University of Southern California Dissertations and Theses

A case study of a successful urban school: Climate, culture and leadership factors that impact student achievement

(USC Thesis Other)

A case study of a successful urban school: Climate, culture and leadership factors that impact student achievement

PDF

Download

Open document

Flip pages

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content A CASE STUDY OF A SUCCESSFUL URBAN SCHOOL: CLIMATE, CULTURE
AND LEADERSHIP FACTORS THAT IMPACT STUDENT ACHIEVEMENT
by
Kathy Jane Onoye
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2004
Kathy Jane Onoye
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
UMI Number: 3145258
INFORMATION TO USERS
The quality of this reproduction is dependent upon the quality of the copy
submitted. Broken or indistinct print, colored or poor quality illustrations and
photographs, print bleed-through, substandard margins, and improper
alignment can adversely affect reproduction.
In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if unauthorized
copyright material had to be removed, a note will indicate the deletion.
UMI
UMI Microform 3145258
Copyright 2004 by ProQuest Information and Learning Company.
All rights reserved. This microform edition is protected against
unauthorized copying under Title 17, United States Code.
ProQuest Information and Learning Company
300 North Zeeb Road
P.O. Box 1346
Ann Arbor, Ml 48106-1346
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
ACKNOWLEDGEMENTS
This dissertation is the product of four years of work and numerous individuals
who deserve special acknowledgement. First, very special thanks to the staff of this case
study school and the district administrators and friends who have provided support and
encouragement as I moved through the University of Southern California doctoral
program. Their willingness to participate in the study and the work that they do daily for
our students is inspirational.
I want to give very special thanks to Dr. Stuart Gothold. I thank him for his
focus, kind encouragement, and the guidance that he gave me throughout the doctoral
program. He was more than my teacher, advisor and chair for this dissertation. He
guided me through the dissertation process and kept me focused on the goal. I thank Dr.
Carl Cohn and Dr. Terrence Deal for their insight as my teachers and for their work on
this dissertation committee.
I give special thanks to my brother David for his support, understanding and
patience. The Esaki, Tabata, Onoye, Liebson, and Shimasaki families encouraged me
and understood as I studied, worked on papers, and missed family meals and vacations. I
truly thank my special friends. Thank you for your faith in my ability to finish.
Finally, I sincerely have enjoyed and kept focused with the support and
collaborative work of our thematic dissertation group. Very special thanks to my friends,
Cathy Chan and Shelley Lang. The group work, the phone calls and emails, and
motivational shopping trips were important. Supportive, encouraging friends and family
made this dissertation a reality. My heartfelt thanks to all of you.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
iii
TABLE OF CONTENTS
ACKNOWLEDGEMENTS............................................................................. ii
LIST OF TABLES.................................................................................................... v
ABSTRACT............................................................................................................ vi
CHAPTER I: OVERVIEW OF THE STUDY................................. 1
Introduction to the Study.................................................................................1
Statement of the Problem..............................................................................16
Purpose of the Study.......................................................................................17
Research Questions.........................................................................................17
Importance of the Study................................................................................. 17
Delimitations of the Study............................................................................ 18
Limitations of the Study.............. 18
Assumptions............................... 19
Definition of Terms........................................................................................ 19
Organization of the Study..............................................................................20
CHAPTER II: REVIEW OF THE LITERATURE.................................................21
Introduction................................................................................................. 21
Organizational Factors
Good and Successful Schools......................................................... 21
School Culture....................................................................................28
Leadership.......................................................................................... 29
Four Frames............................ 32
CHAPTER III: METHODOLOGY.................. 36
Introduction.................................................................................................. 36
Research Questions...................................................................................... 37
Methodology................................................................................................. 37
Selection of the School to Study................................................................... 39
Population..................................................................................................... 41
Instrumentation............................................................................................. 42
Context for the First Research Question....................................... 42
Context for the Second Research Question..................................... 43
Context for the Third Research Question...................................... 43
Data Collection........................................................................................ 45
Documentation and Artifacts............................................................45
Interviews........................................................................................... 45
Observations.......................................................................................47
Surveys................................................................................................47
Objectivity and Subjectivity ................... 48
Validity................................................................................. 48
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
iv
Objectivity and Subjectivity............................................................. 48
Validity............................................................................................... 48
Data Analysis..................................................................................................48
CHAPTER IV: FINDINGS............... 50
Introduction....................................................................................................50
Research Questions..................................................................................... .5 0
Analysis of Findings.................................................................................... 52
Context of the First Research Question: Programs.........................52
Context of the Second Research Question: Leadership. ...............63
Context of the Third Research Question: Culture...................... 73
Clear Vision and High Expectations....................................73
Creating Community of Commitment and Caring.............75
The Community or Village Concept................................ ...78
Traditions and Rituals........................................................... 80
Summary of Data Analysis and Findings.................................................. . 82
The First Research Question: Programs................... 82
The Second Research Question: Leadership................................... 83
The Third Research Question: Climate and Culture.......................84
Discussion........................................................................................................85
Theme I - Academic Focus...............................................................87
Theme II - Collaboration and Shared Leadership.................... 88
Theme III - Principal is the Leader..................................................88
Theme IV - High Expectations for All Students and Staff. 89
Theme V - Culture of Community, Caring and Respect.............. 89
CHAPTER V: SUMMARY, CONCLUSIONS AND RECOMMENDATION... 91
Summary......................................................................................................... 91
The Statement of the Problem...........................................................91
Purpose of the Study.......................................................... 92
Research Questions............................................................................93
Methodology...................................................................................... 93
Selection of the School......................................................................94
Findings......................................................................................................... .94
Conclusions.....................................................................................................96
Recommendations..........................................................................................96
Suggestion for Future Research. ................. 97
REFERENCES....................................................................................... 99
APPENDICES........................................................................................................... 107
A. Documentation.................................................................................107
B. Observation Template....................................................... 108
C. Leadership Survey............................................................................. 109
D. Interview Questions ........ 110
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
V
LIST OF TABLES
Table 1 Academic Performance Index (API) Bases: 2001-2003.. ........................53
Table 2 Programs By Grade Level......................................................................... 53
Table 3 Program Focus.................................................................................................57
Table 4 Intervention Programs. ......... 58
Table 5 Parent Involvement Programs....................................................... 60
Table 6 Leadership Team Responsibilities................................................................65
Table 7 Leadership Representatives..........................................................................67
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
v i
ABSTRACT
The literature on organizations emphasizes that leadership and strong
organizational culture are central to development of successful organizations. Schools
are increasingly facing government controls, accountability and financial restraints.
California has invested in major public focus on its schools through its accountability
system of Academic Performance Index scores and comparisons between and among
schools. California has made the high stakes testing program the public indicator of
successful schools. Schools are given Academic Performance Index scores and growth
targets for the year.
Research has also focused on the many challenges of urban schools with high
minority and high poverty communities. Many schools are failing. Many schools
have not met their growth targets and are sanctioned by the state as underperforming.
In the face of this public accountability and scrutiny, what is the role of the site
administrator and school leaders in successful schools? What programs contribute to
success in schools that exceed their expectations? What factors of school culture and
climate impact successful schools that exceed expectation?
This qualitative case study focused on an urban elementary school in Southern
California that exceeded expectations over a three-year period. The study examined
programs, leadership practices, and the climate and culture of the school for factors
that impact academic achievement. Field observations, interviews, surveys and
documentation were instruments used in the research.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
The study focused on “thick descriptions” of the participants, their
environment, contextual factors that influenced their life within the school. The results
of the study included: 1) Successful schools have strong academic focus, 2) Teachers
work collaboratively with shared decision making and teamwork, 3) Principals are
leaders, 4) High expectations are held by all stakeholders, 5)The school was a
community or village with caring and commitment.
The themes were examined through the Deal and Bolman’s Four Frames. The
findings supported good and successful school research. The challenges of urban
schools require the same structures and practices as effective schools research. The
sense of community, commitment, respect and focus were strength in this case study
school.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
1
CHAPTER I
OVERVIEW OF THE STUDY
Introduction to Study
Public schools are facing strong public scrutiny with increased emphasis on
academic accountability (EdSource, 2000; Wirt & Kirst, 2001; Spring, 2002). Urban
schools with high poverty and high minority students have traditionally not
performed well on standardized assessments (Blezard, 2003; Marzano, 2003, Betts,
Rueben & Danenberg, 2000; Odden, 1995). Both A Nation at Risk: The Imperative
fo r Educational Reform (National Commission on Excellence in Education, 1983)
and the Third International Mathematics and Science Study (TIMSS) reflects
evidence that public education in the United States can be interpreted as ineffective
and in need of major reform (Schmidt, McKnight, & Raizen, 1996; U.S. Department
of Education, National Center for Educational Statistics (NCES), 1997; NCES,
1998). The federal legislation, No Child Left Behind Act o f2001 (NCLB) has put
new requirements on schools for assessment, programs and personnel (US
Department of Education, 2001). NCLB “redefines the federal role in K-12
education to help improve the academic achievement of all American students” (US
Department of Education, 2003).
For centuries there has been debate about what knowledge should be taught,
who should teach it, how it should be taught, and who controls the schools (Nelson,
Palonsky & Carlson, 2000). Most people have spent part of their lifetime in school
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
2
and have an opinion about schools, education and teachers. Schools have a “social
trust for transmitting the cultural heritage, developing economic and political
competence and providing knowledge to improve the future society” (Nelson,
Palonsky & Carlson, 2000, p. 4).
The Organization for Economic Development and Cooperation reported that
there is a strong relationship between education and income. The data indicates that
the higher the level of educational attainment, the greater the money earnings. (U.S.
Bureau of the Census, 2000). There is also a direct relation between education and
social class (Spring, 2002).
The constant public focus has pulled schools in many different directions,
and has put increased pressure to meet all stakeholders demands. Within the past five
decades the United States has made dramatic changes and the challenges within the
country and globally have been reflected in its goals and purposes upon schooling.
The country has moved from the industrial production culture to a technological and
global economy. The federal and state roles have changed to reflect these demands.
The current public expectation is that schools take on the responsibility of
knowledge, welfare, values, and skills. The public then becomes critical of schools
and public schooling when students with poor skills enter the workplace or have low
academic test scores or disruptive behavior. The public sees the tax dollars that are
spent on schools and want results. Bertrand Russell in 1928 noted that education is
basic to democracy. He stated that “democracy is impossible without
education”(Nelson, Palonsky & Carlson, 2000). The basic argument over the
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
purpose of American schooling has been significant over the past three hundred
years (Nelson, Palonsky & Carlson, 2000).
In 1983, the National Commission Excellence in Education published the
landmark report A Nation at Risk: The Imperative for Educational Reform which
focused on ways to restore America’s “competitive edge on international business
and national defense” (Nelson, Palonsky & Carlson, 2000). The findings indicated
that the average achievement test scores were lower than in 1957; SAT test scores
are in continual decline; remedial math scores in college increased 75%; half the
teachers that teach math and science are not qualified in that subject area; in
comparison to other industrialized nations on nineteen academic achievement tests,
US students never scored first or second and scored last seven times. (Nelson,
Palonsky & Carlson, 2000). A follow up conference was held in 1998 by the
Heritage Foundation for the Center for Educational Reform America. The report
found no improvement. The 1998 Manifesto found “persistence of mediocre
performance in schools by engaging in denial, self-delusion, and blame shifting”
(Center for Educational Reform, 1998). Bennett, Finn, Hirsch, and Ravitch made
suggestions as part of the report including national assessments and high standards,
choice and competition in public schools, rigorous tests for teachers, order and
discipline in the schools. (Center for Educational Reform, 1998)
The Third International Mathematics and Science Study (TIMSS) was the
largest, most comprehensive study done for an international comparison of
education. The study tested knowledge of half a million students at three different
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
4
grade levels in forty-one countries. The general results indicated that the U.S.
students start out performing at high levels in fourth grade but by the time they are in
high school they are performing at low levels in both math and science. (U.S. Dept,
of Education, November 1998). The main conclusions from the United States
Department of Education was that the “U.S. students don’t start out behind but that
by the time our students complete their formal secondary schooling, they are not
achieving at the international standards demanded by a global labor market.” (U.S.
Dept, of Education, November 1998). The study findings indicated that the “United
States government has created no mechanism at the federal level for developing and
enforcing uniform standards of education throughout the country”; “teacher training
occurs primarily in the university classrooms”; “in poor communities, broken
families were most frequently blamed for low achievement, while in more affluent
areas family support for school was cited as a main factor”; “homework is done in
school and simply represents work that teachers expect to be done before the next
class meeting; students demonstrate a limited repertoire of strategies for studying and
are not prepared to do academic work other than short assignments.’’(Stevenson,
1998)
The role of the federal government in education was limited by the United
States Constitution. The Constitution was designed to limit the role of the central
government in education, and the states were allowed to give local control to the
communities through local school boards (Nelson, Palonsky & Carlson, 2000). In
1965 the federal government enacted the Elementary and Secondary Education Act
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
5
(ESEA). The ESEA Act required that new state administrative offices monitor the
compliance of the local districts. The focus was to engage in research and
development of programs for teaching economically disadvantaged children and to
evaluate the effectiveness of these programs (Odden, 1995). The largest federal
program was Title I which provided federal funds to all districts that had children of
poverty (Odden, 1995).
The National Education Goals Panel (NEGP) was formed following President
Bill Clinton’s 1989 Education Summit of the 50 state governors. The federal Goals
2000: Educate America Act was signed into law on March 31, 1994. Goals 2000 set
a national focus on improving teaching, schools and student performance (Odden,
1995). Goals 2000 set a foundation for the implementation of high standards,
benchmarks and accountability (US Department of Education, 2003). The national
education goals were set that by the year 2000 all children will start school ready to
learn; high school graduation rate will increase to 90 percent; competency will be
demonstrated on challenging core subjects; science and mathematics achievement
will be first in the world; schools will be safe and drug free; teaching force will
improve professional skills; partnerships and parental involvement will be increased
(US Department of Education, 2003). The National Council on Education Standards
and Testing (NCEST) in 1992 advocated for national curriculum standards and
examinations. The general results set an emerging focus on (1) clear student-
learning outcome goals; (2) a high-quality curriculum; (3) site-based management
with teachers involved in decisions about curriculum and implementation of
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
6
programs; (4) monitoring system with standards to indicate objectives and mastery;
(5) accountability with real rewards and sanctions (Business Roundtable, 1991,
National Alliance for Business, 1990). The National Assessment of Educational
Progress (NAEP) funded by the federal Department of Education provides state
comparisons and national assessments of student achievement as part of the national
involvement in education.
The No Child Left Behind Act of 2001 (NCLB) was the reauthorization of
ESEA. Three days after taking office, President George W. Bush announced the
NCLB framework which was a bipartisan education reform plan. NCLB has
however increased the federal control of standards, assessment, teacher credentialing
and parental choice (U.S. Dept, of Education 2001). The state and local agencies
that use federal education dollars face increased control by the federal government
on performance standards, adequate yearly progress (AYP), challenges to
methodology and practicality of state and local implementation (Linn, Baker,
Betebenner, 2002). The accountability and annual testing of all students, reporting
annual statewide progress objectives and proficiency by factors of poverty, ethnicity,
disability and limited English proficiency has created a major focus on testing and
test results among all states dependant upon federal financial support (U.S. Dept, of
Education 2001).
The California Department of Education developed its Standardized Testing
And Reporting system (STAR) in 1999 to meet federal guidelines for NCLB. The
state worked to develop a “fair and effective public school accountability system that
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
7
will improve student learning” (EdSource, 2000). The schools and the public have
focused its attention on standardized tests scores and the Academic Performance
Index (API) which ranks the state’s schools based on a compilation of individual
students’ scores (EdSource, 2000; California Department of Education, 2003). In
1997 California’s Senate Bill 376 set the premise for accountability of all public
schools. The program requires all public schools in California to utilize a
standardized test to monitor student progress (EdSource, 1999). The Public Schools
Accountability Act (PSAA) of 1999 invested in the accountability system. The state
carefully monitors school growth with sanctions for low performance. The public
has instant access to data on individual schools, school districts, county and state
performance (EdSource, 2000; Ed Data, 2003; California Department of Education,
2001). The state now produces reports to over the Internet and in all major
newspapers regarding every public school’s academic performance as measured by
the standardized tests (Ed Data, 2003; California Department of Education (CDE),
2003)
Each spring approximately 4.6 million public school students in California
from grades two to eleven are tested as part of the STAR program. Students
scoring at proficient level are considered at grade level on the California Standards
Test (CST) (CDE, 2003). The California Achievement Tests, Sixth Edition Survey,
CAT/6, published by CTB/McGraw-Hill, is currently the California standardized test
which results in the percentage of students scoring at or above the 50th national
percentile rank and compares student performance with the rest of the country (CDE,
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
8
2003). The state Academic Performance Index (API) along with information on
Adequate Yearly Progress (AYP) are part of the California accountability that meets
a key component of accountability for NCLB. (CDE, 2003)
The California Department of Education developed the first round of API
information or the base year in 1999. The state target is for all schools to perform at
800 on a scale from 200 to 1000. (EdSource 2000). API scores serve as the basis for
ranking schools. Schools are given a “statewide rank” with schools in the first decile
ranking as 1 and schools rank 10 are assigned to the tenth decile or top 10 percent.
“Schools are assigned a “similar schools rank” based on how their API score
compares to other schools with similar demographic characteristics.” (EdSource,
2000).
California in 1997 was ranked first nationally in the total number of students
and highest nationally in the number of students per teacher (EdSource, 2000). In
1996-97 the California legislature passed financial incentives for schools to reduce
class sizes for the purpose of improving the teaching of reading in the primary grades
from kindergarten to third. (EdSource, 1997). The legislation caused major change
due to increased need for teachers and facilities (EdSource, 1997). California in
2002-2003 nationally continued to educate the most students and continued to rank
third highest in per pupil ratio. (EdSource, 2003). Reading achievement continues to
indicate that in 2002 only 36% of all 4th graders in California scored at proficient or
above (EdTrust, 2002).
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
9
California’s urban challenge continues to be high minority, high poverty
schools with low academic performance on standardized tests (Betts, Rueben &
Danenberg, 2000). Schools with high numbers of Limited English Proficient (LEP)
students continue to have low achievement in reading and mathematics.
Socioeconomic status (SES) is the proportion of students receiving free or reduced
price lunches. Overall California’s students are relatively below the nation as a
whole on nationally norm referenced standardized tests (Betts, Ruben, Danenberg,
2000). “Half of all students in the bottom SES group scored in the lowest national
quartile on both math and reading tests” (Betts, Ruben, Danenberg, 2000).
California statistics have also gathered data that geographical regions have an impact
on academic achievement. The suburban schools had highest test scores followed by
rural. Urban schools lagged at the bottom. (Betts, Ruben, Danenberg, 2000).
Research has found that student achievement in urban schools is also
impacted by teacher certification, teacher retention, and teacher training (Betts,
Ruben, Danenberg, 2000). “Whether or not a student has a teacher certified in the
subject being taught accounts for more than twice the variance in student
achievement.’’(Education Trust, 1998). Researchers have found that “teacher
quality” is a “confounding” variable that breaks the typical relationship between high
poverty and low achievement (Reeves, 2000). National studies however continue to
“blame” the student rather than the adults in the system. (Reeves, 2000).
With the increased focus on academic achievement as measured by high
stakes tests, school districts, especially low performing schools and districts, risk
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
10
sanctions, public scrutiny and state take-over for failure to meet growth targets. The
current public sanctions are to become a Program Improvement School (PI) under
NCLB or a California Immediate Intervention/Underperforming School Program
(II/USP) school for schools that do not meet their growth target set by the yearly API
ranking (CDE, 2003). Schools and districts are forced to become accountability
focused. Programs must match standards tested.
Third International Mathematics and Science Study-Repeat (TIMSS-R in
1999), indicated that the difference in achievement between an affluent district near
Chicago, that lead in home educational resources, led internationally in science, in
contrast with a school in Chicago, an urban inner-city school system, ranked well
below both nationally and internationally, was “starkly evident’’(Duvall, 2001).
Urban schools are full of obstacles that challenge the schools beyond the issues of
language, income and race. The schools also face negative peer pressure, low teacher
expectations, lack of fluency in English and limited parental involvement (Duvall,
2001).
California schools face financial issues with the average per pupil
expenditure 35th nationally (EdSource, 2003). California’s public schools educate
more than one out of eight of the students in the United States (EdSource, 2000).
The urban schools have nearly three times the number of students with English as a
second language (Duvall, 2001). The stability of leadership in urban districts is an
issue with the average tenure of superintendents at only two and a half years (Duvall,
2001). Urban school systems face a critical shortage of qualified teachers and
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
11
principals (Duvall, 2001). California is second only to Texas in the percentage of
children living below the poverty level (EdSource, 2002). California’s big urban
schools were in Decile 1 and 2 in 1999. 40% were in the ten largest districts
including over half of the schools in Los Angeles Unified School District scoring in
the Decile 1 or 2. The common characteristic of these California low performing
schools is the level of student poverty, high percentage of English learners, higher
proportion of teachers not fully credentialed and first and second year teachers
(EdSource, 2003).
The urban public schools currently face many challenges beyond high stakes
testing (EdSource, 2000). The high stakes testing and sanctions have placed strong
influence on school districts and schools in their current practice and culture. The
areas most impacted have been teachers, programs and the accountability culture.
The pressure has impacted teacher training and staff development. The novice
teachers are frequently hired to teach in these urban schools (Betts, Rueben &
Danenberg, 2000). Teacher training at the universities does not adequately prepare
teachers for the challenges of urban schools including diversity, school violence, and
overcrowded classrooms (Nelson, Palonsky, Carlson, 2000). Universities and teacher
preservice programs are not fully addressing the issues in urban schools (EdSource,
2000). “The level of teacher experience and the percentage of teachers without a full
credential are the variables most strongly related to student outcome. However the
most important factor relating to student outcome is SES.’’(EdSource, 2000).
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
12
California has focused policies on addressing the issues. The NCLB requires
districts to notify parents if teachers are not fully credentialed or the school has not
met its target. California has reduced class size in primary grades in 1996 with
financial incentives, Kindergarten through third, to 20:1 (Calif. Dept, of Education,
2001). The goal is to impact student achievement by decreasing the class size per
certificated teacher. California has legislation through Teaching as a Priority (TAP)
Block Grant (SB 1666) that provides financial incentives to fully credentialed
teachers to teach in the lowest performing schools (EdSource, 2000). The state has
increased support of Beginning Teacher Support and Assessment (BTSA) program
to provide extra help to new teachers which has increased the retention rate for
teachers (EdSource, 2000).
California Department of Education and the regulations of NCLB has
increased control of curriculum and research based textbook programs. California
has a “curriculum-based focus” and “a unified, well-integrated curriculum and
instructional approach” which means that “all teachers are using the same books,
have had the same training on how to use the curriculum effectively, share a
common set of expectations for student performance, and use the same methods to
assess student progress and help students who are having trouble.’’(EdSource, 2003).
Within this is the need for greater “teamwork, leadership dynamics, staff interaction,
and increased professional support of each other.’’(EdSource, 2003). California has
through the Governor’s Reading Institutes scripted the statewide staff development
for all elementary classroom teachers in the curriculum, methodology and
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
13
assessment for language arts (CDE, 2003). Research based programs have been
implemented in most urban schools with positive results in the primary grades
(LAUSD, 2003, CDE, 2003). Schools are required to use research based programs
due to federal funding guidelines (NCLB, 2002).
In 1999 California also passed Assembly Bill 1626 and Ed Code 48070-
48070.5 the Pupil Promotion and Retention Act. This legislation was the result of
the public perception that students were being passed from grade to grade without
meeting a standard of essential grade level skills (CDE, 2003). The legislation
focused districts on students who were low performing. It placed focus on the
academic standards at each grade level and district policies for retention of students
who did not meet standard. District are required to provide interventions for students
not meeting grade level skills (CDE, 2003).
California also enacted Senate Bill 2 and Education Code Section 60850
which established the development and implementation of the California High
School Exit Exam or CAHSEE. The primary goal is to “significantly improve pupil
achievement in high school and to ensure that pupils who graduate from high school
can demonstrate grade level competence in reading, writing and
mathematics.”(Senate Bill 2, Section l[b]). High school students in 2005-2006 will
be required to pass CAHSEE or they will not receive a high school diploma (CDE,
2003). With the increased focus on the quality and level of academic performance,
California has impacted the practices of schools and districts statewide.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
14
Public schools have become competitive in this accountability age. Choice is
a new challenge to public education. NCLB has a major portion of the legislation
dealing with parent’s rights and choice of high performing public schools (US Dept,
of Education, 2003). The federal and state legislatures have grants awarded to some
schools to develop magnet programs to attract students to innovative schools (US
Department of Education, 2002). Public schools are entering the marketing arena
with the increased competition from private schools and charter schools (Nelson,
Palonsky, Carlson, 2000; Mumane R. & Levy, F., 1996).
California has put focus on professional development of its teachers and
administration. Special focus was placed on new teacher training through Beginning
Teacher Support and Assessment Program (BTSA). This was enacted in 1992
through Assembly Bill 1266 to provide support and training for first and second year
teachers. The Comprehensive Teacher Education Institute (CTEI) was established to
meet the key state goals including BTSA and “preparing teachers to meet the
challenges of low performing schools and implementation of the state adopted K-12
Content Standards” (CDE, 2003). Through the Governor’s Reading Institute,
teachers receive training in best practices for teaching language arts. The state
through Assembly Bill 75 (Chapter 697, Statutes 2001) has provided incentive
funding for professional development of the school site administrators (CDE, 2003).
Principals are receiving training in best practices for successful schools and
standards based program implementation and data driven management. Through
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
15
state focus on professional development of its teachers and leaders, California
implements national goals.
No Child Left Behind Act has impacted hiring and personnel practices at the
district and school level. Schools that were impacted by Class Size Reduction and a
recruitment of permit and non-credentialed teachers have changed practice. Districts
and schools must notify parents and the community if the teachers are not “highly
qualified” (US Department of Education, 2003). Districts are putting major efforts
into programs to help waiver teachers with certification and hire credentialed
teachers. The federal and state regulations have directly impacted district and school
practices. Education level of classified paraprofessional personnel is also impacted
by the federal regulations. Education programs have been instituted within districts
to assist personnel to raise educational levels of personnel.
Districts have turned to technology to directly focus on data. Schools and
classroom teachers have implemented practices of teaching and assessment to drive
instruction. Schools and districts are utilizing data to communicate progress to
parents and focus on individual students for targeted instruction. Accountability for
all students is the focus of schools. Successful schools have strong assessment,
Successful high poverty schools have “frequent assessment of student progress with
multiple opportunities for improvement and a focus on academic achievement”
(Reeves, 2000). By teachers and administrators understanding and evaluating
effective programs, student progress and data driven instmction, schools and schools
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
16
districts have changed the way they do business. Schools are forced through the
federal and state laws to be accountable for all students and their academic growth.
The Statement of the Problem
The literature on organizations emphasizes that leadership and strong
organizational culture are central to development of successful organizations.
Schools are increasingly facing government controls, accountability and financial
restraints. California has invested in major public focus on its schools through its
accountability system of Academic Performance Index scores and comparisons
between and among schools. California has made the high stakes testing program
the public indicator of successful schools. Schools are given Academic Performance
Index scores and growth targets for the year.
Research has also focused on the many challenges of urban schools with high
minority and high poverty communities. Many schools are failing. Many schools
have not met their growth targets and are sanctioned by the state as underperforming.
In the face of this public accountability and scrutiny, what is the role of the site
administrator and school leaders in successful schools? What has yet to be examined
is the impact that leadership has on improved student achievement in urban schools
that defy expectations due to the student population? What factors contribute to
success in California schools which exceed their expectations on the API?
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
17
Purpose of the Study
The purpose of this study is to examine a Southern California urban school
site where the API scores have exceeded expectations and growth targets in terms of
student achievement. The purpose is to examine effective practices, to analyze the
relationship between programs, leadership, culture and climate, and student
performance results.
Research Questions
1. What programs are in place in schools which have exceeded academic
expectations?
2. What leadership practices are in place in schools which have exceeded
academic expectations?
3. What is the school culture in schools which have exceeded academic
expectations?
The Importance of the Study
The study of leadership in successful schools in urban settings is critical with
the strong national focus on accountability and instructional leadership. The quality
of the product in today’s schools, our students, will have an impact on the
productivity of our national and state’s economic future. The majority of high
minority, high poverty public schools are well below the national average. In this
accountability age, public schools must examine leadership practices and its impact
on academic achievement.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
18
The results of the study addressed the factors of leadership in schools that are
exceeding expectations. The training and development of strong site leadership is
critical to the success of the urban schools. The national goal is that all students will
succeed.
Schools must be prepared to examine school culture and its impact on school
success. Universities and leadership training programs must prepare for the
challenges of urban schools beyond the traditional statistics. Urban school districts
must look at the data and develop leadership to raise the bar to create the learning
organization.
Delimitations of the Study
This study was delimited to an urban public elementary school in an urban
public school district that had demonstrated growth overtime as measured by the
California Academic Performance Index. This study was delimited to an urban mid
sized city school in Southern California. The number of questionnaires returned was
delimited to one request to each stakeholder. This study was delimited to a school
with the same leadership the time period of API growth.
Limitations of the Study
The following limitations are known to exist in this study:
1. The school was selected for this study from Southern California urban
schools. Findings may not be generalized throughout the nation.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
19
2. Teacher opinion’s may not be generalized to teachers throughout the state.
3. The method of data collection was based upon a semistructured interview
process, with results based upon a descriptive design. The results may be
subjective.
4. The researcher cannot control the return of completed questionnaires.
Assumptions
For the purpose of this study, the following assumptions were made:
1. Administrators, teachers, staff, parents and community who completed the
questionnaire gave honest answers
2. Administrators, teachers, staff, parents and community who were interviewed
gave honest answers.
3. The California Department of Education and the school district provided accurate
information concerning student achievement demographic information and
program implementation and staff development
4. The questionnaire and interviews utilized in this study yielded valid data.
Definition of Terms
The following terms are defined for the purpose of this study:
Academic Performance Index (API) refers to the California weighted average of a
school’s performance on the annual state testing program.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
20
Climate refers to “the collective personality of a school based upon an atmosphere
distinguished by the social and professional interactions of the individuals in
the school. (Deal and Kennedy, 1983)
Culture refers to the “unwritten rules and traditions, norms and expectations that
seem to permeate everything” (Deal and Peterson, 1999)
Organization of the Study
Chapter 1 of the study has presented the introduction, the statement of the
problem, the purpose of the study, the questions to be answered, the research
hypotheses, the significance of the study, and the definitions of terms.
Chapter 2 is a review of relevant literature. It addresses the following topics:
accountability and assessment, purpose of schooling, successful organizations,
successful schools, and leadership impact on successful schools.
Chapter 3 describe the methodology used in the study, including the
researcher’s reasons for interest in the study and relevant background; the
participants in the study; the selection process and rationale; the research design; and
the procedures used, development of the interview guide, the pilot testing of the
interview guide, the collection of the data and the analysis.
Chapter 4 presents the findings of the study. The results of the responses
from the staff, leaders, and community are presented for each research question.
Chapter 5 presents an analysis, discussion, the significance of the study,
implications for practice, as well as conclusions and recommendations.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
21
CHAPTER II
REVIEW OF THE LITERATURE
Introduction
Accountability and the critical review of public schools have become a major
focus of public attention. The challenge of increased scrutiny, legislative actions,
and the deepening competitive nature between schools has brought increased
pressure on public schools. The public schools are forced to prioritize what they like
to do and what they must do to produce the desired results. Schools and district
personnel examine best practices and successful school. Research has found
practices and programs that contribute to successful schools. Research has found
that school climate and culture impacts school performance. Research has focused
on school leadership and organizational practices and its impact student
achievement. Urban schools have traditionally achieved below most schools on
standardized tests. Research has focused on the challenges of urban schools and
students achievement. Research has identified factors that positively impact student
achievement and successful schools.
Organizational Factors
Good and Successful Schools
Public schools are facing a highly competitive market. Parents and the public
are looking for good and successful schools. In the 32n d Annual Phi Delta Kappa
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
22
Poll of the Public’s Attitudes Toward the Public Schools (2000) 75% of those polled
would like to see the public schools strengthened or improved. The public
respondents believed that there is too much emphasis on the importance of
standardized testing. The respondents were looking for a balance between the high
stakes tests and a balance in curriculum. The poll indicated that respondents valued
highly qualified competent teachers, safety in the schools and local control and
accountability. Research that examines successful schools finds common factors.
Good and successful schools are academically focused, have highly qualified
teachers, are safe and orderly, and are accountable to the community.
Renchler (1992) researched students and teachers’ roles in successful
schools. Creating “academic success and motivation to learn” is central to effective
schools. The leaders “can create a school culture conducive to learning by shaping
the instructional climate” (Renchler, 1992). Schools must create an atmosphere that
values achievement and where all students experience some type of success. Success
must be advertised and valued by administrators, teachers and students and
communicated frequently with parents and the community. “Students, teachers, and
parents understand that success is not only a fundamental expectation, but it is also
consistently rewarded” (PREP, n.d.).
Lightfoot (1983) examined the way goodness was expressed in six high
schools. He concluded that there was openness and flexibility, “imperfections” but a
willingness to “shift ideals to excellence” (p. 309). There was a balancing act but the
schools had clear goals and a “utopian vision.” (p. 322). Lightfoot concluded that
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
23
good high schools had “strong, consistent and inspired leadership” (p.323). Good
teachers are central to good schools. Teacher autonomy and decision making, safe
and regulated environment, and a value toward the students and teachers are all
elements that were identified in Lightfoot’s research on good schools.
Carter (2000) reviewed twenty-one high performing, high poverty schools.
In researching successful schools, Carter found that “the schools profiled hold all
students, of all races and income levels, to high standards and expectations-and then
make sure that all children succeed” (p. 3). He found that “parents are clamoring to
send their children to high performing schools” (p.5). Carter found that “effective
principals want parents who are personally invested in the education of their
children” (p.14). The principals were the instructional leaders and controlled staffing
and budget. There are clear expectations and “each student is held accountable for
his or her own success” (p. 17).
Ragland, Clubine, Constable and Smith (2002) studied five high performing
and high poverty schools. All the schools studied “embraced the belief that all
students can be academically successful” (p. 1). The findings described nine
common strategies that strengthened these schools and impacted student
achievement. They encompassed factors such as capitalizing on the strengths and
talents of the teaching staff, regular communication across the grade levels, test data
driving instructional improvement, parents as critical partners, collaboration among
colleagues to find solutions and special education integrated into the regular
programs.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
24
The Practical Resources for Education Professionals Center researched
successful schools and developed a list of fifteen success strategies. Among them
was the Maehr research on “creating a success-based” psychological environment
through goal setting, choice and rewards for personal best attainment. The strategies
refer to successful schools as those that communicate a climate of success through
motivation and communication.
Reeves (2000) examined “90/90/90 Schools” which were schools that had
more that 90 percent poverty, minority students and achieved more that 90 percent
on tests. Analysis results in five characteristics identified to include focus on
academic achievement, clear curriculum choices, frequent assessment, emphasis on
writing and external scoring. These successful schools were consistent in focus,
writing, performance assessment and teacher collaboration. These schools had
effective teachers and administrators that were “using strikingly similar techniques
without the assistance of externally imposed methods of instruction” (p. 192). As for
program or textbooks the study found that “the techniques are replicable but there is
certainly not a need for schools to purchase textbooks to achieve the level of
success” (p. 192). The schools used instmction and assessment that was consistent.
The focus was on the standards and how they were implemented, monitored and
assessed.
Johnson, Livingston and Schwartz (2000) examined research on good schools
and found that “schools must have a high expectation for their leaders, teachers and
students.. .Showing students and their parents that we believe all students can learn
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
25
at a high level”(p. 10). Research on community and parent involvement found that
the schools had “academic instruction in a caring and supportive environment, strong
and supportive relations with parents and community members, and a sense of
community” (p. 9).
Reyes, J. Scribner and A. Scribner (1999) focused their research on high
performing schools with high Hispanic populations. They focused on the culture and
climate for learning and found that all stakeholders take responsibility as “agents of
change” (197). The research focused on five essentials or best practices found in the
high-performing schools which included:
• Creating a community of learners through striving for personal best, identifying
personal world views, practicing team learning, and developing a shared vision.
• Establishing a caring environment, governing for student success and
empowering the school community to foster collaborative governance and
leadership.
• Building collaborative relationships with parents and empowering the
surrounding community.
• Creating a culture of caring - an inclusive student-centered classroom culture-
and cultivating funds of knowledge to nurture a culturally responsive pedagogy.
• Conducting advocacy-oriented assessments for appropriate and relevant
language/psychoeducational evaluations ofhigh poverty, linguistically diverse
students, (p. 16)
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
26
Throughout the research the major themes were collaboration, commitment,
culture and climate of caring, and doing what is needed to meet the needs of the
students and their learning.
Jay Scribner and Pedro Reyes (1999) concluded that there are four action
dimensions found in their study of high performing Hispanic schools. They included
(1) Community and family involvement as an essential to creating a high performing
learning community. The “school family” is nurtured by the staff. Community
members contribute their talents and time to the school and parents are encouraged to
become involved in both formal and informal activities. The school is the center of
community learning. (2) High performing learning communities encourage
leadership at all levels that supports collaborative governance. The principal’s
ability to communicate and inspire people to become active participants is essential
to the process. (3) Teachers believe every student has the ability to achieve and they
communicate this belief to all stakeholders. (4) They hold advocacy-oriented
assessments in which educators are responsible for assessing the impact of what they
taught on the learner. The individuals learning is crucial to sustain high performing
schools (p. 188-210).
Reyes and Scribner concluded that creating high performing schools is
sharing a common vision of positive success and opportunities exist and “sharing a
common goal to ensure that all students become high performers.”(p.209) “It means
modeling cooperative learning among all participants and establishing a school
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
27
culture where pervasive leadership, indigenous innovation and team learning are the
necessary norms.”(p.209)
Ruby Payne (2003) researched students of poverty and concluded that “the
key to achievement for students from poverty is in creating relationships with them”
(p. 142). Payne among many key points relates that “as educators we must teach
them and provide support, insistence and expectations.”(p. 11). Payne when
reflecting on how we break the cycle has a quote by Anne Lewis from Breaking the
Cycle of Poverty, “Educate the parents, especially the mothers of the children in
school: the educational level of mothers is the most important influence on the
educational attainment of children.”(p. 156). One of Payne’s key points was that
“for our students to be successful, we must understand their hidden rules and teach
them the rules that will make them successful at school and at work.” (p. 11)
Finally, in Marzano’s (2003b) study of research on successful schools
categorized factors into five elements of good and successful schools. They have
“guaranteed and viable curriculum, challenging goals and effective feedback, parent
and community involvement, safe and orderly environment and collegiality and
professionalism.”(p. 15). Schools with strong administrative leadership, emphasis
on basic skill acquisition, high expectations for student achievement and frequent
monitoring of student progress were schools that impact.
Marzano’s (2003a) research on effective classrooms found that “effective
teachers appear to be effective with students of all achievement levels” (p. 1). The
effect that the teacher has on student achievement is in making wise choices about
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
28
the most effective instructional strategies to employ; designing classroom curriculum
to facilitate student learning; and making effective use of classroom management
techniques (Marzano, 2003b, p. 77). Marzano’s research concluded that the
classroom teacher has the greatest impact on student achievement.
Good and successful schools research often blends the criteria for effective
schools research. The elements of all successful schools include strong leadership,
focused curriculum and vision, parent involvement and organizational environment
that supports instruction. Stolp (1994) found that “successful leaders view their
organization in a holistic way.” Stolp believed that when leaders understand the
impact of school culture and climate, they can work to reffame the values, beliefs
and attitudes that are necessary for a stable and nurturing learning environment. A
healthy and strong culture correlates with increased student achievement and
motivation and with teacher productivity and satisfaction (p. 2).
School Culture
Goldring (2002) researched traits of school culture that affect student
achievement and positive change. Goldring identified six key traits of culture
including shared vision, traditions, collaboration, shared decision-making, innovation
and communication. In the study teachers and principals were asked to prioritize
which traits of culture and their experiences. The results were that (1) the presence of
shared vision as a unifying factor uses the strength of school culture to affect student
achievement. (2) Schools do not require 100 percent of their staff to react positively
toward change in order to continue working on reform issues. (3) The strengths and
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
29
weaknesses within each trait area and the network of their connection at the school
are a valuable source of information for site leaders. (4) The traits we value may vary
according to our roles and without discussion may contribute to misunderstanding.
The conclusion was that the leaders who understand culture in their school can help
keep the focus on student achievement.
Deal and Peterson (1999) found that understanding school culture helps
school leaders to understand the “unwritten rules, traditions, norms, expectation to
permeate everything” (p. 2), “Culture consists of the stable underlying social
meaning that shape beliefs and behavior over time.”(1990, p.7). Leaders who
understand the school culture can shape positive culture overtime. They identify
opportunities that school leaders have to develop and articulate a deep sense of
purpose; create a positive “ethos of place” (p.139) where all feel safe and
appreciated; leaders can inspire and challenge people; leaders can “nourish the
competence of staff and students, their think and their daily actions”(p. 139). School
leaders will build commitment and school leaders can celebrate accomplishments of
culture. School leaders bring a caring, humane and kind culture back to schools
(1999 p.139-140).
Leadership
Fullan (2001) reflected that in a culture of change leaders must work on five
components of leadership. Leaders have a moral purpose of making a positive
difference, understand the change process, build relationships that foster purposeful
interaction and problem solving, focus on knowledge building, and seek coherence.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
30
Fullan concluded that “the chief role of leadership is to mobilize the collective
capacity to challenge difficult circumstances. ”(p • 236). In a culture of positive
change, leaders, teachers, parents and students can share commitment to a vision and
motivate each other to implement the best ideas. Leaders must understand the
culture of the organization and the process of change and leadership.
Whitaker (2003) researched factors that great leaders do to impact student
achievement. Effective principals recruit better teachers and value professional
development. The principals have high expectations for themselves as well as the
teachers. Effective teachers and effective principals in a positive culture treat all
people with respect. Effective principals are instructional leaders and know their
teachers and students. They hire leaders. Effective principals understand the
importance of standards and align, what is taught with what is tested. They do what
is right for the students. Great principals clarify their core of beliefs and set the
vision and tone for a successful school year.
Principals and the development of site leadership are key components of
successful schools. Maxwell (1999) developed a list of qualities of leadership
including commitment, communication, courage, focus, generosity, passion, problem
solving, self-discipline, vision, servanthood, positive attitude, listening, relationships
and responsibility. Maxwell presents the qualities or inner characteristics of leaders
with once again focus, vision, and characteristics that create positive culture as core
to leadership.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
31
Strong leadership is key factor of successful schools. Principals are the
formal leaders with focus on instruction and learning. Bennis and Goldsmith (1997)
focused on four characteristics similar to Maxwell that are essential found in leaders.
They include (1) purpose, direction and meaning; (2) trust; (3) optimism; (4) action
and results. They are able to align, empower and create a learning culture within the
organization.
Leaders and managers play a different role in an organization. Leaders
provide vision, creativity, meaning and “does the right thing”. Managers are
structural with efficiency, procedures, controls and “doing things right” (Bennis &
Goldsmith, 1997, p. 4). Accordingly Bennis and Goldsmith (1997) as did Maxwell
(1999) believe that leadership can be learned. Kotter and Heskett (1992) analyzed
the corporate culture to contrasted managers as planner, budgeter, organizers,
controllers, problem solvers and produce a degree of predictability and order.
Leaders establish direction, align people, create vision, motivate and inspire and
produce change (p. 98). Newhouse (2001) in a comparison found that managers
produce structure to the work, leaders communicate vision and involvement in team
building and commitment to a vision (p. 8-10).
Research also shows that shared-leadership is a strong element of successful
schools. Marzano (2003) found that the principal is the conceptual head with a
strong leadership team of key player working with the classroom teachers is most
effective for change or reform. The leadership team must involve the views and
concerns of the other school faculty. The Education Summit of 1989 recommended
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
32
the decentralizing of management. The central focus was to alter the decision
making to the schools and empower school personnel, community members and
parents to make decisions about budget, personnel and programs. The goal is
transforming the schools by creating “models of collaboration and participatory
decision making” (David, 1996).
Four Frames
Bolman and Deal (1997) identified four lenses or “frames” that people can
examine organizations, relationships and leadership. The frames are the structural
frame, human resource frame, political frame and symbolic frame. The structural
frame emphasizes goals, rules, roles, policies, and environment. There is a clear
chain of command and results. The assumptions within this frame are that
organizations exit to achieve established goals and objectives. Structures fit an
organizational circumstance. Appropriate forms of coordination and control are
essential to ensuring that individuals and units work together in the service of
organizational goals. In terms of high performance, they would translate mission
into measurable performance goals. The team responds to a demand to shape their
purpose. They would have common commitment and working relationships. They
find ways to hold themselves collectively accountable, (p.92-94). Successful schools
are impacted by clear performance goals and vision. There are clear roles and
purpose. Everyone is accountable for the success of all students.
The second frame is the human resource frame which emphasizes needs,
skills, relationships and the fit between the people and the organization. There is an
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
33
importance on a caring and trusting climate. There is an emphasis on teamwork.
The core assumptions are that the organization serves the human needs. There is
energy and talent. Bolman and Deal (1997) find organizations that invest in people,
empower employees and redesign their work (p. 123). In successful schools, leaders
invest in training and the talents of their teachers. They develop a caring and trusting
climate. They work on empowerment and teamwork.
The third frame is the political frame which focuses on competition, power
and conflict. There is bargaining, negotiations and building coalitions in this frame.
There is scarce resources and compromise. The organizations are coalitions of
various individuals and interest groups. There is positions of formal authority;
“those who have information solve the important problems” (p. 169). There is
control of agendas and control of rewards, jobs, money and support. There are
networks and alliances and personal power (p.169-170). A school leader may be in
control of the authority and information.
Finally the fourth frame is the symbolic frame which focuses on symbols,
rituals, ceremonies, stories and heroes and heroines. Successful schools value the
symbols and rituals. In successful schools the vision and belief that all students are
successful is evident in the climate and culture of the school. Deal and Peterson
(1999) researched schools that reinforced cultural values through hallways, rooms,
and student work was everywhere. The values and beliefs of an organization can be
seen through positive norms found throughout the school. Deal and Peterson (1999)
identified eight major leadership roles in shaping school culture. Leaders “infuse
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
34
shared values and beliefs into every aspect of the culture” (p. 92); Leaders “celebrate
heroes and heroines, anointing and recognizing the best role models in the
school.”(p. 93). They observe rituals as means of building and maintaining esprit de
corp.”(p. 93) and “perpetuate meaningful, value-laden traditions and ceremonies” (p.
94). Deal and Peterson (1999) reflected on the importance of shared culture in
successful organizations:
Top businesses have developed a shared culture. A successful
company’s culture pumps meaning, passion, and purpose into the
enterprise. Company leaders know that success flourishes only when
people are committed, believe in the organization and take pride in
their work. These places of work become beloved institutions where
people pour their heart and soul into everyday rituals and routines (p.
11).
Research on successful schools also reflects the human side of the organization.
Leaders can positively read, interpret and impact school culture to create an
organization of opportunities. In the conclusion of their study Deal and Peterson
addressed the opportunities of leadership (p. 139). A key to successful schools is a
leaders understanding of organizational frames, human relations and their roles in the
organization. Most importantly, leaders have opportunities of shape school culture
and in doing so leaders can positively impact the learning environment and student
achievement.
Finally, research done on successful schools defined a multitude of factors
from strong leadership to shared vision to safe and orderly environment to
outstanding teachers (Marzano, 2003b; Renchler, 1992; Lightfoot, 1983; Johnson,
Livingston, Schwarts, 2000). The difference with urban schools is the factors of
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
35
environment. Urban students come to school with less preparation, less home
support, less opportunities for enrichment, less supervision and internal discipline
(Betts, Rueben, Danenberg, 2000; Payne, 2003). Urban schools have less qualified
teachers, larger classrooms, more disruptions, more disruptive behavior, lower test
scores and higher public criticism (Betts, Rueben, Danenberg, 2000; Payne, 2003;
Weiner, 1999; Marzano, 2003a). Successful urban schools have strong leaders,
strong focus on purpose, strong accountability, strong safe and orderly environments
(Carter, 2000; Ragland, 2002; Reeves, 2000). There is an achievement gap in
American schools (EdSource, 2000; EdTrust, 2002). Research indicates that
organizational culture and leadership are key to successful organizations (Bolton &
Deal, 1997; Bennis & Goldsmith, 1997; Whitaker, 2003; Maxwell, 1999). Research
indicates that there are factors of leadership, culture and climate and program that
can impact student achievement (Reyes, Scribner, Scribner, 1999; Payne, 2003; Deal
& Peterson, 1999; Goldring, 2002; Fullan, 2001). Through research much is known
about effective schools, good leadership but less is known about what leadership
looks like in schools which are exceeding their expectations especially in urban
schools.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
36
CHAPTER 3
RESEARCH METHODOLOGY
Introduction
This study focused on identifying key elements of program, leadership and
culture that are evident in successful urban schools. The study examined a Southern
California school site where the API scores have exceeded expectations and growth
targets in terms of student achievement. The study focused on programs in place,
leadership practices and school culture that impact academic achievement.
Descriptive qualitative case study research is identified as the appropriate
research methodology. Qualitative case study research studies are especially suited
for “in-depth study of instances of a phenomenon in its natural context and from the
perspective of the participants involved in the phenomenon.’’(Gall, Gall & Borg,
2003) “By concentrating on a single phenomenon or entity (case), this approach
aims to uncover the interaction of significant factors characteristic of the
phenomenon” (Merriam, 1991). Qualitative research, specifically through use of the
case study format is chosen as the most appropriate methodology for this study.
This is a case study of an urban elementary school that has exceeded its
academic expectation consistently over a three-year period. The site administrator
has served as principal at the school for five years. The school has maintained a
stable teaching staff with high teacher retention over the three-year period.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
37
The research questions were developed collaboratively during the Summer of
2003 by a group of University of Southern California doctoral candidate students
with the guidance of Dr. Stuart Gothold. Based on a comprehensive review of
literature on high performing schools, the group decided to focus on programs that
impact academic achievement, leadership characteristics that impact academic
achievement, and culture and climate factors that impacts academic achievement.
Research Questions
1. What programs are in place in schools which have exceeded academic
expectations?
2. What leadership practices are in place in schools which have exceeded
academic expectations?
3. What is the school culture in schools which have exceeded academic
expectations?
Methodology
This study employed qualitative methodology through a case study. The
study examined in-depth the “phenomenon” of a successful school in its “natural
context and from the perspective of the participants involved in the phenomenon”
(Gall, Gall & Borg, 2003). The purpose of a case study research was to “produce
detailed descriptions of a phenomenon, to develop possible explanations of it, or to
evaluate the phenomenon” (Gall, Gall & Borg, 2003).
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
38
In this case study the phenomenon of “thick description” focused the
researcher on the participants within the organization. The participants, their
environment, contextual factors that influence their life within the school were the
focus to build the description. The study examined the descriptive data to “bring
order to the data” and relate it to the literature. (Gall, Gall, & Borg, 2003 p.439)
The study looked for themes in the descriptions that are characteristic
features of the successful school. The case study examined the “constructs or
concepts that can be used to explain the phenomenon” of a successful urban school.
Through the case study model the researcher looked for patterns and variations (Gall,
Gall & Borg, 2003, p. 440).
The study included “triangulation” of documentation, observations,
questionnaire, and interview (Anderson, Herr, & Nihlen, 1994). In person
interviews with stakeholders including teachers, staff, and school leaders was
conducted and observations were recorded by an outside researcher to gain impartial
insight into the culture and practices that impact student achievement as well as the
researcher. Documentation was analyzed. “The triangulation of data sources and
analytical perspectives increase the accuracy and credibility of findings” (Patton,
2002).
The USC team developed the questions and established the criteria for the
study. The team discussed the selection criteria for the study and the instruments
were developed by the group. The collection of documents, demographic
information, interview questions and questionnaires were developed and reviewed by
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
39
the team. The observation protocol was established by the group and subgroups
worked on key issues and minimum requirements for the study. Subgroups continue
to work in teams to problem solve issues regarding all aspects of the study.
Selection of School to Study
The school was an urban elementary school which outperformed its API
expectations for three years. School was in a middle-sized tri-city unified school
district of 23,500 students. This school made significant gains on its API for three
years. The school baseline API was 600. The API was 634 in 2001, 687 in 2002,
and has significant gains of 66 points to 760 in 2003. The same administrator served
as principal for five years.
The school has the urban issues of high poverty with over 82 percent of its
660 students on free or reduced lunch. It also has a student population of 90 percent
minority. In the 2003 California Basic Educational Data System (CBEDS) data
collection this school had an ethnic profile of 69 percent Hispanic, 14 percent
African American, seven percent Asian and Filipino and 10 percent White. Thirty-
three percent of its students were classified as English Language Learners or Limited
English speakers. There was a 13 percent mobility rate which is high compared to
the district average of five percent. The average class size was 20:1 in grades K-3
and 34:1 in grades 4 and 5. (Ed Data, 2003)
The school received funding from the United States Department of Education
as a Magnet School Assistance Program Grant (MSAP) recipient to develop the
International Baccalaureate (IB) Primary Years Programme (PYP) and a technology
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
40
model school. The school district implemented Open Court Literacy Program and
Saxon Mathematics Program in all the elementary schools. The school implemented
programs to meet the state and district standards in most subject areas including
language arts, mathematics, social studies, science and physical education. The
school also implemented an elementary foreign language program K-5 as part of its
implementation of the requirement to become an international school. The school
has worked two years to meet the international standards for application as an IB
Primary Years Programme.
National data complied by the Education Trust identified this school as
“dispelling the myth” for high-poverty and high minority public schools. (EdTrust,
2001). The Education Trust utilizes data from the National Assessment of
Educational Programs (NAEP) and state assessments to group schools that enroll
much higher proportions of poor and minority children than the nation’s public
schools as a whole’’(EdTrust, 2001). The schools “classified as “high-flying”
educated twice the proportion of low-income and minority students compared with
all schools nationally” (EdTrust, 2001). The school was also eligible to apply for the
California Distinguished School Award.
California schools are ranked on a ten-point scale as compared to all schools
in the state and as compared to schools with similar demographic profiles. The
school had an Academic Performance Index (API) ranking of seven statewide and
ten as compared to similar schools within the state. (California Department of
Education, 2004). The school met all of its Statewide API Targets and its Subgroup
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
41
API Targets for the past three years. On the Stanford Achievement Test (SAT9) and
the California Achievement Test (CAT-6) the school made yearly gains in all grades
in both reading and mathematics both horizontally and vertically. The school also
met all of its federal targets for Annual Yearly Progress (AYP) which are set through
the No Child Left Behind Act.
The researcher of this study was the current principal of the school. Research
defined this as “practitioner research” or “insider research” which is done by
“practitioners using their own site as the focus for their study.’’(Anderson, Herr, &
Nihlen, 1994). This practitioner research is also called “action research”. (Gall, Gall
& Borg, 2003). The selection of the school required consideration for collaborative
and impartial interviewing by an outsider. The outside researchers conducted
interviews and made field observations to insure objectivity and validity of data
gathered.
The school study received the approval and endorsement by the
Superintendent, Deputy Superintendent and Board of Education members. The
school was an urban high minority, high poverty school in a mid-city district. The
school exceeded the performance most schools in the district that had less impacted
populations.
Population
The study restricted the population selection criteria to current certificated
employees of the selected school. The four stakeholder groups identified for this
study were (a) classroom teachers; (b) leadership staff including resource teachers,
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
42
grade level chairs, (c) classified staff and (d) parent leaders. The classroom teachers
were identified by two categories including tenured teachers with over three years
and novice teachers with less than three years of teaching experience at the school.
At the time this study was conducted, the school identified the following
populations: (a) 29 teachers (5 novice and 24 tenured), (b) 5 resource teachers and 7
grade level chairs, (c) 15 classified staff including front office, library, cafeteria,
custodial, instructional assistants and (d) 10 parent leaders.
Instrumentation
The research questions used in this study were developed by a dissertation
group for a thematic study of schools that were outperforming expectations. The
University of Southern California group worked on key common elements of data
for the thematic studies. Questions were drafted collaboratively by the group and
then submitted to the dissertation chair and committee for recommendations and
approval. The group conducting the thematic studies met and agreed on common
elements of the study to include documentation, staff survey questionnaires,
interview and field observation.
Context for the First Research Question
The first question addresses the impact of curriculum and programs on
teaching, learning program implementation and assessment. School leadership and
successful schools have strong curricular focus. The interview of teachers and staff
focused on what programs have an impact on student achievement. Some programs
may not be curricular but address culture and structure. The collection of documents,
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
43
student assessments, and classroom observations also address the implementation of
programs and the focus on instruction. Through documentation, observation, and
interview, the researcher gathered information about the impact of programs. Use of
teamwork, staff development, and collaborative planning also provided information
about programs and its impact on achievement.
Context fo r the Second Question
The use of documentation, observation questionnaires and interviews
addressed the factors of leadership within the school that impact exceeding
expectations. The interview questions focus on factors of leadership and who are the
leaders within the school. The use of outside observation provided information
about the school leaders impact on students, staff and community. The use of the
survey gathered further data on perceptions of leadership and its impact on the
school.
Context o f the Third Question
The use of observation, survey and interview provided thick descriptions of
the school culture and climate, heroes and heroines and organizational factors that
contributed to the school’s success. The effective traits of a strong leader and a
successful school are found in literature. The valid culture of an urban school and its
climate for achievement, its legends, traditions and stories were the focus of this
question.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
44
The group of researchers developed an interview instrument for use with key
stakeholders at the school site. Prior to developing the instruments for the study, the
thematic research group examined other research instruments and reviewed the
literature available on qualitative case study research. The researcher also reviewed
literature available on researching ones’ own school, practitioner research, and action
research. The interview questions were developed by a subgroup and reviewed by
the dissertation group and dissertation committee members. The questions are open-
ended with opportunities for “elaboration, explanation, perceptions, feelings and
knowledge of people in the program.”(Patton, 1987, p. 11).
“An interview guide is prepared to ensure that the same basic lines of inquiry
are pursued with each person interviewed.”(Patton, 2002) The guide had topical
areas “within which the interview is free to explore, probe and ask questions that will
elucidate” (Patton, 2002) The questions were developed to build conversation within
the areas (Patton, 2002). The questions were developed for the interview with an
interview guide that will assure consistent communication between the interviewer
and the respondent. The questions were developed to provide a forum for the “thick
descriptions”, dialogue that illustrates the culture, climate, and character of a
successful school. “The fundamental principle of qualitative interviewing is to
provide a framework within which respondents can express their own understandings
in their own terms.’’(Patton, 1987, p. 115)
The group developed common criteria for data gathering, documentation,
observation and interview. The interview questions were used with the major
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
45
stakeholders utilizing a matrix that relates the information to the four frames
including human resource, symbolic, political and structural. (Bolman & Deal, 1997)
The group examined models of research studies and reporting results to formulate a
thematic lens of organizing data (Lein, Johnson & Ragland, 1997).
Data Collection
Documentation and Artifacts
The basic demographic information and documentation were gathered from
school records, internet searches of school, district, state and national data, and
requests for district information. Documents were also archived in the school office.
School artifacts, documentation and communications collected and analyzed.
Policies, practices, organizational charts, handbooks, minutes of meetings, rules and
orientation packets were examined. The newsletters and home-school
communication were gathered. The School Plan and School Accountability Report
Card were part of the data. The school budget, PTA activities, School Site Council
minutes, School Handbook, schedules, mission statement, application for grants and
IB application, California Distinguished School application, weekly bulletins and
communications to staff were gathered and analyzed.
Interviews
The interview questionnaire was 22 questions and designed to gather data
that is descriptive and open-ended. The questions were designed to gather opinions
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
46
and stories about the programs, leadership and culture of the school. The questions
were designed to gather descriptions, dialogue and illustrations of factors that impact
a successful urban school and the student academic achievement.
A random selection was made of teachers, staff and school leaders. The
interviewer contacted the potential participants by letter. They were given date and
time for individual interviews with the interviewer who thanked them for their
participation, explained the purpose of the study, the process by which they had been
selected, the procedures that were followed, and the use of the data to complete the
study. The interviewer used a tape recorder for accurate documentation of the
interview sessions. The interviews were transcribed and both the researcher and
interviewer reviewed the interviews to ensure accurate interpretation of the data
collected.
A quiet private room at the school was used for the interview. The
interviewer chatted with the participant to make it a relaxed atmosphere. A copy of
the interview questions were given to the respondents prior to the interview. Since
the respondent had the 22 key questions prior to the interview, they were asked to
give their best thinking or stories to illustrate a particular question. The interviewer
was asked to follow up the initial response with other possible questions to get thick
descriptions of staff, teachers and leaders. Each interview was scheduled for a thirty
minute to one-hour period during their workday. Permission was obtained by the
respondents to tape record the interview. This was important for the researcher due
to the resulting responses needed to be part of the data for the study. The
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
47
respondents were aware that the information they provided would be used in a study
of schools that are outperforming expectation.
At the conclusion of the interview the respondent had an opportunity to add
to what he or she said and was thanked for the time and thought. The tape was
labeled with the name of the participant, date and time. The taped interview was
transcribed and analyzed by the researcher.
Observations
The two outside observers were used criteria for general observations
developed by the group. A comparison was made from both sources. Areas of
observations were identified by the thematic case study group to provide consistent
factors in the data collected. The observations were gathered by the outside
researcher to gain impartial data. The observations included activities, meetings,
environmental and major traffic areas for interaction of teachers, parents, students
and administration. The observer captured dialogue that illustrated culture, climate
and organizational roles within the school.
Survey
A five-question survey was distributed to teachers and classified staff to
obtain information that might not be gathered through random interviews. The data
was collected and analyzed for implications on school climate, culture, and
leadership. The questionnaire was developed by the thematic group.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
48
Objectivity and Subjectivity
Practitioner research on one’s own school was conducted through clear and
careful field notes and the researcher striving to be clear and unbiased and recognize
when it was not possible. Utilization of outside researchers for some interviews and
field observations allowed cross checking of data and discussion with the other
researcher on observations and perceptions. Transcripts, tape recordings, hard data
such as documentation helped to keep the objectivity of the research.
The researcher worked with subjectivity by presenting the initial assumptions
and subjective reactions to data. The researcher discussed any preconceptions or
biases. “An emic study allows the researcher to describe cultural and behavioral
patterns as they are viewed by the participants rather than by the researcher. The
people studied create the categories of their experiences.’’(Patton, 1994, p. Ill)
Validity
The triangulation of data sources helped to provide process validity.
Analysis of data was through using the four frames. The credibility and
trustworthiness of the researcher will be by the reader’s trust that the data was
accurately gathered and interpreted. Utilization of outside researchers for some
interviews and observations helped to check the validity of the observations and
perceptions of the interviewed and assist the researcher.
Data Analysis
Interviews, survey, observations and documentation were used to analyze the
identified leaders and programs that impact the successful school. The data was
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
49
analyzed through lenses of Deal’s four frames. The role of leadership and school
culture was examined through the structural, political, human resource and symbolic
lenses. The communications, activities, community support and activities was
analyzed as part of the artifacts of school culture and climate. Stories, myths and
legends were analyzed as part of the school’s culture.
Data collected by notes and tape recordings of interviews were organized in a
matrix to identify the questions from the four frames. The teachers, staff and
leadership responses to each open-ended interview question was categorized with the
themes and by direct quotations and stories to illustrate a particular frame.
The responses were also tabulated according to commonality of their
responses. Twenty-two questions were posed to teachers, staff and school leaders
and then analyzed to gain an understanding of the roles that people have in the
organization, the culture and climate of a high performing school, the role of
program and leadership in the organization and the results that impact student
achievement and learning environment.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
50
CHAPTER IV
FINDINGS
Introduction
This chapter reports the findings of a case study concerning an urban school
in Southern California that exceeded state academic targets. The school served a
high minority population of 90% and a high number of students classified as low
SES with 82% on the free and reduced lunch program. Research indicates that
California’s urban challenge continues to be high minority, high poverty schools
with low academic performance on standardized tests (Betts, Rueben, & Danenberg,
2000). With the increased public scrutiny and the state and federal accountability
measures, this research focused on programs and practices of an urban school that
consistently exceeded expectations and growth targets, to analyze the relationship
between programs, leadership and school culture and climate with student
performance results.
This case study was designed to investigate the following questions:
Research Questions
1. What programs are in place in schools which have exceeded academic
expectations?
2. What leadership practices are in place in schools which have exceeded
academic expectations?
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
51
3. What is the school culture in schools which have exceeded academic
expectations?
The data was collected over a two-month period through documentation,
questionnaire, observations by outside observers and interviews. The documentation
was reviewed. Documentation included achievement data, annual evaluations,
budgets, district and school curriculum, and various documents and reports. The site
visits and field observations were conducted by two University of Southern
California doctoral students in the thematic dissertation group. The Leadership
Survey was voluntarily completed by 34 respondents out of 40 surveys distributed.
The surveys were collected from 31 certificated and three classified respondents.
Eighteen interviews were conducted over a period of three weeks. Those interviewed
included nine teachers, including classroom and curriculum specialists, two parent
leaders, two central office administrators, three office secretaries, one nurse, and one
guidance counselor. Five interviews were conducted by an outside researcher who
was a member of the USC thematic group to increase objectivity and validity to data
collection.
The researcher of this study was the administrator of the case study school.
The section on leadership factors was compiled using direct quotes from the
leadership survey, documentation, observations from the outside observers and the
interviews of the major stakeholders done by both the researcher and an outside
research interviewer. The sections were organized using citations from the data
collected with alignment with Bolman and Deal’s (1997) four organizational frames.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
52
Each section presented the findings of data gathered from the triangulation of
data from documentation, observations, surveys and interviews for each research
question. The research focused on a) programs and instructional practices that
impact achievement, b) leadership practices and qualities that impact achievement,
and c) the qualities of school culture that impact achievement. Finally, the findings
for each section were organized into the dominant themes and practices that make
the school successful.
Analysis of Findings
Context o f the First Research Question: Evidence o f Programs
The first research question focus was programs and their impact on student
achievement. The first analysis was programs that were implemented in the school
during the regular school day. The school district has mandated programs that were
implemented in every elementary school. Through analysis of district textbook and
instructional material budgets, districtwide staff development agendas, curriculum
guides, lesson plans, and observations in the classrooms, it was evident that all state
required curriculum areas were taught. There were a variety of programs that were
unique to the school. The state test results were also analyzed.
The data from the Academic Performance Index (API) for this school
reflected the academic achievement on the statewide mandated testing program in
May. The school showed growth each year in all categories. The school met the
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
53
growth targets and moved up in ranking both statewide and as compared with similar
schools. Table 1 reflected the three-year academic growth.
API Base
2001 2002 2003
634 687 760
Statewide Rank
2001 2002 2003
4 5 7
Similar Schools Rank
2001 2002 2003
7 9 10
-2003 Table 1 Academic Performance Index (API) Bases: 200:
The school had a variety of programs during the regular six-hour instructional
day. The school is on a traditional calendar of 180 days from September through
June. The school had converted to full day kindergarten to increase instructional
time. Table 2 identifies the programs that were taught at each grade level.
Table 2 Programs By Grade Level
Programs Pre-K Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Open Court
Literacy
S D D D D D D
Saxon
Mathematics
D D D D D D
IBPYP M M M M M M M
Science SEED D D D D D D
Foreign Language M M M M M M
PE S S S S S S
Library D D D D D D
Technology M M M M M M M
Instrumental
Music
S D D
Symphony
Concerts
S S
Electives S S S
GAVRT S
Full Day
Kindergarten
S
D denotes programs that are districtwide supported through district funds
M denotes magnet school programs supported by federal magnet funds
S denotes school-based programs supported by categorical state and federal funds
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
54
Each program was identified by interview or survey as having some impact
on the student achievement. The most frequently identified programs were the
language arts program, Open Court, the International Baccalaureate Primary Years
Programme, technology, foreign language, physical education, and the visual and
performing arts programs.
The school implemented the districtwide Open Court Language Arts
Program. The program is a scripted, research-based, standards based program with
a district-wide pacing plan and assessments schedule. The teachers at the school
assessed lessons taught through weekly tests and statewide LIONS Assessments,
which was used at the end of each unit. The teachers collaborated weekly to analyze
assessment data, worked within grade levels to plan, shared materials, and
strategized the implementation and pacing of the program. One third of the staff
surveyed identified Open Court Literacy as a factor in improved student
achievement. The implementation was strongly evident in every classroom with
frequent observational reports and walk throughs by observers. Several interview
respondents felt that Open Court has impacted achievement. The school used
Houghton Mifflin three years prior to the adoption of Open Court. The state test
results showed academic gains in language arts each year with Houghton Mifflin and
Open Court.
Saxon Mathematics was in its first year of implementation. The school used
Excel Mathematics over the past five years during the time measured by the state
tests. The teachers gave limited response to the implementation of the new
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
55
mathematics program. Some indicated that this was the first year and they were
refining their implementation. Teachers indicated that there were some frustration
with this adoption and credited the previous program with their high-test results. The
teachers indicated that they were working together to problem solve the
implementation and meet the needs of their students.
The International Baccalaureate (IB) Primary Years Programme (PYP) is a
holistic inquiry based philosophy that the school had been implementing over the
past three years. The program integrated literacy, mathematics, and all curricular
areas with state and federal standards. The grade level teams wrote and continued to
review and revise the thematic units to address six guiding questions and to meet the
international criteria for authorization. The program development and
implementation involved collaboration, staff development, grade level and
schoolwide planning. In the classrooms and in the hallways, the themes of
instruction were highly visible. Ninety-five percent of the survey respondents
indicated that IB impacted student achievement. The program involved integration of
district curriculum, state content standards and inquiry based education. Student
work, classroom projects, the character profile and attitudes were evident throughout
the school and imbedded within the monthly award assemblies. The students and
teachers freely discussed their work and the current units of study. This program was
unique to the school. To illustrate an example of integration of curriculum, the
teachers developed an astronomy unit that integrated their astronomy unit in Open
Court with science, technology and mathematics. Scientists at the Jet Propulsion
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
56
Lab/NASA and through the Goldstone Apple Valley Deep Space Radio Telescope
(GAVRT) program worked with all of the fifth grade students on an in-depth study
Jupiter. The students programmed the deep-space telescope, utilized the technology
at the school, communicated with the scientists, collected data from Jupiter, averaged
their data and verified their findings with the scientists.
The school had other programs that were selected to reach beyond the district
core curriculum. The school has programs taught on a weekly basis such as foreign
language, structured physical education, technology and integration of technology
for all students from kindergarten to grade five.
The school had a variety of visual art and music programs. The local
symphony integrated music with language arts and provided monthly concerts. The
local art center connected visual arts with the environment and science in the fourth
grade and with language arts in the fifth grade. Fifty percent of the surveys indicated
that the arts contributed to student achievement. Sixty percent of the surveys
believed that foreign language and technology impacted achievement. Each of these
programs had a focus on curriculum that integrated with standards based instruction.
The school also had electives for grades 3-5 on Fridays. Students were able to self-
selected courses in jazz dance, drama, computer animation, advanced drawing,
thinking games, basketball, journalism, film-making, etc. Table 3 identifies the
curricular focus of each program and those that were mandated by the district and
those that were unique to the school.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
57
Table 3 Program Focus
Programs Districtwide School Grades Curricular focus
Open Court X PreK-5 Comprehensive Language
Arts: Reading, Writing
Saxon X K-5 Comprehensive
Mathematics
SEED X K-5 Comprehensive Science
IB PYP X PreK-5 Holistic inquiry based
integration of language
arts, science, social studies,
art, music, all curricular
areas
Suzuki Violin X 3 Instrumental Music
Instruction
Instrumental
Music
X 4-5 Music
Armory Center for
the Arts
X 4-5 Art, Language Arts,
Science
Community
Symphony
X 1-2 Music and language arts
Foreign Language X K-5 Language Arts
Technology X PreK-5 Technology, Language
Arts, Mathematics, Science
The school also had a number of “safety net” intervention programs for the
students. Seventy percent of the respondents identified a variety of programs to
support student learning beyond the classroom and programs that meet the physical
and psychological needs of the students. The intervention programs were developed
by the teachers, community volunteers and administration to give extra help to “at
risk” students. Table 4 identifies some of the major intervention programs.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
58
Table 4 Intervention Programs
Programs PreK Kinder Grade
1
Grade
2
Grade
3
Grade
4
Grade
5
After School LEARNs
Center
X X X X X X
Writing Club X X X
One on One Tutoring X X X X X X
High School Tutors X X X X X X
Evening Community
Tutoring
X X X X X X
Saturday School X X X
Summer School X X X X
Enrichment Math X X
English Learners
Support
X X X X X X
School Based
Counseling
X X X X X X
English Learners
Extended Day
X X X X
Over 65 percent of the students were served by one or more of these
programs. A student who was below proficient may be involved in several of the
programs. Most of the programs were beyond the regular school day in extended
day and community volunteer programs. One survey respondent reflected that the
characteristics that make the school unique “The diversity that is offered both to
students who are challenged and to challenge students. Every student is offered
multiple programs and/or methods to build their skills and enrich their curriculum -
IMPRESSIVE.”
The school provided multiple opportunities for individual and small group
support to students who were below proficient in language arts and mathematics.
The school had instructional assistants who provided tutoring on identified goals
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
59
such as improving fluency or comprehension. The school also had community tutors
from two local churches, parents and retired volunteers provided one-on-one
attention to students. Over 90 high school students from several local schools earned
community service hours and tutored students in mathematics and reading. The high
school students volunteered during their lunch, before and after school. The program
was coordinated with the classroom teachers to support instruction.
The school had Saturday School for students below proficient in reading.
The teachers worked to “front load” the unit that would be introduced for the week.
This provided a way to keep up with the other students and it strengthened their
reading, vocabulary and writing skills. The teachers also had after-school Writing
Club that focused on third through fifth grade writing skills. The school also had
after school classes for English Language Learners to strengthen their language arts
and writing. These options were developed by the teachers and teachers volunteered
to teach the programs. Some teacher volunteered to tutor students before and after
school.
Through the 21st Century Learning Center funds, the school provided a
structured three-hour extended day program that was identified as one of the top
programs in the state. Approximately 150 students stayed after school for homework
assistance, “power hour” which reinforced the literacy program, enrichment and
recreation activities. The school worked to develop a “seamless” program from
regular day to extended day programs. The after school program worked on
supporting the IB themes taught during the regular school day. The participation rate
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
60
was consistently high and exceeded district attendance goals. The parents
interviewed felt that the learning center provided enrichment program and a well-
managed childcare for their children until 5:30 in the evening. Sixty five percent of
the questionnaire respondents reported that the extended day center positively
impacted the student achievement.
Parent involvement programs were identified as impacting student
achievement. The programs were developed to support the classroom teachers,
students and provide opportunities for parents to become active, educated and build
community among parents and with the school. Table 5 identified the parent
involvement programs that the respondents believed as impacting achievement.
Table 5 Parent Involvement Programs
Monthly Assisted Participation Average
monthly
Parent Work Days Yes Teacher,
Students
10% 60
Parent Classroom
Assistance
Yes Teacher,
Students
25% 150
Parent Education Yes Parent 15% 100
PTA, School
Advisory, Bilingual
Advisory
Yes School 5% 30
Special Event Yes School 5% 25
The respondents identified the parent programs as having impact on student
achievement by getting parents involved in the school, building collaboration
between home and school and helping the teachers with special projects. However,
50% of the survey respondents felt that parent level of education, lack of ability to
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
61
speak English, and lack of involvement in their child’s education were “barriers that
hindered progress”. The school offered bi-monthly Parent Work Days for parents to
assemble materials for teachers. According to parents interviewed, the work days
were a positive way that parents could help the teachers and the school. The parent
had ESL classes four nights each week at the school for parents to learn English.
Parents volunteered to help with special events such as Back to School Night
Hamburger Dinner and Book Fair. The school had parent education nights where
parents participated in learning the writing process, inquiry, how to help their child
succeed at home, preparing them for college, etc. Parent leaders interviewed
responded that “Parents are always around here. There is never a shortage of parents
willing to help out.” “Something is working. Some parents are putting their heart
overly because they want their children to be successful.”
Observers noted that the school had “strong academic focus with programs
that were standards based, required regular assessment of student progress and
analysis of data, and involved collaboration and problem solving by the teachers
working in grade level teams.” “The focus on instruction was evident in every
classroom.” Another outside observer reported that “students were consistently
engaged during teacher directed instruction as well as independent seat work”. The
observer noted that “higher level questioning strategies and higher order thinking
skills were incorporated in various classes.” “Effective classroom management
practices were evident”.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
62
The superintendent noted that the school was “instructionally sound.” The
assistant superintendent responded that the “most powerful is the school working
together on one method of approach.” “When everybody is on the same wave
length, they’re speaking the same language” was noted when discussing the
consistency of curriculum implementation observed at the school. One teacher noted
that “people say we live here.” Another teacher responded that “teachers are willing
to do the extra instruction.” A 30-year veteran teacher stated that “the academic
programs are very strong and we are using them to the maximum potential.” Another
teacher noted that “the teachers implemented programs appropriately and we have
really dedicated teachers.”
One observer noted that “each grade level was represented in the hallways,
the work reflected inquiry, embedded technology, writing and art.” When discussing
programs that impact achievement, a teacher responded, “We are producing well
rounded children here. I love the inquiry-based education, asking questions,
exploring, showing me what you are going to do. The children are thinking.”
Another veteran teacher said, “I think that anytime you give children more
experiences and a well rounded experience that they just come alive and become
alive in all their subjects.” “Music and art change their test scores. It makes them
think in a different way. Sometimes it opens their brain to think in all areas.”
Another veteran teacher noted that “we were IB people even before they came up
with that. They want the child who is excellent on the inside and the outside. The
child will succeed because it is good to succeed not just because they will get a
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
63
reward." A resource teacher noted that we “align what they need to study by state
standards and through inquiry and ownership in their learning, it is meaningful.”
Context o f the Second Research Question: Evidence ofLeadership Practices
The purpose of this section is to examine leadership factors, qualities and
practices that impact student achievement. Leadership was evident in the principal,
school leadership team, grade level chairs and among the teachers, parents and
students. This section examined the leaders, their roles and responsibilities, the
structure of leadership and the relation to the Bolman and Deal’s (1997) four
organizational frames.
The principal had been at the school twenty-eight years and had served as
principal for the past six years. The elementary schools in this district had one
administrator assigned to each site. The principal was responsible for the
management of all aspects of the school, hiring, training and evaluating of all
employees and instructional leadership. The principal was responsible for the
implementation of board policy, district programs and compliance with federal, state,
county and district regulations, laws and guidelines. The principal was also
responsible for community outreach, business partnerships and marketing.
The school had several configurations of shared leadership. Collaborative
decision-making was evident in grade levels, parent groups and with the leadership
team. Student Council representatives met regularly with the principal and were
given opportunities to take responsibility and voice concerns. The survey
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
64
respondents and interviews indicated that all of the major stakeholders had a voice
and responsibility in the leaderships at the school and that leadership impacted on the
culture and success of the school.
The curriculum leaders were the Leadership Team, which consisted of the
Principal, Curriculum Resource Teacher/Literacy Coach, Language Development
Resource Teacher/Literacy Coach, Magnet School IB Coordinator, Foreign
Language Teacher, Technology Teacher and Community Assistant. They met on a
weekly basis to review calendar of events for the week and to discuss areas that they
needed to focus and where they needed to work together or problems that needed to
be addressed. They collectively planned general staff development and school-wide
events. The Leadership Team members each took responsibility for different
curriculum areas. During the interviews the team members consistently reflected
that they were a working and cohesive team. They each recognized their role as
school leaders and they recognized that each member contributed to the success of
the school. Four major sources that funded the extra curriculum personnel were No
Child Left Behind (NCLB) Title I, the Federal Magnet School Assistance Program
Grant (MSAP), State School Improvement (SI) funds, and Bilingual funds. The
Leadership Team was responsible for implementation of the programs and
instructional support of the teachers, students and parents. Table 6 reflects the roles
and funding of the Leadership Team.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
65
Table 6 Leadership Team Responsibilities
Leadership Team: Responsibility
Curriculum Resource
Teacher
NCLB, Literacy and Math Programs, Assessment
Analysis and Collection, Literacy Coach
Language
Development
Resource Teacher
NCLB, Language Development for Second Language
Learners, Support for Immersion Classes, Literacy
Coach
Magnet School
Coordinator
Magnet School Implementation, IB Implementation,
Performances, Electives, PR and Marketing
Technology Teacher Magnet School Technology Implementation,
Curriculum, Troubleshooting, Teaching Technology
K-5, Staff Development
Foreign Language
Teacher
Magnet School Foreign Language, Curriculum,
Implementation and Teaching K-5, IB
implementation
Community Assistant School Improvement and NCLB, Community
Resources, Volunteer Coordinator, Family
Assistance, Community Partners, School Events, PTA
Principal Management, Evaluation and Coordination of All
Programs
The principal asked that each classroom teacher take responsibility for
leadership by serving as lead in one area. The teachers were chosen or self-selected
for roles such as Grade Level Chairperson, IB Lead Teacher, Technology Lead
Teacher, Community Involvement / PTA Representative, Social Committee
Representative. Each teacher representative was responsible for attending one
decision-making committee meeting during the month. The grade level chairpersons
met monthly with the principal to discuss school-wide issues, make decisions
regarding program and budget, communicate grade level concerns, and review
upcoming events. The chairs were responsible for representing their grade level,
communicating back, and taking a leadership role with their peers. The IB Lead
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
66
Teachers met monthly with the IB Coordinator to review progress, work on school-
wide implementation and discuss issues and make decisions about the magnet school
program. The Technology Lead Teachers met monthly with the Magnet School
Technology Teachers to discuss programs, curriculum and assessments. The grade
level chairs were also responsible for the agenda and leadership at grade level
meetings which were held on alternate Monday Staff Development Days. The Site
Safety Committee met monthly to review school-wide health and safety issues. The
Social Committee planned staff events, socials, secret pals, and ways to keep the
spirit and build community. One teacher stated when discussing the school as a
village,
There is fun in a village. It’s not a factory. Here there is work, but you have
people talking to each other. We are not just disappearing into our
classrooms. We get together and parents are doing fun stuff with us. We
have music festivals and town meetings. People are welcome to come to
visit. For us even though we are hard workers, we do know how to sit back,
relax, enjoy, and share with each other.
Seventy five percent of the questionnaire respondents felt that grade level
leadership opened opportunities for staff members to participate in decision-making
that affects student achievement. The respondents also identified councils and
groups within the school for shared collaborative decision-making. Ninety percent
of the respondents indicated that there are a variety of opportunities for staff
members to participate in decision-making that affect student achievement. Surveys
stated that “to me what is unique at our school, it thrives on shared leadership.”
“This staff is open to discussion and participation in decision making at all times.”
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
67
“Every teacher is responsible for something on campus.” “We spread leadership and
everyone has some sort of power.” Table 7 identifies the forums for leadership and
decision making.
Table 7 Leadership Representatives
Teachers Parents Principal Classified Students
Grade level Chairs Y Y
PTA Y Y Y Y
IB Leads Y Y Y
School Site Council Y Y Y Y
School Advisory
Committee/Bilingual
Y Y
Technology Leads Y Y
Office Team Y Y
Student Council Y Y
After School
LEARNs Site Mtg
Y Y Y Y Y
Site Safety
Committee
Y Y Y
Social Committee Y Y Y
The leadership survey asked “what does your leader do that makes your
school successful?” The answers focused mainly on the role of the principal. To
give this section structure, Bolman and Deal (1997) identified four frames or lenses
which were used to examine leadership factors that impact student achievement at
this school through the responses from the surveys and interviews.
Through the structural frame, the leadership had clear high expectation and
established goals. The questionnaires included comments such as “our principal
provides structure and stability required to build and maintain a successful school in
a healthy environment”. The school has clear leadership roles and is “highly
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
68
organized from the office to the classrooms.” The organization was observed in the
recess periods, five lunch periods, and daily schedules. The students conduct in the
classrooms, hallways, playground and cafeteria was calm and well ordered. There
was clear organizational structure in classrooms. One independent observer
reported that “students were aware of the routine and quickly became on task
throughout the learning center.” The observer reported that the school “clearly has
its curriculum programs aligned with California State standards.” There was
consistency and coordination of roles. The school leadership “follows the rules” set
by the district and by the school. There was evidence of policies and coordination
between individuals and activities.
The school had a “right mix of expertise” within the leadership team. There
was a collaborative commitment among the leadership team to help each other when
needed. The weekly leadership team meetings provided a forum for distribution of
responsibility on large projects. There were clear measurable goals within the
organization and the leadership team worked with the teachers to analyze data,
provide interventions for students, set goals for students, track progress, and
strategize solutions. There was collective accountability among grade level teams
and a strong working relationship within each team. One teacher stated, “We hold
ourselves accountable. The district sets up mandates, but we are already doing it
because we feel that we should be doing it. We come up with different ways that
will suit our children.”
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
69
One teacher stated that “our principal listens, she is strict with what we have
to do, but she gives teachers space to do what they have to do and to be themselves
while they teach and do what they have to do.” Another teacher reflected that “the
principal proves herself to be the leader. She takes responsibility for what she has to
do.” The survey respondents defined characteristics of leadership within the
structural frame as “goes by the rules”, “consistent”, “clear expectation”, “informs in
a timely manner”, “manages budget well”, “speaks plainly and honestly”, “sets high
standards”, “highly organized.”
The superintendent reflected the following:
Urban schools are not “good kid schools”. It is because of the school that
they are good. What happens instructionally and curriculum wise is why they
are good schools. That takes leadership. Good kid schools can achieve
almost in spite of leadership. There is no way that this school is a 10, but it is
because of leadership. You have the structures in place.
When examining the school leadership through the human resource frame,
the most frequent answer was “supportive” with 80% response. The principal
“emphasized teamwork” whether it was the leadership team, grade level chairs,
grade level collaboration, or everyone taking leadership responsibility within the
organization. The principal “worked to put the right person in the right job.” “She is
also consistent in administering her duties and in showing the staff her appreciation.”
The leader is “a successful delegator with a well rounded leadership team.” The
administration “frequently provided positive notes, treats, and positive reinforcement
to encourage teachers, staff and students.” The teachers reported that the principal
“recognized staff frequently through the weekly bulletin and at staff meeting.”
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
70
The school had high retention of teachers. One teacher noted that “we have a
very low turn over rate. There was also a waiting list of district teachers requesting
to transfer into the school.” Teachers were given opportunities for higher education
and attending workshops and conferences that met school or individual goals. The
principal arranged for both a masters program by a local university and the National
Board Certification training at the school to encourage teacher advancement. The
principal looked for leadership from within, developed leaders, and promoted
classroom teachers to the leadership roles. One teacher when discussing leadership
noted that the principal takes the responsibility of hiring all staff. The school has a
team of teachers that works with the principal in the interview process to find the
right people that will work well with the staff. The team opinion is part of the hiring
process.
Human resource frame factors included one teacher stating, “the principal is
there if you have a problem. She will sit in with you, a parent, a child, or the
district.” Survey comments included “encourages collaboration with colleagues”,
“leader and supporter”, “believes that all can leam and succeed”, “encouraging and
motivating”, “treats staff as professionals”, “can do attitude”, “knows the kids and
staff’, “backs up teachers”,
Through the political frame, the leadership was “involved in the community.”
Respondents noted that the principal made “positive connections with the district and
community groups”. The principal was “able to develop allies within the community
and access money, volunteers, and support.” Another respondent noted that the
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
71
principal “makes and keeps friends in the district and community.” She was able to
“focus funds on priority areas.” One area of strength frequently noted in the
interviews and surveys was the ability to budget funds and “get the teachers what
they need to teach”. The principal was also “able to get funding for new programs,
additional staff and materials through conservative budgeting, politics and planning.”
There was collaboration and “input from many sources but the principal was
responsible for making final decisions.” Other survey respondents responded that the
leader had “strong parent communication”, “visits classrooms frequently”, “known
presence”, “very visible and available”, “open communication” and “totally vested in
its success and uses her resources to provide outreach to the surrounding community
and within the school.”
Through the symbolic frame, the school leaders are part of the culture of the
school. Most of the leadership team had been at the school for over two decades
each and know the stories and traditions of the organization. The principal promoted
the culture of excellence within the organization. The teachers, students and families
knew that the principal “expects excellence.” The principal had an “open door and is
almost always available for teachers, students and parents.” Several teachers
interviewed stated that “principal greets the students and parents every morning in
the hallway, at the entrance or at the buses.” The principal “walks through the
classrooms daily” to “check on the students” and “she is a presence in the
classrooms”. The respondents also stated that the leader is “willing to do whatever is
necessary for learning to take place”, “the principal sets the tone.” One respondent
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
72
stated that “Our principal is a leader in attitude, spirit and innovation, and also
supporter as our teachers sometimes struggle with new methods and programs that
do not run smoothly.”
The principal believed that staff motivation and focus was critical. She was
“consistent in administering her duties and showing the staff her appreciation.” The
principal felt that part of the job was “to encourage teachers, celebrate success and
challenge how we do things.” “She kept the staff from becoming overwhelmed.”
She “knew when to ease up, have fun and appreciate them.” The principal gave
“positive notes when walking through a classroom or verbal feedback when she
observed a student, student work, or a lesson.” The staff recognized that the
principal was a “known presence” and “totally committed to their success.”
The leadership, whether the principal, leadership team, grade level, teacher,
worked within the frames. The school had a strong structural frame through
organization, expectations and stakeholders understanding their roles. The school
leadership worked within the human resource frame through the “right mix” of
leaders and staff and the supportive nature of the school and all its leadership. The
school leaders were politically able to control funds and find the resources that
supported the programs that focus on students and achievement. Finally, the school
leaders supported the focus on excellence and commitment. All the leaders from the
principal to the teachers to the parents to the students “work and lead
collaboratively” to improve the school and the academic performance of the
students.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
73
Context o f the Third Research Question: Evidence o f Culture and Climate
The third research question focused on “What is the school culture in schools
which have exceeded academic expectations.” Research indicated that effective
schools have a positive culture. The word culture has been defined as “the way we
do things around here” (Bower, 1966) and “shared beliefs and values that closely
knit a community together” (Deal and Kennedy, 1982). The research of this case
study centered around three major themes. 1) The school held high expectations for
all students. There was commitment of the teachers, staff and parents to academic
achievement and the education of all children. 2) The school is a community or
village. There was a caring community that looked out for the welfare of all students
and staff. 3) Traditions and rituals were part of the school culture that continued
through staff and community. The traditions supported the spirit of the school and
the focus on the students.
Clear Vision and High Expectations
The words “Committed to Success” were at the entry of the school, the
secretaries’ telephone greeting for every call, on all the principal’s communications
home and to the community as well as on the staff communications. The vision of
excellence and success were imbedded into the school talk.
The students and staff knew the word “excellent”. One community leader
recently visited the school and asked a student if this was a “good school”. The
student replied, “No, this is an excellent school.” Another student recently
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
74
responded to the superintendent that the school was “committed to success”.
Students, staff, parents and the community knew that high expectations, excellence
and success were part of the school culture. Specific comments from those
interviewed reflect the school expectations. A veteran teacher stated the following.
We never, as a staff, looked at the children and said that they can only do so
well because this is their environment, this is where they are coming from.
Because we don’t have these preconceived ideas of what a child can be based
on where they’re coming from we expect more from them. The principal
uses the word excellent, and I use the word excellent. This is good, but I
expect excellent. So I think that the reason that we are achieving is because
we set extremely high standards. This is an ongoing way of thinking.
The culture of excellence and high expectations was evident in the student
attitude and behavior. Students were all wearing uniforms or navy blue and white at
the school. The school expectations for student behavior and achievement were
evident on the playground, in the hallways, cafeteria, classrooms, and in the
auditorium. Interactions between students and with adults were respectful. The
interviews supported the attitude of the school community toward the vision. The
statements best conveyed the culture of the school.
According to the superintendent:
Collaborative culture is imperative in urban schools. You have to be a
collaborator that knows how to keep people moving. It is easy to dismiss that
poor kids can be successful. We hold the means for them to be successful.
Your teachers have a core belief that they hold the destiny of our children.
When a youngster can say excellent that means that they don’t feel that they
just know how to read, they just do well academically, that means that they
feel that people really feel that they are important.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
75
According to a parent:
You are never made to feel less than because you don’t have the title. We are
here because we have a mission to raise outstanding children. Our principal
is always stressing that our kids are excellent and so we have to be an
excellent staff. Our kids are excellent. Every assembly our principal asks
them what are we and the kids say in chorus excellent. If you can say that
about yourself, that says a lot.
An Assistant Superintendent stated:
There is a success expectation at this school. When you walk into the
classroom and ask them that question what are we here for and they know,
it’s understood as an expectation. Kids in general will live up to or live down
to your expectations. So if you have high expectations they tend to go in that
direction.
They feel like they can be successful. This school gives kids the opportunity
to demonstrate high levels of performance. They derive self-esteem from the
fact that they have mastery, and that makes them much more willing to take
challenge and to take the risk necessary to learn because learning involves
taking risk.
Finally a teacher reflected on the students and expectations:
They don’t have a lot of resources at home, but they are like little sponges for
whatever you give them. If we can motivate them, they are willing to do
anything. They come with a lot less then they used to come with, but they
are far surpassing because of their efforts. Right now they are getting ready
to take off. We are expecting a lot more of them, but they are rising to the
occasion. Parents are doing all they know how to do. We are trying to help
the parents too.
Creating Community o f Commitment and Caring
Interview and survey respondents recognized the role of the teacher and the
culture of commitment and caring. That was considered as a major factor in student
achievement. 80% of the respondents acknowledged the collaborative work done to
support the students and support each other. The respondents frequently used the
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
76
word “family” and the generations of teachers that supported and mentored new
teachers at the school. There was a caring and respect for the students and for each
other.
According to one 28 year veteran classroom teacher:
It’s successful because of the staff itself. There is something magical about
us. We pass this magic down from generation to generation. Teachers came
in and nurtured you and let you know what worked in their class. The
principal and support staff didn’t scare you away. Lots of teachers would
take you under their wing and it just kept continuing.
Another veteran teacher of 30 years stated:
The school was successful because we had a staff that was stable. When I
came we had teachers that had been here a long time. They brought us, the
new kids on the block, on board and taught us certain traditions. They helped
us out. They brought us along. They helped us with difficult kids. It was a
team. It’s a family. Those of us who stayed have help bring that attitude
along. You want the staff to get along and solve problems.
According to a teacher who had been at the school for three years:
We have a dedicated staff and with every single person in charge of whatever
they are doing. Our main focus is how we are going to make this school
better because of what we are doing individually. The staff goes beyond their
duties in order to make sure that we are meeting our children’s needs.
Another veteran classroom teacher stated:
Teachers get the most credit. The effort has increased. At first it was the
outside pressure but now we see results. We want it to stay there. We work
with parents and empower them on how they can help.
Another teacher leader stated:
Our teachers are their own police. They want to do a good job. They are
hard on themselves. They want to do the best job they can. You don’t have
to police people who are already responsible.
Our teachers have a caring that makes them spend the long hours. They are
willing to help a kid after school. They talk calmly with their kids, they
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
77
know the other kids on campus, they really know who their children are.
Everybody is pulling their weight and everyone has a joyful classroom.”
The superintendent responded:
The school culture is a safe, loving, nurturing and responsive in that affective
environment. Sometimes we get so carried away with the cognitive that we
forget about the feelings part of this. That is where it is so important that you
are cognitively there with reading, writing, arithmetic and good instruction,
but that we still love kids.”
One parent stated:
The staff is incredible. The staff gets better and better. There is camaraderie,
a family unit, closeness. Parents sense it. It’s family.”
The office is the heart of the school. They handle problems. They always
have a friendly smile and know all the kids’ and parents’ names. It starts
there, they greet you with a smile.
Another veteran teacher stated:
We are here to teach kids, even though we go about it in different ways, we
all have high expectations of the kids. They also know that we care about
them. Not only what they do academically but their whole person. We try to
take care of all of their needs. We make them feel they’re in a safe
environment to take risks and that they are going to be protected and that we
are going to try to teach them. Our expectations are a lot higher.
We can’t buy into all the excuses anymore, no matter what. No matter what
part of the triangle is missing, we have to fill in the gaps. We are all feeling
that. We are working toward the same goal of making our children achieve.
We continue to push for more. Everyone who comes here says that there is
something that they don’t feel at other schools. The parents say that often
that they can tell that teachers really care. Most of the staff cares, even the
custodians. We model it, and it just happens because that’s the way we are.
Kids care about each other. We demand that they respect each other. It’s
because of what the teachers are willing to do here. We like each other and
care about each other as a staff.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
78
Finally, a 29-year veteran teacher stated:
In my own ways, I am committed to the children. I am deeply committed
that the children in my class will do well. In my classroom I take it very
seriously. I do as much as I can for them. I expect that their families will do
their part. I do as much as I can, as well as I can, in the time as I can. I give
as much as I can of myself to them.
Research into the culture of the school, Deal and Peterson (1999) found that
“It was a place of cohesion, passion, commitment and extensive interactions among
teachers. The higher-performing school had a positive, focused culture.”(p.6). The
theme that ran through the surveys and interviews focused on commitment and high
expectations of the students. The respondents responded that they believed that they
were committed and their colleagues were committed to moving toward excellence.
The responses reflected a passion for the work done at the school, in the classrooms
and a caring for the whole child.
The Community or Village Concept
The interviewees responded to the “village” with descriptions of the school
culture. The village reflected the school as a community. The comments reflected
the attitude of the respondents toward the students, their work and the school as a
village. The inclusion of some of the interviews reflected the “thick descriptions” of
the culture of the school.
One teacher responded:
Our school is not a village of just one color. Our children are so many
different colors. It’s not only skin color but it’s their culture, it’s their
language, it’s their humor, it’s everything. It’s like a colorful painting. It’s
not boring. It’s a village because it has all the different sounds. You have
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
79
laughing. You have crying. It’s alive. We still have a small town feeling. In
a village you have the mayor. He is out there shaking your hand. He’s not a
far off person. Our leaders have always been these people who are feely,
touchy, and warm with parents, with the staff, and with the children. We are
not locking out the community. We are not a factory where we are churning
out students.
Looking at our children, I feel like we are at a private school. We constantly
get complimented on the behavior of the children. When you go in the
classrooms learning is going on. There is a humming; it just runs smoothly.
You look at these private schools with all these opportunities and then you
look at this school and we have the same opportunities. When I see our
students it is private school students, but the great thing is that at private
school you get kicked out if you weren’t the perfect students. The magic of
our school is that we keep everybody. We try to get everybody to be at such
a high level as though it were a private school.
We are just different. When we are all mixed together with the other schools,
you can tell who we are. Just the way the kids act, the way they treat each
other, the way they treat the adults. There is a sense of pride. When I see our
students I see the pride.
Another teacher responded to the village as follows:
Everyone is very caring. When I talk to somebody about a child that has a
problem, they are truly interested in helping that child, at all levels. The
support staff is supportive. We are colleagues. We are all willing, when it
comes to the bottom line we all willing, we care about each other and we are
willing to help each other. We take care of the kid. We take care of
ourselves. We take care of the adults.
According to another veteran teacher:
People all the time take other kids under their wing and say what can I do to
help this child
According to a third year teacher:
The staff, the administration, the support, the office, the friendliness and the
ambiance of the school is always very supportive and inviting. The kids want
to be here. Everything works together to make it successful. People say it is a
very warm school. When you have that, you have success.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
80
School was perceived as a safe place to learn. The school won the district
Average Daily Attendance award for the year with 95.5% attendance. Some students
reflected that “summer was too long”. The school had a wealth of services for the
families including clothing, food, counseling, “families in transition” (referred to as
homeless) services, and dental and health care for the uninsured. Some students
arrived at 6:30 a.m. and left at 6:00 p.m. The community assistant worked to
connect the families with the services within the greater community. The school was
perceived as “safer than home” by some students.
Traditions and Rituals
The school staff was balanced in years at the school. One third of the
teachers had been hired within past six years. One third of the staff had been at the
school from 6-20 years and one third had been at the school for over 20 years. The
staff recognized the traditional events at the school. The traditions were part of the
school and brought staff together. The school was considered “family”. Some of the
staff had been students at the school and were currently teachers. Teachers had their
own children attending the school. The school had educated generations of families
that lived in the neighborhood. Former students requested permits to enroll their
children in the school. The school had employees who lived in the community.
The school had several traditions including “Wednesday Treats” which was
rotated among staff. The tradition of food was highly valued by the staff. The staff
had the opportunity to come together on Wednesday and socialize with food. The
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
81
families in the community also treated the staff to “Staff Appreciation Day” when
there was a big community potluck for the school staff from the parents. The school
had family pizza or hamburger night which was put on by the PTA. The community
would bring canned goods and share with others for Thanksgiving and Christmas.
Sharing food was a tradition that dated beyond the oldest staff member’s
recollection.
The school had traditional festivals. The International Dance Festival was
part of the Physical Education program. All the classes were taught different
international dances and on the first Friday in June the parents and students gathered
for the festival. The highlight of the festival was the staff dance. All the teachers
and staff, who were physically able, learned a dance. The staff, parents and students
valued this tradition as a community builder. The past year the parents were
encouraged to participate in a dance. Over one hundred parents participated.
The school had events where the students learn to be “contributors” to the
community. The school had a twenty year tradition with Jump Rope for Heart. Most
of the students participated in the event. The students donated over $3000 for the
American Heart Association this past year. The students also sold their toys for
quarters and dimes. The students raised $500 for the children’s health care
organization. The tradition of giving and teaching students that they can be
contributors was part of the school culture. Students organized community service
projects during their lunch recess. They tutored other students, read to younger
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
82
students, graded papers, cleaned around the playground or cafeteria, helped other
teachers, etc. They also served as safeties during lunch recess.
The school had rituals that contribute to the positive culture of the school.
The morning began with the principal greeting parents and students. The morning
opening was rotated with different classes taking responsibility. The opening was
broadcast throughout the school. Some classes were more creative than others, but
they consistently ended their opening with the flag salute and wishing everyone a
great day.
The end of the school tradition was that “every teacher and staff member
stood outside the school and waved goodbye to the buses and the students.” All the
teachers knew that as the way the school ended the year. As the last bus left, the
teachers clapped and cheered to signify the end of another year. Parents stood on the
sidewalk and applaud the teachers. That was passed on for generations and “it is the
way we do things around here.”
Summary of Data Analysis and Findings
First Question: Programs
The first research question focused on programs that impact achievement.
The school had consistent growth on the Academic Performance Index over the past
three years. The school had a variety of mandated and school initiated programs to
support student learning. The programs met state and district standards. The
teachers were implementing the programs correctly. They were working
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
83
collaboratively to problem solve, pace, analyze data, and construct curriculum. The
school had a strong academic focus and teachers committed to student learning and
instruction. The school worked on curriculum beyond the basics. There was a focus
on teaching the “whole child” through inquiry, the arts, physical and character
education. The school provided a balanced academic program. There was a
“common language instructionally” that was spoken within the school.
The school also provided a number of “safety net” programs to help students
who needed extra instruction. The school worked with community groups to provide
many tutorial opportunities for students. The teachers were committed to doing the
extra tutoring and extended day programs. The general theme found was that the
school provided many opportunities for students beyond the regular classroom
instruction.
The school provided many ways for parents to be involved in their child’s
education. The school worked with parents through volunteer programs, parent
education programs, parent conferences and ESL classes. The school increased its
parent participation opportunities. Parents, who were involved in the school, became
partners in improving the school. Many parents were part of the school “family” and
felt that they were contributing to their child’s education.
Second Question: Leadership
The second research question focused on the principal, school leaders and
leadership structure of the school. The school had a variety of leaders and leadership
roles and responsibilities. The principal and school leaders worked collaboratively.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
84
The school staff shared responsibility in the school and had a voice in decisions.
There were opportunities for every teacher to be a leader. The school had a structure
for teachers, classified, parents and students to be part of the school leadership.
The surveys and interviews indicated that the principal was the leader and she
impacted the achievement.. She had a strong structural frame with organization and
high expectations. Through the human resource frame, the principal was
“supportive”, had the “right mix” of people, hired the right people and had a high
retention of teachers. She was politically able to work with the district, parents,
community and businesses. She was able to balance a budget and find funding to
support programs. The teachers felt that they had a voice in decisions. Finally she
used the vision of excellence as the symbol for improving achievement. She
understood the culture of the school and supported its rituals and traditions.
Third Question: Culture
The third question focused on the impact of school culture on achievement.
The surveys, field observations and interviews focused on three characteristics. The
school had high expectations for all students. The word “excellent” and “committed
to success” were symbolic parts of the culture. The expectation of the school was
excellence. There were no excuses for the students. The teachers believed that the
students were excellent. The teachers, parents, students and principal worked to
make that expectation a reality.
The school was a community or village. There was a caring and respect.
There was a feeling of community within the school. The teachers took the new
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
85
teachers and taught them the culture of the school. They worked together through
the problems. The teachers were committed to the students and felt that this school
was a “family”. The school raised generations of families, and took pride in
knowing the children by name. They took responsibility for other children beyond
their own classroom.
The school had traditions and rituals that were part of the culture for
generations. Food was part of the culture. The school staff traditions were part of
the community building, commitment, caring and just for fun. The school was built
in 1925 and some believe that the traditions started then.
Discussion
The case study of a successful urban school revealed several themes.
A. The school had a wide variety of programs but the implementation,
commitment to their success, focus on instruction and learning, and
collaborative planning made the programs successful. The teachers’
commitment to teaching was evident throughout the study. Each staff
member worked to make sure that all students were successful. The
teamwork and collaboration were essential to the successful
implementation of the programs.
B. Leadership was collaborative. The staff, parents, and principal shared in
the information, the decisions, and the responsibility. The staff took the
role and represented their peers. The shared responsibility was especially
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
86
noted in the grade levels and with the leadership team. The collaborative
nature of the staff was key to their success. The teachers held each other
accountability. Communication both vertically and horizontally was
imperative. Each teacher believed that he/she had a role and
responsibility for the success of the students academically and socially
and in the overall success of the school. Teachers supported each other
with materials, assessment analysis and reviewing and recommending
new strategies. Regular collaboration was planned both formally and
informally by staff, grade levels and leadership teams.
C. The principal was the leader of the school. She set the expectations,
vision and tone, developed the leadership and structure, hired the right
mix of staff, and kept the focus on academic achievement. She worked
within the four frames.
D. The clear expectation of excellence and commitment to success was
evident throughout the school. The teachers were committed to excellent
teaching. The parents and students knew that excellence was the
expectation. Students knew the expectation was excellent academics and
behavior. The school worked on building teams that worked toward
excellence.
E. The school had a strong sense of community. The village or family was
part of the school culture. The school staff knew the students. The
school staff cared for the students academically and in many other ways.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
87
The school staff cared for each other as a community. The staff worked
together, planned together, socialized together, and had a mutual respect
for each other.
Theme I: The Academic Focus
The school had strong focus on the academic achievement of the students.
The wealth of programs provided richness and balance to curriculum. The
interventions and “safety nets” were all focused on bridging the gaps in learning.
The commitment of the teachers to student learning and their instruction was evident.
The collaborative work by grade levels to improve instruction, analyze data, problem
solve gaps, develop curriculum, pace and support instruction was evident. The
teachers worked on instmcting the whole child. The curriculum was academically
sound and standards based. There was an energy and involvement in teaching and
learning.
The literature review found that Reeves (2000) identified focus on academic
achievement, clear curriculum choices, frequent assessment and emphasis on writing
as characteristics of successful schools. Edmunds (1979) found that effective urban
schools had the expectation that no child will fall behind and that all children are
“educable”. Scribner and Reyes (1999) concluded that successful high poverty
schools had teachers that believed every student has the ability to achieve. The work
at the case study school focused on high quality instruction and clear academic
focus. There was a belief at this school that “We are here to teach kids.”
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
88
Theme II: Collaboration, Shared Decision Making and Teamwork
The staff had roles and responsibilities in the governance of the school. The
teachers worked collaboratively on programs. All stakeholders had a voice in the
school. The school had a structure for communication and shared decision-making.
The teamwork, collaboration and the work accomplished by grade levels supported
the goals of the school and empowered the teachers. The shared leadership
responsibilities optimized the strength of the leaders.
Scribner and Reyes (1999) found that respecting the professional judgment of
teachers and staff was an important factor in successful schools. It created an open
collaborative environment. The teachers in this case study felt that the shared
leadership gave them a voice in decisions. Teamwork, collaboration and shared
decision making contributed to the success of the school.
Theme III: The Principal was a Leader
The principal set the tone and vision for the school. The role of principal as
instructional leader and site manager was evident. The respondents felt that the
support and structure of the principal impacted the success of the school.
Research supports the importance of the role of the principal as leader
(Bennis & Goldsmith, 1997; Fullan, 2001; Whitaker, 2003, Maxwell, 1999).
Lightfoot (1983) found “strong, consistent and inspired leadership” (p. 323) in
successful schools. Deal and Peterson (1999) reflected that the role of the principal
or school leader takes on the symbolic roles in the culture of the school. Two
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
89
important roles were described in their research. The principal has the symbolic role
as the “visionary” who “can identify a clear sense of what the school can become”
and the role of “potter” who can “shape the culture” and “infuse shared values and
beliefs into every aspect of the culture” and “bring in staff who share core values”(p.
87-95). Leadership is key to successful schools.
Theme IV: High Expectation for All Students and Staff
The school held high expectations for all students and staff. The commitment
and focus on student success and support for each other was evident. The school not
only used the words and the vision but demonstrated a belief that all students could
succeed. The students understood the expectations and rose to a higher level of
performance. Everyone was accountable to meet the expectation.
Research on successful schools found that they held high expectations
(Johnson, Livingston and Schwartz (2000); Ragland, Clubine, Constable and Smith
(2002); Edmunds, 1979). Research supported the core value that all children can
learn (Edmunds, 1979). Carter (2000) reviewed high performing, high poverty
schools and found that the schools held “all students to high standards and
expectations.”
Theme V: Culture o f Community, Caring and Respect
The school community was viewed as “a family”, “a village”, “a
community”, and “a learning center”. The respondents believed that there was a
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
90
connection of caring and respect between the staff, the students and the parents.
There was a team feeling and camaraderie among the staff. The school was a village
with many services and a focus on children.
Deal and Peterson (1999) found that “the culture of an enterprise plays the
dominant role in exemplary performance” (p. 1). The sense of family was found in
the Texas research (Lein, Johnson, and Ragland, 1997). The research found that the
stakeholders “reflected the concern, dedication, involvement, respect, and love that
one would expect to find in the healthiest of families. The school personnel saw the
school less as an institution and more as a family.”(p. 9) There was a powerful sense
of belonging in successful schools.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
91
CHAPTER V
Summary, Selected Findings, Conclusions, and Recommendations
Summary
The Statement o f the Problem
The literature on organizations emphasizes that leadership and strong
organizational culture are central to development of successful organizations.
Schools are increasingly facing government controls, accountability and financial
restraints. California has invested in major public focus on its schools through its
accountability system of Academic Performance Index scores and comparisons
between and among schools. California has made the high stakes testing program
the public indicator of successful schools. Schools are given Academic Performance
Index scores and growth targets for the year.
Research has also focused on the many challenges of urban schools with high
minority and high poverty communities. Many schools are failing. Many schools
have not met their growth targets and are sanctioned by the state as underperforming.
In the face of this public accountability and scrutiny, what is the role of the site
administrator and school leaders in successful schools? What has yet to be examined
is the impact that leadership has on improved student achievement in urban schools
that defy expectations due to the student population? What factors contribute to
success in California schools which exceed their expectations on the API?
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
92
Purpose o f the Study
The purpose of this study was to examine a Southern California urban school
site where the API scores have exceeded expectations and growth targets in terms of
student achievement. The purpose was to examine effective practices, to analyze the
relationship between programs, leadership, culture and climate, and student
performance results.
Research Questions
1. What programs are in place in schools which have exceeded academic
expectations?
2. What leadership practices are in place in schools which have exceeded
academic expectations?
3. What is the school culture in schools which have exceeded academic
expectations?
Methodology
This study employed qualitative methodology through a case study. The
study examined in-depth the “phenomenon” of a successful school in its “natural
context and from the perspective of the participants involved in the phenomenon”
(Gall, Gall & Borg, 2003). The purpose of a case study research was to “produce
detailed descriptions of a phenomenon, to develop possible explanations of it, or to
evaluate the phenomenon” (Gall, Gall & Borg, 2003).
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
93
In this case study the phenomenon of “thick description” focused the
researcher on the participants within the organization. The participants, their
environment, contextual factors that influence their life within the school was the
focus to build the description. The study examined the descriptive data to “bring
order to the data” and relate it to the literature. (Gall, Gall, & Borg, 2003 p.439)
The study looked for themes in the descriptions that are characteristic
features of the successful school. The case study examined the “constructs or
concepts that can be used to explain the phenomenon” of a successful urban school.
Through the case study model the researcher looked for patterns and variations (Gall,
Gall & Borg, 2003, p. 440).
The study included “triangulation” of documentation, observations,
questionnaire, and interview (Anderson, Herr, & Nihlen, 1994). In person
interviews with stakeholders including teachers, staff, and school leaders were
conducted and observations were recorded by an outside researcher to gain impartial
insight into the culture and practices that impact student achievement as well as the
researcher. Documentation was analyzed.
The USC team developed the questions and established the criteria for the
study. The team discussed the selection criteria for the study and the instruments
were developed by the group. The collection of documents, demographic
information, interview questions and questionnaires were developed and reviewed by
the team. The observation protocol was established by the group and subgroups
worked on key issues and minimum requirements for the study.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
94
Selection o f School to Study
The school was an urban elementary school which outperformed its API
expectations for three years. School is in a middle-sized tri-city unified school
district of 23,500 students. This school made significant gains on its API for three
years. The school baseline API was 600. The API was 634 in 2001, 687 in 2002,
and has significant gains of 73 points to 760 in 2003. The same administrator has
served as principal for five years. The school had the urban issues ofhigh poverty
with over 82 percent of its 660 students on free or reduced lunch. It also had a
student population of 90 percent minority.
Findings
This case study was undertaken to investigate: a) the implications from the
literature in identifying key elements of good and successful schools, b) the
perceptions of the teachers, parents, classified staff and district at an urban school
that was exceeding academic expectations, c) the impact of programs, leadership and
climate and culture on academic achievement.
A thorough review of the literature provided an understanding of successful
organizations and successful school practices. This review also assisted in
identifying key elements and trends within successful organizations. This review
focused on the role of leadership and organizational frames when examining
organizations.
Through interview, field observation, surveys and documentation, a close
examination of a successful urban school was analyzed. The “thick description”
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
95
developed through the interview and questionnaire process gave clarity to the
qualities of this case study. Key elements were supported by the literature. Through
the triangulation of data the key elements were verified. The interview process was
the most informative in focusing on the core beliefs of the participants in the school,
their roles, and the impact of the school culture on achievement.
The interviews and questionnaires were verified with the outside researchers.
Efforts were made in analyzing the research to use accurate statements from the
respondents. The themes were strongly evident when the case study was analyzed.
Through the analysis of findings the following findings were reported:
Theme I: The Academic Focus
The school had a strong focus on the academic achievement of all students.
Theme II: Collaboration, Shared Decision Making and Teamwork
The staff had roles and responsibilities in the governance of the school. The teachers
worked collaboratively on programs. Teamwork and collective accountability was
evident.
Theme III: The Principal was a Leader
The principal set the tone and vision for the school. The role of principal as
instructional leader and site manager was evident. The support and structure of the
principal impacted the success of the school.
Theme IV: High Expectation for All Students and Staff
The school held high expectations for all students and staff. The commitment and
focus on student success was evident. The school not only used the words and the
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
96
vision but demonstrated a belief that all students could succeed. Everyone was
accountable to meet the expectation.
Theme V: The School Was a Community
The school community was viewed as “a family”, “a village” and “a community.”
There was a connection of caring and respect between the staff, the students and the
parents. There was a team feeling and camaraderie among the staff.
Conclusions
The following conclusions were made:
1) Successful schools have a strong academic focus
2) Successful schools have collaboration, collective accountability and shared
decision making.
3) Successful schools have strong leadership. The principal is the instructional
leader.
4) Successful schools have high expectations and hold all stakeholders accountable.
5) Successful schools have a culture that is supportive. There is a sense of
community, caring and respect.
Recommendations
The following recommendations are made as a result of the conclusions:
Consistent implementation of instructional programs and focus on
instructional practices are paramount to school achievement. Schools need to focus
on common language of instruction among its instructional staff. The focus on
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
97
instruction and academic achievement needs to be central to a school. The strength
of a school is its focus on the academic achievement of all students.
Collaboration and teamwork are central to collective accountability.
Structures need to be instituted for teachers and administrators to have roles and
responsibilities in the instructional decisions. Commitment to the academic and
governance of the organization needs shared understanding by all stakeholders.
The principal must be an instructional leader. The principal should have
some balance in the organization with an understanding of how structural, symbolic,
political, and human resource frames impact an organization and its employees.
Clear and high expectations and an understanding of its mission must be part
of an organization. All the stakeholders are committed to the vision. There must be
a belief that the goal is attainable and everyone is held accountable.
School should be communities of caring, commitment and learning. Schools
take on a role beyond education in the community. The schools care for and
advocate for children. A positive culture of the school can bring all students to
excellence. Schools should be a place for children where they know that people care
for them and they are safe.
Suggestions for Future Research
Leadership in urban successful urban schools should be further investigated
to understand the common factors of leadership. Case study research should be done
that compares similar schools within a district or area with the same demographics.
The research should compare styles of leadership and their effectiveness.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
98
Teachers’ ability to adapt to the increased accountability should be further
investigated. Teacher experience, years of service, training are variable that impact
school culture. Expectations, ability to learn new technology and programs, and the
pressures of accountability should be analyzed with factors such as adaptability and
students achievement.
Principals’ experiences with urban schools should be further investigated to
understand their expectations and cultural awareness. Urban schools have different
challenges from suburban schools. Hiring practices in urban schools and the
perceptions of leadership should be analyzed. Belief systems and expectations for
students achievement should be compared and contracted.
Scripted programs are commonly implemented in urban schools. Inquiry
based programs that encourage critical thinking are limited in urban schools. Further
research should be done to compare the effectiveness of the two approaches and
student achievement.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
99
REFERENCES
Anderson, G. L., Herr, K., Nihlen, A.S. (1994) Studying your own school: an
educator’ s guide to qualitative practitioner research. Thousand Oaks, CA:
Corwin Press, Inc.
Azzara, J. R. (2000, December/ 2001, January). The heart of school leadership
[Electronic version]. Educational Leadership, 58 (4) 62-64.
Belasco, J. A. & Stayer, R. C. (1993). Flight o f the buffalo: Soaring to excellence,
learning to let employees lead. New York: Warner Books.Inc.
Bennis, W. & Goldsmith, J. (1997). Learning to lead: A workbook on becoming a
leader. Reading, MA: Perseus Books.
Betts, J. R., Rueben, K. S., & Danenberg, A. (2000) Equal resources, equal
outcomes? the distribution o f school resources and student achievement in
California. San Francisco, CA: Public Policy Institute of California.
Bethune, G. (1998). From worst to first: Behind the scenes o f Continental’ s
remarkable comeback.. New York: John Wiley & Sons, Inc.
Blase, J., & Kirby, P. C. (2000). Bringing out the best in teachers: What effective
principals do (2n d Ed.). Thousand Oaks, CA: Corwin Press, Inc.
Blezard, R. (2003, Winter). ‘These kids can learn’ Sound strategies for urban schools
[Electronic version]. Ford Foundation Report, 2.
Bolman, L.G. & Deal, T. E. (1997) Reframing Organizations: Artistry, Choice and
Leadership (2n d ed.). San Francisco, CA: Jossey-Bass.
Bolman, L.G., & Deal, T.E. (2002). Reframing the path o f school leadership: A guide
for teachers and principals. Thousand Oaks, CA: Corwin Press, Inc.
Bower, M. (1996). Will to Manage. New York: McGraw-Hill.
Business Roundtable (1991). Essential elements o f a successful education system.
Washington, DC: The Business Roundtable.
Bushman, J., Goodman, G., & Brown-Welty, S. (2001, September). California testing:
how principals choose priorities [Electronic version]. Educational Leadership,
59 (1), 33-36.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
100
Carter, S. C. (2000), No excuses: Lessons from 21 high-performing, high-
poverty schools. Washington, D.C.: The Heritage Foundation.
Casey, J. & Donaldson, C. (2001, January/February). Only the best [Electronic
version]. Leadership, 30 (3), 28-30.
Casserly, M. (1999, January). The comeback of America’s urban public schools
[Electronic version]. Principal, 78 (3), 12-14.
Center for Educational Reform (1998) A nation still at risk; An education mainfesto.
Washington, DC: Center for Educational Reform.
Collins, J.(2001). Good to great: Why some companies make the leap and others
don’ t. New York: Harper Business.
Collins, J. C., & Porras, J. I. (2002). Built to last: Successful habits o f visionary
companies.. New York: Harper Business Essentials.
Creating an atmosphere o f success. Practical Resources for Education Professionals.
Retrieved on 6/21/03 http://www.precenter.org/pt 1 s ca.htm.
David, J. L. (1996). The who, what, and why of site-based management. Educational
Leadership, December 1995/January 1996, 4-9.
Deal, T. E., & Peterson, K. D. (1990). The principal’ s role in shaping school culture.
Washington, D.C.: Office of Educational Research and Improvement, U.S.
Department of Education, 1990.
Deal, T. E., & Peterson, K. D. (1999). Shaping school culture: The heart o f
leadership. San Francisco: Jossey-Bass.
Deming, W. E. (1992). Building learning organizations. Journal fo r Quality and
Participation. March 1992.
Duvall, H. (2001, September). Big-city schools: struggling to be the best [Electronic
version]. Principal, 81 (1), 6-8.
EdSource (1998). How California Compares: Indicators and implications for our
public schools. EdSource, November 1998.
EdSource (1999). A closer look at California’s test results. EdSource, October 1999.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
101
EdSource (2001). Aligning California’s education reforms: Progress made
and the work that remains. EdSource, January 2001.
EdSource (2000). National accountability movement offers lessons fo r California.
EdSource, May 2000.
EdSource (2003). How California ranks: the state’s expenditures for K-12 education.
EdSource, August 2003.
Education Trust, (Winter 2002-2003). Education watch California: key education
facts and figures achievement, attainment and opportunity. Education Trust,
Inc. Winter 2002-2003.
Edmonds, Ronald, (1979). Effective schools for urban poor. Educational Leadership,
October 1979.
Fullan, M. (2001). Leading in a culture o f change. San Francisco: Jossey-Bass.
Fullan, M. (1997). What’ s worth fighting fo r in the principalship. New York:
Teachers College Press.
Fullan, M. (1993). Change forces: Probing the depths o f educational reform. London,
UK: The Falmer Press.
Gall, M. D., Gall, J. P., & Borg, W. R.(2003). Educational Research: An introduction
(2n d Ed.).. Boston: Allyn and Bacon.
Glickman, C. D. (2002). Leadership for learning: How to help teachers succeed.
Alexandria: VA: Association for Supervision and Curriculum Development.
Goldring, L. (2002, November/December). The power of school culture [Electronic
version]. Leadership 2002, November/December.
Goertz, J. (2000, April). Creativity: an essential component for effective leadership in
today” schools [Electronic version]. Roeper Review, 22 (3), 158-162.
Hall, G. E., & Hord, S. M. (2001). Implementing change: patterns, principles and
potholes. Boston: Allyn and Bacon.
Hargreaves, A. & Fullan, M. (1998). What’ s worth fighting for out there. New York:
Teachers College Press.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
102
Haycock, K. (1998). Good teaching matters a lot. Thinking K-15. A
publication of the Education Trust. 3,1-14.
Herman, J. L., Brown, R. S., & Baker, E. L. (2000). Student assessment and student
achievement in the California public school system. Critical Issues in
California Education 2000. PACE,.113-151.
Jerald, C.D., (2001, December). Dispelling the myth revisited: Preliminary findings
from a nationwide analysis o f “ High-Flying” schools. [SRP202] Retrieved
from the internet June 1, 2003, from
http://www2.edtrust.org/edtrust/Product+Catalog/special+reports
Johnson, J. P., Livingston, M., Schwartz, R. A. (2000, July/August). What makes a
good elementary school? A critical examination [Electronic version]. The
Journal o f Educational Research (Washington D. C.), 93 (6), 339-348.
Johnson, R. S. (2002). Using data to close the achievement gap: How to measure
equity in our schools. Thousand Oaks: Corwin Press, Inc.
Jorgenson, O., & Smith S. H. (2002, December). Helping disadvantaged children
succeed [Electronic version]. Principal, 82 (2), 38-41.
Keller, B. M. (1995). Accerlated schools: Hands-on learning in a unified community.
Educational Leadership. February 1995.
Kirst, M. W., Hayward, G. C., & Fuller, B. (2000) Governance and accountability.
Critical Issues in California Education 2000. PACE 79-94.
Koschoreck, J.W. (2001). Accountability and educational equity in the
transformationof urban districts. Education and Urban Society, 33 (3) 284-
304. May 2001.
Kotter, J. P. & Heskett, J. L. (1992). Corporate culture and performance. New York:
The Free Press.
Krajewski, R. J. & Parker, M. V. (2001 April). Active learning: raising the
achievement bar. [Electronic version]. NASSP Bulletin 85 (624), 5-13.
Lein, L., Johnson, J.F., & Ragland, M. ( 1997). Successful Texas schoolwide
programs: research study results. Austin, TX: The Charles A. Dana Center.
Lightfoot, S. L. (1983). The good high school: Portrats o f character and culture. New
York: Basic Books.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
103
Linn, R. L., Baker, EX. & Betebenner, D.W. (Aug/Sept. 2002).
Accountability systems: implications of requirements of the No child left
behind act of 2001. Educational Researcher 31(6). 3-16.
Los Angeles County Office of Education. (1996). The condition of public education in
Los Angeles County, 1996 Executive Summary. Communications
Department.
Los Angeles County Office of Education (May 1999). Teacher quality and early
reading achievement in Los Angeles County public schools, 1998. Trends, 6
(2).
Maxwell, J. C. (1999). The 21 indispensable qualities o f a leader: Becoming the
person others will want to follow. Nashville, TN: Thomas Nelson Publishers.
Maxwell, J. C. (2001). The 17 indisputable laws o f teamwork: Embrace them and
empower your team. Nashville, TN: Thomas Nelson Publishers.
Marzano, R. J. (2003a). Classroom management that works: Research-based
strategies fo r every teacher. Alexandria VA: Association for Supervision and
Curriculum Development.
Marzano, R. J. (2003b). What works in schools: Translating research into action.
Alexandria, VA: Association for Supervision and Curriculum Development.
Merriam, S.B. (1991).Case study research in education: A qualitative approach. San
Francisco: Jossey-Bass.
Muncy, D., & McQuillan, P. (1996). Reform and resistance in school and
classrooms: An ethnographic view o f the Coalition fo r Essential schools. New
Haven, CN: Yale University Press.
Mumane, R. & Levy, F. (1996) What General Motors can teach US schools aout the
proper role of markets in education reform. Phi Delta Kappan, Octoer 1996.
National Alliance for Business (1994). Linking the Education Finance System to
Improved Student Learning. Washington, DC: National Alliance for Business.
Nelson, J. L., Palonsky, S. B., Carlson, K. (2000). Critical issues in education:
Dialogues and dialectics (4th ed.). . Boston: McGraw Hill Higher Education.
Northouse, P.G. (2001). Leadership: Theory and practice (2n d Ed.). Thousand Oaks,
CA: Sage Publications, Inc.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
104
Odden, A. R. (1995). Educational leadership fo r America’ s schools. New
York: McGraw-Hill, Inc.
Patton, M. Q. (1987). How to use qualitative methods in evaluation. Newbury Park,
CA: Sage Publications, Inc.
Patton, M. Q., (2002). Qualitative research and evaluation methods (3rd Ed.).
Thousand Oaks, CA: Sage Publications, Inc.
Payne, R. K. (2003). A framework for understanding poverty (3rd ed.).. Highlands,
TX: aha! Process, Inc.
Peterson, K. D., & Deal T.E. (1998, Sept.). How leaders influence the culture of
schools. Educational Leadership, 56 (1) Sept. 1998 p. 28-30.
PREP Center (n.d.) Creating an atmosphere of success. Plymouth, MN: Practical
Resources for Education Professionals Center. Retrieved from the internet June
1, 2003 from http://www.prepcenter.org
Ragland, M., Clubine, B., Constable, D., & Smith, P. A. (2002). Expecting success: A
study of five high performing, high poverty schools. District of Columbia:
Council o f Chief State School Officers. Abstract retrieved June 21, 2003 from
ERIC database.
Reeves, D. B. (2000). Accountability in action: A blueprint fo r learning
organizations. Denver, CO: Advanced Learning Centers, Inc.
Renchler, Ron (1992). School leadership and student motivation. ERIC Digest, 71.
(Report No. EDO-EA-92-4) Eugene, OR: ERIC Cleaming House of
Educational Management. (ERIC Doc Reproduction Service No. ED346558).
Reyes, P., Scribner, J. D., & Scribner, A. P. (Eds.) (1999). Lessons from high-
performing Hispanic schools: Creating learning communities. New York:
Teachers College Press.
Rose, L. C. & Gallup, A. M. (2002, September). The 32n d annual Phi Delta Kappa/
Gallup poll o f the public’ s attitudes toward the public schools. 82 (1) 41-57.
Rosier, P. W. (2002, January). Our goal: 90 percent reading [Electronic version].
School Administrator, 59 (1), 20-23.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kliner, A.
(2000). Schools that learn: A fifth discipline fieldbook fo r educators, parents
and everyone who cares about education. New York: Doubleday.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
105
Shafritz, J. M., & Ott, J. S. (2001). Classics o f organization theory. Fort
Worth, TX: Harcourt College Publishers.
Short, P. M., & Greer, J. T. (2002). Leadership in empowered schools: themes fo r
innovative efforts (2n d ed.). Columbus, OH: Merrill Prentice Hall.
Sonstelie, J., Brunner, E., & Ardon, K. (2000). For better or worse? School finance
reform in California. San Francisco, CA: Public Policy Institute of California.
Spring, J. (2002). American education (10th ed.). Boston: McGraw Hill. Higher
Education.
Stevenson, H. W. (1998) A study o f three cultures: Germany, Japan and the United
States - An overview o f the TIMSS Case Study Project. March 1998, 524-529.
Stolp, S. (1994). Leadership for school culture. University of Oregon. Clearinghouse
on Educational Management ERIC Digest 91. June 1994.
The Education Trust (2002, May). Dispelling the myth...over time. [SR0204]. Retrieved
from the internet June 1, 2003, from
http://www2.edtrust.org/edtrust/Product+Catalog/snecial+ret>orts
Togneri, W., Anderson, S.E. (2003) How high poverty districts improve. Leadership.
S eptember/October 2003.
Tomlinson, C. A., (2001, March). Grading for success [Electronic version].
Educational Leadership 58 (6), 12-15.
United States Bureau of the Census, (2000). Money income in the United States,
1999. Washington, D.C.: U.S. Government Printing Office 2000. P. 26-28.
United Stated Department of Education, (1988). What the TIMSS means for systemic
school imporvement: What TIMSS says about student achievement. Policy
Brief: November 1998.
Warren, S.R. (Spring 2002). Stories from the classroom: How expectations and
efficacy of diverse teachersaffect the academic performance of children in poor
urban schools. Educational Horizons, 80 (3) 109-16.
Weiner, Lois, (1999). Urban teaching: The essentials. New York:: Teachers College
Press.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
106
Whitaker, T. (2003). What great principals do differently: Fifteen things
that matter most. Larchmont, NY: Eye on Education.
Williams, R. G., & Deal, T. E. (2003). When opposites dance: Balancing the manager
and leader within. Palo Alto, CA: Davies-Black Publishing.
Wirt, F. M., & Kirst, M. W. (2001). The political dynamics o f American education (2n d
ed.). Richmond, CA: McCutchan Publishing Company.
Wohlstetter, P. & McCurdy, K. (1991). The link between school decentralization and
school politics. Urban Education. 25 (4). January 1991, 391-414.
Wohlstetter, P., Mohrman, S. A., & Robertson, P.J. (1997) Successful school-based
management: A lesson for restructuring urban schools. In Ravitch, D. &
Viteritti, J. P. (Ed.), New Schools fo r a New Century: The Redesign o f Urban
Education, (pp 201-225)New Haven: Yale University Press.
Zetlin, A. G. (1998). School success: top students in an inner-city school [Electronic
version]. Educational Horizons, 76(3). 151-155.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
107
Documents
□ WASC Report / PQR Report / CCR Report
□ School Plan
□ School Accountability Report Card (SARC)
□ School Handbook / School Rules / Student Orientation Packet
□ School Activities Calendar
□ Any available budgets
Additional documents that might be useful:
□ SAT 9 / CAT 6 school assessment reports
□ CAHSEE assessment reports
□ Master Schedule
□ Mission Statement / School Vision
□ Discipline Records / Discipline Matrix / Discipline Procedures
□ PTSA Handbook
□ Department Chair minutes (High School)
□ Safe Schools Report
□ Teacher credentialing data
□ School Bulletins
□ Principals/School Newsletter
□ School Flyers / Marketing tools
□ Parent Night flyers
□ ASB By-laws / Constitutions
□ Use of facility calendar
□ Graduation / Promotion / Retention Reports
□ School Site Council minutes
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
OBSERVATION TEMPLATE
108
Purpose of
function/activity
Location
Date/ Time
(beginning and
ending)
Participants
Description of
physical
environment
Weather conditions
Visible supervision
Dress of
participants
Behavior/Demeanor
of participants
Interaction between
teachers, student,
administrators,
parents
What happens
when the bell rings?
What else will you
need to gather?
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
109
Leadership Survey
1. What programs at this school do you feel contribute to high student achievement?
2. Are there any barriers hindering your school’s progress? If so, has your school
overcome them?
3. What opportunities are there for staff members to participate in decision-making
that affect student achievement?
4. What are some of the characteristics that make your school unique?
5. What does your leader do that makes your school successful?
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
110
Interview Questions
Questions Evidence by
Human
Resources
Symbolic Political Structural
*Why is this school successful?
*What do you do that is special?
*What are your specific
challenges in your job, how do
overcome the challenges, and
what type o f support do you
receive?
*Who do you view as school
leaders and why?
What does communication look
like between faculty and staff?
Between school and parents?
How do you deal with conflict?
How is conflict between
students dealt with? Between
faculty?
How do you address the needs
o f all students?
How are people in the school
recognized for
accomplishments?
How is the new teacher oriented
to the school?
To what degree are staff/parents
involved in the budget?
How do you see the money
being spent in the school?
What programs are in place?
How are they implemented? To
down/up/ Enrichment? Reaction
o f the faculty and staff?
To what degree is the school a
village?
How do you see accountability
in the school?
Why are students achieving?
Describe a typical student in the
school.
How are decisions made?
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Improving student achievement: An urban success story

PDF

Examining a successful urban elementary school: Putting the pieces together

PDF

HP2 schools achieving in spite of: A case study looks at programs, culture, and leadership

PDF

Emerging from the shadows of inner-city barriers: A California urban middle school that has outperformed its expectations

PDF

Administrative evaluations and their impact on school leadership in public and private secondary schools: A comparison study of governance structure

PDF

A case study of Long Beach Unified School District: How elements of effective reading strategies can be implemented at the secondary level

PDF

A substitute teacher preservice staff development program: A case study of the Los Angeles County Office of Education

PDF

A comparative case study: Tutoring in reading in two settings

PDF

A comparison of public and private governance in new teacher induction practices

PDF

Determining the impact of state takeover of school districts on the academic program at individual schools

PDF

A longitudinal look at what's important in comprehensive reform: A case study

PDF

Academic and social adjustment of Korean "parachute kids" in Southern California

PDF

Accountability practices: A comparison between two elementary schools under different governance models

PDF

A case study of teacher evaluation and supervision at a high performing urban elementary school

PDF

A case study of the California teacher evaluation system and its impact upon teacher practice in an alternative education high -performing urban high school

PDF

A case study of instructional supervision, including teacher evaluation, and the impact on teacher practice

PDF

A closer look at the impact of teacher evaluation: A case study in a high performing California elementary school

PDF

A case study: An analysis of the adequacy of one school district's model of data use to raise student achievement

PDF

Factors of a successful transition into a new superintendency

PDF

Cognitive and motivational factors that affect the achievement of elementary students on standardized tests

Asset Metadata

Creator Onoye, Kathy Jane (author)

Core Title A case study of a successful urban school: Climate, culture and leadership factors that impact student achievement

School Rossier School of Education

Degree Doctor of Education

Degree Program Education

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

Tag education, administration,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Gothold, Stuart (committee chair), Cohn, Carl (committee member), Deal, Terrence (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c16-412448

Unique identifier UC11340391

Identifier 3145258.pdf (filename),usctheses-c16-412448 (legacy record id)

Legacy Identifier 3145258.pdf

Dmrecord 412448

Document Type Dissertation

Rights Onoye, Kathy Jane

Type texts

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

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

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA