, practices, leadership, and school culture in an urban
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 96
outperforming nontraditional school. The case study will add to literature on outperforming
schools. The study will also add to the literature on nontraditional schools that are incorporating
“nontraditional practices” within the education system.

OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 97
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Appendix A: Survey Instrument

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OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 110

OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 111

OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 112

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Appendix B: Interview Protocol

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Appendix C: Observation Protocol

Observation Protocol

Name of Observer Date Time

Location Study

Brief Summary of Observation

Physical Space
Define the physical space.
· Geographical
· Temporal
· Physical
· Political

Utility: What is the purpose of
event/setting?

Participant reactions to physical
setting

Other

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

Demographical
information:
· Racial
· Ethnic
· Gender

OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 117
· Class
What are the roles of
those being observed?
How do you know?

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

Purpose of Events/Observation
Why is the event taking
place? Are there any
political contexts to be
discussed?

Who was invited to
event? Who was not?

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

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

What is being
discussed?

Sequence of Events
Beginning
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 118
Middle
End

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

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

How did my
interaction/presence
affect the observation
participants?

Other

Pictures

OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 119
Appendix D: Document Review Protocol

1. What practices and programs are implemented in urban outperforming non-traditional
schools?
● Master calendar
● Daily schedule
● Mission statement
● School plan
● SARC (school accountability report card)-state mandated
● Curriculum guide
● Parent handbook
● Student handbook
● Staff handbook
● LEA plan (Local education agency plan)
● School site council minutes
● School website
● WASC (Western association of school and colleges) accreditation
● Departmental meeting notes/agenda
● Student work/portfolio
● LCAP
● Attendance rates
● Dropout rates
● Graduation rates
● Discipline records
● Clubs and organizations
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 120
● Volunteer/parent volunteer records
● Field trips
● List of faculty
● Fundraiser forms
● Fundraisers
● Grants
● Achievement test scores
● Recruitment information
● Organization chart
2. What are the leadership practices in an urban outperforming nontraditional school?
● School plan
● District budget/fiscal year
● SARC
● LCAP
● Leadership Team Meeting Notes
● Departmental meeting notes/agenda
3. What are the cultural norms in an urban outperforming non-traditional school?
● Master calendar
● Daily schedule
● Mission statement
● School plan
● Display of student work
● Curriculum guide
● Parent handbook
OUTPERFORMANCE IN A NONTRADITIONAL SCHOOL 121
● Student handbook
● Staff handbook
● School site council minutes
● Departmental meeting notes/agenda
● Student work/portfolio
● Departmental meeting notes/agenda
● Leadership team meeting notes
● Team meeting notes
● California Department of Education
● Attendance records
● Demographics
● Retention rates
● School Programs available
● Recruitment information

Abstract (if available)

Abstract The American educational system has struggled for many years with how to maintain student academic achievement for all students. Researchers have identified promising practices that have worked in select urban schools where high-poverty students are outperforming. The purpose of the study was to identify the factors present in a nontraditional outperforming urban K-12 school. The study aimed to understand the programs, practices, leadership, and school culture in an urban outperforming nontraditional school. A qualitative case study was conducted to identify how an urban elementary school in Southern California has integrated nontraditional ways of learning into the classroom. Document analysis, surveys, interviews, and observations were conducted for the purpose of this study as part of the methods of data collection. In addition to using Creswell’s (2003) six-steps of data analysis method, all data collected was organized and coded. From this data, certain patterns and themes emerged. Notably, the findings from the study indicated that the school at issue has adopted various programs and practices schoolwide, that it has prioritized accessibility and visibility of its leadership, teacher support and collaboration, that it has celebrated achievements, that it has placed high expectations on the students and teachers alike, and it has placed a prime value on parental involvement. The three emergent themes in the study were: (1) implementation of research-based programs that support 21st century learning

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Asset Metadata

Creator Sherikian, Sehvan Maral (author)

Core Title Outperformance in a nontraditional urban elementary school: a case study

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/25/2018

Defense Date 03/09/2018

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

Tag education,elementary school,nontraditional school,OAI-PMH Harvest,outperforming

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

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

Creator Email ssheriki@usc.edu,ssherikian@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-494896

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Legacy Identifier etd-SherikianS-6181.pdf

Dmrecord 494896

Document Type Dissertation

Format application/pdf (imt)

Rights Sherikian, Sehvan Maral

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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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