University of Southern California Dissertations and Theses

Factors contributing to the high performance of an urban high school

(USC Thesis Other)

Factors contributing to the high performance of an urban high school

PDF

Download

Open document

Flip pages

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content

FACTORS CONTRIBUTING TO THE HIGH PERFORMANCE OF AN URBAN
HIGH SCHOOL

by

Talin Pushian Kargodorian

__________________________________________________________

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

May 2008

Copyright 2008 Talin Pushian Kargodorian
ii
DEDICATION
I dedicate this dissertation to my wonderful husband, Khajag Kargodorian.
He has been the most loving, patient, understanding, and supportive individual
during the entire dissertation process. Without his continuous love and support I
could not have conducted and completed this project. I love you so much and am the
luckiest person to have you in my life.
I also dedicate this dissertation to my parents and my sister. They instilled in
me my drive and dedication for the field of education. They always taught me that
education guides every path in life, and the strongest advice they offered was that no
matter what I did in life, to make sure that I did my best and reached to the highest
levels possible. At the same time, my sister served as a continual source of
inspiration and helped keep me healthy and grounded throughout.
Finally, I dedicate this study to my nephew, Leo. Your beautiful smile, kisses
and hugs were truly a source of peace during times of stress, deadlines, and
numerous responsibilities.
iii
ACKNOWLEDGMENTS
I would like to take this opportunity to acknowledge the fantastic individuals
who assisted and guided me throughout this project.
I would like to offer my sincere thanks to the key person who guided me
through this project, Dr. Stuart E. Gothold. Your expertise, knowledge and
encouragement was very valuable and allowed me to feel like this entire process is
truly possible and within reach. At the same time, you always found a way to inspire
us to see the bigger picture and our paths as leaders in education.
I would also like to thank my two other committee members, Dr. Escalante
and Dr. Hocevar. Dr. Escalante provided very valuable practical, current insight in
the field of education and opened many doors in terms of research opportunities for
my case study. At the same time, Dr. Hocevar provided statistical and academic
insight and input that assisted in the betterment of the study.
I would also like to offer my sincere appreciation to my thematic dissertation
group and particularly my buddy Sharon Anderson and consultant Julio Fonseca.
You are both so wonderful and it was such a great honor to be able to constantly
discuss and bounce ideas off one another.
Thanks to my special colleagues, Lucy, Mirna, La Donna and Beatriz. You
all inspired me to begin this process and continuously motivated me. I also
appreciate all the insight you offered me about students, education and leadership.
A special thanks to my in laws, Sako and Seta who always brought over food
and nourishment in order to ensure that starvation and malnourishment did not occur
iv
throughout the dissertation process and for always being supportive and encouraging
and inspiring.
Finally, to my best girls, Myrna, Tina and Elo, we all always push each other
to strive for the best. I have been able to count on you since elementary and I am so
lucky to have such wonderful best friends.
v
TABLE OF CONTENTS

DEDICATION ……………………………………………………………… ii

ACKNOWLEDGMENTS …………………………………………………. iii

LIST OF TABLES …………………………………………………………. vi

ABSTRACT ……………………………………………………………….. vii

CHAPTER 1: THE PROBLEM AND ITS UNDERLYING
THEORETICAL FRAMEWORK …………………………………………. 1

CHAPTER 2: REVIEW OF THE LITERATURE ……...………………… 15

CHAPTER 3: REARCH METHODOLOGY …………..…………………. 44
Figure 1: Conceptual Model ………………………………………………. 47

CHAPTER 4: FINDINGS …………….……………………………………. 63

CHAPTER 5: SUMMARY, CONCLUSIONS, AND
RECOMMENDATIONS ………………………………………………….. 127

REFERENCES ……………………………………………………………. 143

APPENDICES …………………………………………………………….. 148
vi

LIST OF TABLES
3.1 Characteristics of Park Magnet High School ……………………………... 56

4.1 Summary of Data from Questions on Student Surveys Supporting
Research Question One and Individualized Attention and Support …………... 79

4.2 Summary of Data from Questions on Student Surveys Supporting
Research Question Two and Student Involvement with Curriculum and
Instruction …………………………………………………………………… 103

4.3 Summary of Data from Questions on Teacher Surveys Supporting
Research Question Two and Student Involvement with Curriculum and
Instruction …………………………………………………………………… 105

4.4 Summary of Data from Questions on Student Surveys Supporting
Research Question Two and Student Interaction with Adults
and Peers …………………………………………………………………….. 111

4.5 Summary of Data from Questions on Teacher Surveys Supporting
Research Question Two and Student Interaction with Adults
and Peers …………………………………………………………………….. 112

4.6 Summary of Data from Questions on Student Surveys Supporting
Research Question Two and Student Participation in School and
Extra Curricular Activities ………………………………………………….. 119

4.7 Summary of Data from Questions on Teacher Surveys Supporting
Research Question Two and Student Participation in School and Extra
Curricular Activities ………………………………………………………… 120
vii
ABSTRACT
Although many urban high schools are struggling to make adequate progress,
meet standards or even outperform expectations, some urban high schools are
achieving significant gains, outperforming expectations in comparison with schools
ranked as similar schools based on demographics. The purpose of the study was to
understand what factors contribute to the high performance at these urban schools
and more particularly, whether student engagement was one of the factors leading to
the success of these schools. Once the factors were determined, the study aimed to
understand what strategies and best practices the schools were utilizing to
incorporate these factors into the regular school day leading to high achievement.
A case study was conducted and data was gathered through both qualitative
and quantitative data collection methods. Four data collection processes were utilized
including document analysis, surveys of teachers, administrators, and students,
observations of ten classrooms and interviews with the principal, assistant principal,
teachers, a parent and alumnus. All data gathered through the interviews, surveys,
observations and document analysis were organized, studied, coded and separated,
chunked into themes, and finally interpreted and analyzed to fulfill the purpose of the
study.
Through the analysis of the data gathered, four finding were revealed. It was
determined that the factors contributing to the high performance of the case study
school included strong and shared leadership, individualized attention and support,
and relevance through cross-curricular project based learning. In addition, findings
viii
revealed that there is a link between student engagement and high levels of student
achievement.
1
CHAPTER 1
THE PROBLEM AND ITS UNDERLYING THEORETICAL FRAMEWORK

Introduction
Even though American public high schools have transformed throughout the
course of the 20
th
century, many urban high schools are struggling to make adequate
progress in meeting the demands of several influences on the educational system,
including national and state regulations, accountability, globalization, and urban risk
factors. As a result, many high schools, particularly in the urban setting, are
underperforming and not meeting expectations.
In response to globalization, as changes were experienced in the economic
structure of the United States, high schools were altered to serve a greater part of the
population. High schools changed from an institution solely working toward
preparing scholars for higher education, to an educational system serving individuals
for the workplace and higher learning. The high school system took on a more
significant role in preparing and training individuals for the workplace (Goldin,
2001).
As high schools became more accessible and practical, working toward
serving a greater number of students with various goals and purposes, high school
enrollment increased (Goldin, 1998). As increased enrollments brought in students
of diverse and varying needs, high schools began facing new challenges with respect
2
to meeting the needs of all students. As a result, federal and state mandates were
instituted to continuously improve and strengthen the high school system.
The first major national drive for reform came with the Nation At Risk report
prepared by the Reagan Administration in the early 1980s. The report stated that
schools in the United States were mediocre, and if they did not work to better
prepare students, then the United States would be unable to compete internationally
and keep abreast of the changing times.
Less than 20 years later, the nation’s public schools continued to perform
poorly from the public’s point of view. Thus, the federal government instituted the
No Child Left Behind mandate requiring that all students reach a level of proficiency
based on a state standardized test by the year 2014, while making Adequate Yearly
Progress (AYP) toward the proficiency goal each year (NCLB, 2001). Many high
schools, particularly in urban areas, continue to struggle to meet AYP goals each
year, and face state and other federal sanctions (California Department of Education,
2006).
In addition to the federal mandates, California has created its own initiatives
and progress standards for public schools. To measure yearly progress of schools,
California has instituted the Academic Performance Index, or API, which is a score
between 200 and 1000, with a performance target of 800. Schools that do not meet
their API goals face interventions and sanctions by the state. Therefore, schools have
to meet these API goals in addition to AYP goals each year. Many urban high
3
schools are having difficulty meeting both, or either of these goals, and are being
considered underperforming high schools based on these standards.
In addition to the AYP and API progress standards, California high school
students have to pass the recently instituted California High School Exit Exam,
which is intended to ensure student proficiency in the core subjects of math and
reading upon graduation from high school. Students have multiple opportunities to
take the test during their sophomore, junior, and senior years. In addition, there are
numerous interventions and classes that high schools make available to help students
study and prepare for the test, but if students do not pass the test by graduation, no
high school diploma is issued (California Department of Education, Internet source,
February 2, 2007).
Despite the numerous accountability sanctions at both federal and state
levels, many high schools, particularly urban high schools, are not meeting
expectations, often due to urban factors such as poverty, high crime rates, high levels
of transience, increased levels of English Language Learners, and high dropout rates.
As reported by the California Department of Education, students in urban socio-
economically disadvantaged areas are passing the CAHSEE at a rate 27% less than
students in more socio-economically advantaged areas and, as a group, score third
lowest on the API reports (California Department of Education, Internet source,
April 18, 2007).
In spite of the conditions and underperformance of many urban high schools,
select high schools in urban areas are beating the odds faced by similar schools and
4
are considered high-performing. These schools are implementing specific strategies
leading to high performance. Some strategies common to high-performing schools
include: shared common goals, high expectations for all students, rigorous and
challenging curriculum, professional development based on needs of the student and
school (Shannon & Bylsma, 2003), data-driven decision-making, monitoring of
progress, parent and community support, and environment (Marzano, 2003).
One specific area of high-performing schools in which there has been
growing interest and research is that of student engagement. Student engagement is
a student’s involvement with any part of a school’s culture including, but not limited
to, curriculum and instruction, interaction with adults and peers, and participation in
school and extracurricular activities.
Links have been found between student engagement and higher levels of
student achievement (Fredericks, Blumenfeld & Paris, 2004). A leading institution
in the study of student engagement is Indiana University, which has created a survey
instrument called the High School Survey of Student Engagement (HSSSE). This
survey has been administered to high school students nationwide and the results from
the survey have been combined in a national database, which currently reveals that
high school students feel like they are not engaged, challenged and prepared for their
next level of education (Yazzie-Mintz, 2006). Although the survey had been
administered previously in schools nationwide, there had not been a focus on
measuring student engagement specifically in urban settings (Yazzie-Mintz, 2006).
For this reason, one goal of this study was to learn more about student engagement
5
and its effect on student achievement in urban areas, and to improve instructional
processes leading to higher levels of student achievement.
With overall dissatisfaction and underperformance of many urban high
schools, it was important to take a closer look at what the successful schools were
doing to overcome situations experienced by the majority of urban high schools.
Therefore, the focus of this study was to understand what factors were leading these
urban high schools to meet standards, thus being considered high-performing when
compared to their counterparts as determined by similar school ranking by the
California Department of Education. Furthermore, since growing research pointed to
the likelihood that student engagement led to higher student achievement, it was
important to understand whether student engagement was a true factor for increased
student achievement at high-performing urban high schools.
Purpose of the Study
Strengthened accountability measures, both at the state and federal levels,
have mandated minimum progress standards for high schools. Many urban high
schools are unable to make adequate progress to meet these standards, and are
underperforming. At the same time, however, select high schools are outperforming
expectations and are high-performing.
Therefore, the purpose of this dissertation was to study a high-performing
urban high school to understand what factors were influencing the higher levels of
student achievement in these schools. In addition, this study aimed to determine
6
whether student engagement was a factor leading to increased levels of student
achievement in these high-performing urban high schools.
In order to fulfill the goals of this research, a case study was conducted at one
specific school site, Park
1
Magnet High School in Dale Unified School District.
Through this case study, qualitative and quantitative data were collected and
analyzed to determine what factors were contributing to the high performance of the
urban high school and whether or not student engagement was one of those factors.
Research Questions
The research questions that guided the study were:
1. What perceived factors contribute to a student’s academic achievement in a
high performing urban high school?
2. Is there a link between student engagement and student achievement in a
high-performing urban high school?
Significance of the Study
There is overall dissatisfaction with most urban high schools, due to their
inability to make adequate progress toward standards set by federal and state
mandates. At the same time, however, select high schools are making progress and
are high-achieving. By identifying the factors that contribute to high performance at
the school site and determining whether or not student engagement is one of those
factors, this study aimed to understand what strategies the school was utilizing to

1
For the purposes of anonymity, the names of the school and district used for the
study are fictitious and hereafter will be referred to as Park Magnet High School and
Dale Unified School District respectively.
7
implement those factors. If student engagement was discovered to be a factor
contributing to the school’s high performance, the study would explore what
strategies the school utilized to better engage students and yield higher levels of
student engagement. Upon completion of the dissertation, the data collected through
the case study, the conclusions, implications and recommendations could be added to
the HSSSE national database, and the study applied to the best practices information
base to provide struggling schools with ideas for improving instruction and
progressing toward becoming high-performing.
Methodology
The purpose of this study was to understand what factors contributed to the
high performance of urban high schools. More specifically, the goal was to
determine whether student engagement was a factor leading to high student
achievement in some schools, while other, similar schools were not making adequate
progress toward meeting state and federal standards.
In order to gain information to address the purpose of this research, a case
study was conducted, since it would provide a detailed description of a phenomenon,
lead to the development of explanations about the phenomenon and, finally,
evaluation of the phenomenon (Gall, Gall, & Borg, 2003). The case study approach
was utilized because it would provide an understanding of the phenomenon through
the participant’s perspective and allow a deeper insight into the phenomenon of high-
performing urban high schools (Gall, Gall & Borg, 2003). To gather data in relation
to the phenomenon represented in the case study, various qualitative and quantitative
8
multi method data collection methods were utilized, including document analysis,
observations, interviews and surveys.
The first data collection method employed by the study was qualitative, in
which documents were gathered in order to select a high school based on the criteria
of high-performing and urban. The next data collection method utilized was
quantitative. The teachers at Park Magnet High School administered an adapted
version of the High School Survey of Student Engagement, created by Indiana
University, to the students, to gain an understanding of the students’ perspectives.
Information gathered through the surveys was utilized as secondary data for the
purposes of this case study. In addition, another version of the adapted HSSSE,
geared toward the faculty of the school was administered by the researcher to
teachers and administrators at the high school chosen for the case study. All three
surveys, the student, teacher and administrator survey were developed by the
thematic dissertation group.
Next, more qualitative methods including interviews, observation, and further
document analysis, were utilized to gain a deeper understanding of the factors that
contributed to high performance at the high school. Through the combination of
quantitative and qualitative collection methods, data were gathered on the factors
contributing to high performance of the urban high school, and on the specific
strategies and best practices incorporated into the regular school day leading to high
achievement. The results from the data gathered from the survey, and the complete
case study with the conclusions and implications, will be made available for
9
reference by schools needing to improve their own instruction and achievement
levels by the Indiana University through a national data base of best practices.
Assumptions
1. All data were gathered, recorded and analyzed correctly.
2. Participants in the study responded honestly and frankly to the best of their
knowledge and ability on all surveys and during interviews.
3. Data gathered through observation of the classes and different activities on
campus represent a normal situation and day, and individuals and activities
were not altered to the extent that a true representation of the situation, class
or individuals was compromised.
4. The data gathered and analyzed and the conclusions drawn through the case
study can be generalized and applied to all urban high schools.
Limitations of the Study
Limitations refer to the weaknesses and restrictions related to a research
study, and apply to the parts of the study that may be compromised (Locke,
Spirduso, & Silverman, 1987). Limitations of the study include:
1. In order to limit disruption to instruction and the comfort level of teachers at
the high school chosen for the case study, the number of classrooms visited
was limited to ten.
2. Due to the busy schedules of the teachers, not all teachers chose or were able
to complete the survey.
10
3. Due to difficulty with the scheduling of teachers, parents and administrators,
only five teachers responded to solicitations and participated in the
interviews.
4. Due to the limited budget of the school, Park Magnet High School
administered the adapted version of the HSSSE created by the thematic
dissertation group, to survey the students; the data from the survey would be
compiled and analyzed by the researcher at no cost.
5. Due to limited budgets, resources, and time only a sample of the student
population was surveyed.
6. Due to the limited amount of time the ninth graders had spent at Park Magnet
High School, and the fact that the survey was administered in October, they
were not included in the sample of student surveyed. Only a sample of 10-12
graders was included in the survey sample.
Delimitations
1. Data collection was delimited to student and teacher surveys, document
analysis, interviews, and observations.
2. The study included what factors contribute to the high performance of an
urban high school and whether student engagement was one of the factors
that contributed to the high performance of the high school.
3. The study was delimited to teachers, administrators, staff, and community
members and a sample of students at a single high school.
11
4. The participants in the study were delimited to individuals at one high school
chosen by predetermined criteria.
Organization of the Study
The remainder of the study is organized into four chapters. The next section,
chapter two, provides a literature review of the available and notable articles,
journals and books related to the study. Chapter three discusses the school chosen for
the case study, methodology, instruments, data collection methods and issues with
validity. Chapter four presents the data collected and the findings in relation to the
research questions. Finally, the last chapter, chapter five, provides summaries,
conclusions and recommendations based on the findings from the data collected.
Definitions of Terms
Academic Performance Index (API): The API came about as part of the
California Public Schools Accountability Act of 1999. It measures academic
performance and growth toward a goal of a school, based on a number of academic
measures as reported by the Standards Testing and Reporting (STAR) program. An
API score ranges from 200 to 1000, with a target score of 800 (California
Department of Education, Internet source, April 18, 2007).
Adequate Yearly Progress (AYP): Authorized by the No Child Left Behind
Act of 2001, the AYP is a statewide accountability system that requires every school
and district to make Adequate Yearly Progress toward the goal of all students to
perform at a proficient level on statewide standardized tests by the year 2014
(California Department of Education, 2005).
12
California High School Exit Examination (CAHSEE): Adopted by
California’s State Board of Education, the CAHSEE was created to improve student
achievement in high schools and to ensure that students who graduate from high
school can demonstrate proficiency in the areas of reading, writing and mathematics.
The CAHSEE is one of the requirements high school students must satisfy in order
to receive a high school diploma (California Department of Education, Internet
source, April 20, 2007).
California Department of Education (CDE): Provides all California schools
access, equity, resources, leadership and supervision to provide the best possible
education to the students (California Department of Education, Internet source, April
20, 2007).
English Language Learners (ELL): Students in the educational system
whose primary language is not English and are currently acquiring the language.
Free and Reduced Lunch (FRL): As established by the National School
Lunch Program, by President Truman, in 1946, the Free and Reduced Lunch
program offers students low cost or free lunch each day. Students qualify for the
FRL program if their family income is at the 130% percent poverty level (FRL,
Internet source, April 20, 2007).
High Performing: A school that has a statewide ranking that is two deciles
above similar school ranking.
High School Survey of Student Engagement (HSSSE): Created by Indiana
University, the HSSSE is a survey that is utilized to document and describe student
13
engagement at a specific school site. The data gathered from the HSSSE can be
utilized by teachers and administrators to improve instructional strategies to increase
student engagement leading to higher levels of student achievement (HSSSE,
Internet source).
No Child Left Behind (NCLB): A federal reform effort that requires each
state to put into operation an accountability system based on state standards in the
areas of reading and mathematics, whereby each state will be assessed using
statewide annual tests, with a goal of 100% student proficiency by the year 2014.
This federal initiative supports the idea that no child, regardless of socio-economic
background and English language level, will be excluded and left behind. Any
school failing to meet the Adequate Yearly Progress (AYP) goals of assisting
students toward the proficiency level will face measures and improvement plans set
by the government (U.S. Department of Education, 2006).
Similar School Ranking: As stated by California Education Code 52056a,
instituted during the year 2000 as part of the API reporting system, California
provides a similar school ranking for schools. In addition to scores on state
standardized tests, the ranking compares each school with 100 others based on
similar demographics, which include student mobility, ethnicity, socio-economic
status, and number of ELL students, in addition to the percentage of teachers who are
fully credentialed, average class size, and whether the school is traditional or multi-
track (California Education Code, 2006). Similar School Ranking allows schools to
find other schools with similar demographics that are performing at higher student
14
achievement levels in order to understand how they can improve instruction and the
academic performance of their students (California Education Code, 2006).
Socio-Economic Status (SES): In general, socio-economic status is based on
an individual’s family income, education level, occupation of parents and status in
the community (Learning Points Associates, 2007). Socio-economic status is based
on a student’s participation in the Free and Reduced Lunch Program. Students who
qualify for the FRL program are considered socio-economically disadvantaged.
Socio-Economically Disadvantaged: Socio-economically disadvantaged
students are individuals who qualify for the school’s free and reduced lunch
program, which is based on the total income of the family, which is at or below what
is considered poverty level.
Standardized Testing and Reporting (STAR): Standardized Testing and
Reporting programs were instituted via California State Senate Bill 376 by the
governor as part of California’s accountability system. The STAR consists of four
components: California Standards Tests, California Alternative Performance
Assessment, California Achievement Tests, and Spanish Assessment of Basic
Education. The STAR scores help determine if schools are making adequate progress
toward standards, and form a major component of California’s accountability system
for the public schools (California Department of Education, Internet source, April
20, 2007).
15
Student Engagement: A student’s involvement with any part of a school’s
culture including, but not limited to, curriculum and instruction, interaction with
adults and peers, and participation in school and extracurricular activities.
Urban: An area that has a student population comprising over 40% of
students participating in the free and reduced lunch program, which is a national
program that offers students low cost or free lunch each day. Students qualify for the
FRL program if their family income is at the 130% percent poverty level (FRL,
Internet source, April 20, 2007).
16
CHAPTER 2
REVIEW OF THE LITERATURE
Introduction
Historically, students in urban high schools have underperformed
academically in comparison to their suburban counterparts. Underperformance of
these high schools is based on performance on state standardized test scores and how
much progress schools make toward federal and state goals for improvement on
these particular tests. In addition, the passing numbers of the high school exit exams
are also taken into consideration to determine if a school is underperforming.
Nonetheless, some urban high schools have achieved significant academic gains on
these state standardized tests. It is unclear what factors contribute to high
performance in these schools.
To further explore what contributes to high performance in these urban high
schools, it is necessary to first understand: 1) the historical background of high
schools and how they became an institution serving the needs of all students, 2) the
reform and accountability efforts instituted at state and federal levels to assist
schools in creating access, equity and opportunity for all students, and 3) the state of
high schools and students today. Next, it is important to understand 4) the
characteristics of high-performing schools, and 5) to consider new research in the
area of student engagement that is believed to help in establishing high-performing
schools.
17
After exploring the literature, studies and statistics in relation to high schools,
it can be determined where there is a need for further research to identify successful
strategies and best practices that can be utilized by other urban high schools in
moving toward achievement of high performance standards.
Historical Background
The function of the high school in the United States was altered in the early
part of the 20
th
century, as changes were experienced in the economic structure of the
country. These changes led to an increased demand for highly skilled and
knowledgeable workers. To meet the challenge of producing better prepared
individuals for the workforce, high schools became more accessible, practical and
generalized, serving a greater number of students with more diverse needs, and
resulting in increased high school graduation rates.
Graduation from high school was not a common experience for all youth in
the late 19
th
and early 20
th
centuries. Although elementary schooling was
widespread throughout the country, only about 8% of students in the late 19
th
century
were educated through high school (Goldin, 1998). The first high schools established
in the United States served the function of preparing students for college and, to this
end, offered courses required for admission to the higher learning institutions.
Therefore, the curriculum for high school included such courses as the classical
languages of Latin, Greek, history, mathematics and science (Goldin, 1998).
As changes were experienced in the economy due to industrialization, it
became clear that the nation needed to train more individuals for the workplace,
18
since the new influx of available jobs did not necessarily require a college education.
Rather, there was a need for more accessible and practical courses in high school that
would better prepare individuals to function in the workplace. Therefore, new
options started to become available that were not designed solely around college
preparation. These included more practical and accessible courses, with options in
more modern languages, commercial subjects, and vocational courses (Goldin,
2001).
In light of the shift in the economy and the new needs of high school
students, the United States Bureau of Education published The Cardinal Principles
of Secondary Education in 1918, which supported the movement of high schools to
better support the needs of the masses in the changing economy. These principles
encompassed seven primary purposes of high school: 1) health, 2) command of
fundamental processes, which include reading, writing, and mathematics, 3) worthy
home membership, 4) citizenship, 5) worthy use of leisure, 6) vocation, and 7)
ethical character (United States Bureau of Education, 1918).
The movement of high schools toward serving a greater population and
diversity of student needs was called the “High School Movement,” which led to
increased student enrollment. As Goldin (1998) reports, the number of students in
high school in the early 20
th
century, particularly after 1910, increased 55%, from
18% to 73%, and the graduation rates rose from 9% to 51%. Before 1910, over half
of high school students intended to pursue higher education. By 1933, the number of
those planning to attend college dropped to 25% (Goldin, 1998).
19
The previous model of high schools, that graduated only about 8% of
students in the previous century, where the function was solely to prepare students
for higher education, was no longer the norm. High schools now were meant to
serve multiple purposes, creating better citizens, college-bound students, and
individuals who wanted to be better prepared for the workforce. This new version of
the high school led to a new influx of students with diverse needs and a decrease in
the number of students planning on attending college. Changes in the curriculum
and higher graduation rates of over 40% in the time span of less than a century, led
to new challenges within the school system in areas of educational accountability
(Goldin, 1998).
Educational Accountability
With the increase in the numbers of high school graduates and the demands
of preparing individuals for a changing economy and workplace, discontent began to
grow with the education that was being provided by the schools, more specifically by
the high schools. Particularly after the A Nation at Risk report, provided by the
government, stating that American public schools are moving toward mediocrity,
many different types of reform efforts were instituted at the high school level. Even
with these reforms, many high schools continued to struggle and under perform. As
a result, higher state and federal standards were instituted. In addition, educational
accountability systems at the federal and state levels were strengthened to help
schools monitor and meet the new standards.
20
Reform Efforts at the Federal Level
To help improve high schools and public schools to better meet student
needs, federal reform efforts have been instituted. Three important reform measures
at the federal level include the Nation at Risk, Goals 2000 and the No Child Left
Behind initiatives.
Nation At Risk initiative. The Nation at Risk, the first major federal call for
reform, was an early effort at the federal level calling for strengthened accountability
measures and major reforms in education during the Reagan Administration in the
early 1980s. The resulting report claimed that the education system was failing the
students and was unable to adequately prepare individuals for the workforce and
labor market (Nation At Risk, 1983).
The report, A Nation At Risk stated that the education offered in the public
schools was “mediocre,” and indicators of the failure of the education system
included high illiteracy levels, a drop in achievement scores, low Scholastic Aptitude
Tests, and a drop in science scores of high school seniors. In addition, the report A
Nation at Risk included the observation that, with the rise of computers and
improved technology, the United States was at risk of being unable to compete
internationally and keep up with the changing times if education was not improved
(Nation at Risk, 1983).
The report made five categories of recommendations for the improvement of
schools. These recommendations called for strengthened graduation requirements,
more rigorous standards, high expectations for students, focus on the basics of
21
education with lengthened school days or year to achieve this recommendation,
improvements in the preparation of teachers, and more accountability on the part of
educators and government officials to carry out these reforms (Nation at Risk, 1983).
Goals 2000. Less than fifteen years after the Nation at Risk, schools were still
performing at levels that were not meeting the expectations and standards called for
by initiative. Therefore, in the early 1990s, Congress set the Goals 2000, which was
signed by President Clinton and was also known as the Educate America Act
(www.ed.gov/legislation/Goals2000, retrieved September 2007).
The goals set in the act were intended to ensure that all students would
improve achievement levels. Goals 2000 had eight goals, which included, student
readiness for school, increased graduation rates, higher levels of student academic
achievement, United States leadership in the fields of math and science, increased
literacy with adults in order to carry out responsibilities as citizens, freedom from
drugs, violence and alcohol within America’s schools, professional development
opportunities for the teaching force, and increased levels of involvement for parents
(www.ed.gov/legislation/Goals2000, retrieved September 2007).
No Child Left Behind initiative. Due to the fact that many of the goals set in
the Goals 200: Educate America Act, were not met in the early 2000s and many
schools were still performing poorly based on state standardized tests, particularly
those serving students of low socioeconomic status, a new federal reform effort,
known as No Child Left Behind was initiated. This act required each state to put into
operation an accountability system based on state standards in the areas of reading
22
and mathematics. This accountability system would be assessed using statewide
annual tests, with a goal of 100% student proficiency by the year 2014. This view
supports the idea that no child, regardless of socio-economic background and
English language level, will be excluded and left behind. Any school failing to meet
the Adequate Yearly Progress (AYP) goals of assisting students toward the
proficiency level will face punitive measures and improvement plans set by the
government (U.S. Department of Education, 2006).
AYP goals are the same for every school and group. It is not a score; rather,
schools either meet or do not meet the AYP. The manner in which the AYP is
measured is by state standardized tests administered in each state in math and
reading. Schools that do not meet their AYP face interventions by the state and other
federal sanctions (California Department of Education, 2006).
Reform efforts are not instituted only at the federal level. To ensure that
states carry out their role in No Child Left Behind, states have instituted their own
reform efforts to hold schools accountable in assisting students to make adequate
progress toward the proficiency level.
California’s Reform Efforts
Federal accountability mandates have led to a movement geared towards a
more standards based curriculum in California, where schools are assessed based on
student performance on state standardized tests, in order to hold schools accountable
for meeting school growth and progress goals based on grade level standards. The
state standardized tests implemented in California include the annual end of school
23
year testing in addition to the recently instituted California High School Exit Exam
(CAHSEE), which is intended to ensure student proficiency in core subjects, such as
math and reading, upon graduation from high school.
The main goals of the standards based reform include rigorous academic
standards, accountability for student progress made in relation to these standards, the
idea that no student will be left out of the accountability process, and the ability to
review and improve instructional practice based on the data collected from the
accountability output measures (Goertz, 2001).
The accountability process for achieving the goals of the standards-based
movement involves three steps. First, the standards were established in order for
schools, students, teachers and other stakeholders to have a clear understanding of
information and knowledge that would be measured with the accountability
measures. Next, curriculum and instruction were aligned with the standards. Finally,
a system of rewards and consequences was established to either reward schools that
are performing at or above expectations, or provide assistance and plans for schools
failing to meet progress toward the standards (EdSource, 1998).
To measure whether schools were making progress toward state instituted
standards and performance goals, California implemented the state Academic
Performance Index or API score. The API has a performance target of 800 and
ranges from 200 to 1000. The score is based on student performance on the state
Standardized Testing and Reporting (STAR) program. Schools that do not meet API
goals are placed under immediate interventions. The schools receive funding to
24
implement improvements. Schools that meet and exceed API goals may be eligible
for monetary rewards and other types of recognition and awards (California
Department of Education, 2002).
In addition to API goals, California high schools must also adhere to another
state accountability system, which is beyond the federal requirements articulated by
No Child Left Behind. The California High School Exit Exam (CAHSEE) was
issued as an attempt to validate the high school diploma and ensure the preparedness
of students in the foundations of the state adopted standards (www.cde.ca.gov,
retrieved on February 2, 2007).
High school students have the opportunity to take the CAHSEE in 10
th
grade
and are tested in the areas of math and English language arts. The math portion of the
test covers seventh grade and Algebra I standards. The English Language Arts
section tests students on standards through grade 10 (www.cde.ca.gov, retrieved on
February 2, 2007).
If students do not pass one or both sections of the CAHSEE, there are
opportunities to take the test again in grades 11 and 12. If students do not pass the
entire test by graduation, there is the opportunity to earn a General Educational
Development (GED) certificate, apply for a waiver or take an alternative assessment
(WestEd, 2003). In addition, recent Assembly Bill legislation, has also provided
funding for students who complete four years of high school, but have not passed the
CAHSEE the opportunity to receive intensive instruction from their school district to
receive instruction for up to two consecutive school years after the graduation date or
25
up to the time that the student passes both sections of the exam (www.cde.gov,
retrieved March 17, 2008).
With the established reforms at the state level, schools in California now face
accountability sanctions at both the federal and state levels. Schools must meet AYP
and API goals, or face interventions and sanctions at both or either level. In addition,
high school students must pass the CAHSEE to graduate from high school. With all
these accountability measures in place holding schools responsible for how students
perform on the tests, and despite numerous interventions and funding, some high
schools are still not meeting expectations and are underperforming based on progress
goals set for the specific schools.
Other Reform Efforts
To supplement the calls for and suggestions for reforms, both at the federal
and state level, to assist high schools that are struggling to support the increased
enrollments and the demand of adequately preparing students for college or the
workforce, local and district reform efforts were instituted. Some examples of reform
efforts include student-centered schools, small learning communities, supplementary
catch-up courses, extended school day/year, block scheduling, choices of classes,
ways to make courses more relevant by creating a connection between classes and
student career interests, and offering students and parents school choice when
enrolling students in high school by educational options such as magnets and charter
schools.
26
Reforms, such as student-centered schools, thrived in an environment driven
by students’ educational needs and learning styles and was a move away from the
traditional high school environment, where students moved from one class to the
next, receiving lectures, taking notes and completing tests, without having any close
connections with teachers and other peers (Gonzales & Nelson, 2005). Student-
centered schools created a more personal environment where high school instruction
was centered on the student, where students engaged in long-term, cross-curricular
projects, while having the opportunity to create close connections with faculty and
staff at the school (Gonzales & Nelson, 2005).
Like student-centered school reforms, small learning communities,
supplementary catch-up courses, extended day or school year, and courses planned
around student career interests were all designed to consider the educational needs of
the students. Supplementary catch-up courses and extended days allowed students
who were unable to catch up with regular classes, to have extra time and
opportunities to receive appropriate assistance (McPartland, 2005). Small learning
communities offered students the opportunity to create better relationships with
teachers, since decisions were made by leaders directly connected with the small
learning community, instead of by individuals at the district office who were
disconnected from the students and their needs. In addition, coursework created
around career interests helped motivate students, who had opportunities to advance
interests in certain fields and even receive preliminary certifications in those fields
(Allen & Steinburg, 2004).
27
In addition, reforms have been organized which allow students school choice
by allowing students to enroll in magnet high schools. Magnet high schools are
centered around a specific curricular focus that attracts students and parents to the
institutions to cultivate the specific interests of students (Fullet et. all, 1999). In
addition to cultivating student interest, magnets are organized by career interests and
prepare students for higher education and the workplace (Hadderman, 2002). Since
the parents have a choice and actually pick the school for the students, they are more
likely to become involved and pleased with the school (Hadderman, 2002).
Similar to magnet schools, charter schools also offer parental choice in
regards to their children’s education. Charter schools are public schools, designed
around a particular theme, sponsored by the particular district where the school is
located, but have more autonomy and flexibility when it comes to district mandated
policies (Kafer, 2005). Despite the flexibility offered to the charter schools in
regards to their curriculum, accountability of these schools to the state and district
are still very important. If the standards of the charter are not satisified, the district
may close the school (Kefer, 2005).
However, despite the numerous reform efforts to improve high schools to
better meet the needs of students, schools have not showed adequate progress and
results. As a result, the government felt it necessary to institute reforms and
accountability measures at the federal and state levels.
28
High Schools Today
In spite of the strengthened accountability systems in place at both the federal
and state levels, many high schools today are not making enough progress to meet
expected progress goals. Based on graduation and dropout rates, performance on
state tests, the gap in achievement between minority and white students, and
complaints from colleges, universities and employers about lack of graduate
preparation, there is overall dissatisfaction with the current state of high schools.
As the United States Department of Education reports, there are currently
26,407 public high schools with about 14,000,000 students (2006). Nationally, about
70% of high school students graduate (US Department of Education, 2006). At the
same time, according to the National High School Center, in high schools serving
high populations of Hispanic and African American students, there is about a 50%
chance that the students will not graduate (2006).
California, as one of the states with the largest number of public high schools,
is performing two percent better than the average national high school, with a
graduation rate of 70% (WestEd, 2005). However, graduation rates have remained
stagnant and the graduation gap between white and minority students is still
considerable, especially with regard to Hispanic and African American students
(WestEd, 2005).
The achievement gap is also evident when the CAHSEE scores and its
passage rates are compared for ethnic groups and socio economically disadvantaged
students. Hispanic and African American students have the lowest passage rates in
29
the English language arts and mathematics portions of the CAHSEE
(www.cde.ca.gov, retrieved Feb 5, 2007). In addition, economically disadvantaged
students pass the CAHSEE at a rate 27% less than students who are not socio-
economically disadvantaged (www.cde.ca.gov, retrieved Feb 5, 2007).
Besides the high school graduation rates and CAHSEE passage rates, API
scores are also important to take into consideration to understand the state of high
schools in California and the achievement gap that is prevalent in the schools today.
Based on API scores reported by the California Department of Education, high
schools continue to perform at a lower level when compared to other levels of
schooling (www.cde.ca.gov, retrieved February 5, 2007). EdSource reports that each
year, high schools tend to perform worse than elementary and middle schools (2006).
In addition, economically disadvantaged students continue to perform third lowest in
the English language arts and mathematics sections on the California Standards Test,
after the English language learners and students with disabilities, especially in grades
9 through 12 (www.cde.ca.gov, retrieved February 5, 2007).
Based on the definition of an urban high school as outlined in chapter one – a
school with a population of at least 40% of socio-economically disadvantaged
students –urban high schools are performing at a lower rate than schools not
categorized as urban. Since the socio economically disadvantaged students have a
passage rate that is 27% less than students not in that category and score third lowest
on the API after ELL and students with disabilities, urban high schools with a high
population of the socio economically disadvantaged students under perform when
30
compared to schools that are classified as not urban due to a low number of socio
economically disadvantaged students (www.cde.ca.gov, retrieved February 5, 2007).
High School Students Today
Another contributing challenge for high schools is the shift in public school
enrollment within the United States. The shift in the population composition of
minorities and newly arrived immigrants has added new needs and challenges to
high schools.
Based on reports from the National Center for Educational Statistics, the
number of Hispanic students who enrolled in public schools increased 22% between
the 1970s and 2004, and represented over 19% of overall public school enrollment
(www.nces.ed.gov, retrieved January, 21, 2007). In addition, minority group
enrollment increased as well. In 1972, the overall non-Hispanic minority enrollment
group was only 1%. In 2004, the number rose to 7%. At the same time, the White
population decreased over 20% (www.nces.ed.gov, retrieved January, 21, 2007).
The national free and reduced lunch program is based on the income of a
family. Those students from families qualifying for free and reduced lunch are
considered socio-economically disadvantaged. It is reported that in 2004 70% of
Blacks, 73% of Hispanics and 65% of American Indians qualified for free and
reduced lunch (nces.ed.gov, retrieved January 21, 2007). Statistically, these students
are usually enrolled in schools with high concentrations of students from similar low
socio-economic backgrounds (nces.ed.gov, retrieved January 21, 2007).
31
Studies show that students from low socio-economic backgrounds perform at
a lower academic level than students from a higher socio-economic background,
because an achievement gap exists as early as a student’s first day in school in
kindergarten (Rothstein, 2004). As Rothstein (2004) explains, when compared to
students from a high socio-economic background, students from low social class
backgrounds and minority students with limited English and less educational
background may be considered to be at a disadvantage. The explanation provided for
these ideas is that these high poverty students do not enter school with the same
skills and knowledge as those from a higher socio-economic background, who may
have been exposed to pre-school or pre-knowledge from their home environment.
Therefore, when these low SES students enter school, the achievement gap already
exists and, as students progress to the high school level, the achievement gap
continues to increase (Rothstein, 2004).
Differences in health conditions also contribute to differences in the
achievement of students with a poor background. For example, as Rothstein (2004)
reported, over 50% of minority students in the United States have poor vision, which
impairs the ability to learn and follow along in class. In addition, students from poor
backgrounds do not have the same medical care and nutrition as students from higher
socio-economic backgrounds. Other health conditions include stunted growth, lead
poisoning, emotional and behavioral issues, and cognitive delays (Brooks-Gunn and
Duncan, 1997).
32
Finally, a high degree of transience among those from low socio-economic
backgrounds affects the achievement of these students who move 20% more often
(Rothstein, 2004). In addition, students from higher socio-economic backgrounds
are more likely to have access to a quiet environment conducive to study (Rothstein,
2004).
Many minority students and those from a low socio-economic background
live in urban centers with a high poverty index and have higher dropout rates than
students from a higher economic background and living in less of an inner city
environment. As the number of minority and socio-economically disadvantaged
students increases, educators and administrators face the challenge of meeting their
needs and improving the situation of high schools today (The Education Trust-West,
2004).
Effective Schools
To overcome the challenges of accountability, poverty, dropout, low test
scores, crime and changes in student population, some high schools have utilized a
variety of effective strategies. The strategies implemented by these effective schools
are supported by a successful shared leadership culture that has facilitated moving in
the direction of improved student achievement and high performing high schools.
Characteristics of Effective Schools
Some effective strategies utilized by schools for overcoming challenges that
have led to high performing high schools, include: shared common goals, high
expectations for all students, a rigorous and challenging curriculum tied in with the
33
state standards, data-driven decision making and monitoring of progress,
professional development focused on the needs of the students and school, extra
support for students who are not meeting the high expectations, and parent and
community support (Shannon & Bylsma, 2003).
1) Shared Common Goals: Shared goals create a focus for the entire school and
allow everyone to understand what goals they are working toward and why
(Shannon & Bylsma, 2003). Shared goals are a vision and create a sense of
purpose for everyone involved in the educational process, including parents,
students, teachers, administrators and other staff and faculty members. As
Marzano (2003) points out in his book, What Works in Schools: Translating
Research Into Action, shared goals contribute to a successful, effective,
unified, organized school team.
2) High Expectations for All Students: High expectations for all students
encompasses the idea that all members of the school team, including students,
teachers, administrators, and other faculty members, believe that all students
have the ability to learn and be proficient with respect to high state standards
(Shannon & Bylsma, 2003). In effective high schools, these expectations are
upheld without regard to whether or not the student intends to pursue a post-
secondary degree or follow a vocational path (Iowa Department of Education,
2005). In addition, these high expectations must be communicated directly to
the students (Marzano, 2003).
34
3) Rigorous and Challenging Curriculum Tied in With State Standards: A
rigorous and challenging curriculum that is tied in with state standards
utilizes materials, strategies and resources that are research based (Shannon
& Bylsma, 2003). In addition, the curriculum is relevant and challenging to
prepare students for any path they choose after high school, whether it is a
college education or the workforce (Iowa Department of Education, 2005).
Finally, the curriculum is tied to grade level standards and what the students
will be tested on with the state assessments.
4) Data Driven Decision Making and Monitoring of Progress: Effective schools
make decisions based on data and use data to monitor progress and improve
teaching and learning. The data are used to understand what is working at the
school site, what can be improved, and what needs to be changed altogether
(Marzano, 2003).
5) Professional Development Based on the Needs of the Students and the
School: Effective schools carry out professional development based on the
student data and how the professional development can contribute to
improvement of the data, performance and learning of the students. In
addition, the professional development is evaluated based on student data,
which is revisited to understand if the professional development was effective
(Shannon & Bylsma, 2003).
6) Extra Support for Students Who are Not Meeting High Expectations:
Successful schools offer extra support for students who are struggling, face
35
additional learning barriers, or just need some more help. Extra support may
include tutoring, workshops, and extending the length of the course, year or
day (WestEd, 2005).
7) Parent and Community Support and Environment: Parent and community
support is an essential factor for successful schools. The support can be in the
form of keeping in close communication with the school, participating in the
governance of the school, participating in the day-to-day organization of the
school by volunteering, or working as an aide (Marzano, 2003).
Shared Leadership Culture
Effective schools that utilize the seven aforementioned characteristics support
the processes with a collaborative leadership culture, whereby different stakeholders
including teachers, administration, students, parents and community members work
together to achieve school goals. The members of the shared leadership team create
the group based on a shared goal or purpose that is bonded together by trust
(McKeever, 2003). In addition, the idea of shared leadership affects the overall
school culture, creating a more positive, collaborative and goal oriented environment
that ultimately helps to improve student achievement.
The main goal or purpose of members of the leadership group is based
around improving student learning. Every member of the team, whether student,
parent, teacher, administrator, staff or faculty member, is part of a team within the
larger leadership team, based on personal strengths and where each person can do
their best to help work toward the school’s goals and mission (Lambert, 2006).
36
When different stakeholders in the educational system work together toward
a shared goal or mission, and have their role and responsibility in helping to make
those goals a reality, there is a shared sense of accountability (Goldberg & Morrison,
2003). Everyone has a shared responsibility and individual role in doing their part to
help lead the school forward. Members of the leadership team can hold each other
accountable for doing their part to help the school pursue the school’s goals.
(Goldberg & Morrison, 2003).
This sense of shared leadership sets a tone for the overall school culture. As
defined by L. Dean Webb and M. Scott Norton, school culture includes beliefs,
values, and assumptions that all the members of the organization share (2003). When
there is an idea of shared leadership, everyone takes responsibility for their role and
part. Everyone supports the organization and its goals. This creates a more positive
atmosphere, buy in from all stakeholders. An overall positive school culture, which
guides many of the functions of the organization, where collaboration, team work,
and shared sense of purpose is at the heart of the organization, and it works towards
helping high schools overcome many of the challenges they are facing, and
ultimately become a high performing school (Bennet, 2001).
Student Engagement
Besides the characteristics of effective schools already discussed– common
goals, high expectations, a rigorous curriculum, data-driven decision making,
professional development focused on the needs of the students and school, extra
support for students, and parent and community involvement, all supported by a
37
shared leadership culture – research has begun to take place in the area of student
engagement.
There has been growing interest in student engagement, because it is thought
to increase student achievement and help lessen the levels of boredom and alienation
students feel with respect to their educational experience (Klem & Connel, 2004). It
has been reported that by the time students reach the high school level, 40% to 60%
seem to be less engaged (Klem & Connel, 2004). As a result, schools cannot expect
students to be actively engaged with the curriculum, especially since many students
simply view school as a boring place, where they will do the work to complete the
required coursework and be assigned a grade. This view of school by the students
causes low motivation and does not utilize the critical thinking processes necessary
to keep up with jobs in the changing economy and marketplace (Fredricks,
Blumenfeld, & Paris, 2004).
As Newman , Wehlage, and Lamborn (1992) point out, unlike the “bored”
and “disengaged” students, engaged students make an “investment” in their learning,
where the student becomes actively involved with what is being studied. This
investment and involvement can lead to a deeper understanding and critical thinking
that goes beyond the grade the student is receiving for a particular assignment.
Critical thinking skills are utilized in the workplace and during testing times, such as
state standardized tests and college entrance exams, that go beyond what the student
simply learned in class for a particular grade. Rather, these types of tests require the
38
student to analyze and apply material learned in class (Newman, Wehlage, &
Lamborn, 1992).
Fredericks, Blumenfeld, and Paris (2004), point out three factors in the
concept of student engagement: behavioral, emotional and cognitive. Behavioral
engagement refers to behaviors of the student during the learning process, whether in
a positive manner, where the student is involved with the content, or in a negative
manner, where the student is participating in more troublesome behaviors such as not
attending classes or disrupting instruction (Fredericks, Blumenfeld, & Paris, 2004).
Emotional engagement involves the feelings and connections of the student
to what is being studied in the classroom (Fredericks, Blumenfeld, & Paris, 2004).
These emotions may include positive feelings of curiosity, excitement, and interest,
or negative feelings of boredom, apathy, or even fear. Emotional engagement is
thought to create ties to the school, classroom and curriculum and have an effect on
the student’s motivation to do work (Fredericks, Blumenfeld, & Paris, 2004).
Finally, cognitive engagement is the investment on the part of the student to
do the work necessary to progress in the skills needed to gain a better understanding
and mastery of the intended curriculum and knowledge (Fredericks, Blumenfeld, &
Paris, 2004). In addition, cognitive engagement leads to a student’s investment in
the learning process, to go beyond the requirements and challenge him- or herself.
(Fredericks, Blumenfeld, & Paris, 2004).
With respect to these three interrelated aspects of student engagement, the
research discussed by Fredericks, Blumenfeld and Paris (2004) in their article
39
“School Engagement: Potential of the Concept, State of the Evidence”, points to a
positive relationship between student engagement and higher student achievement
and a lesser likelihood of dropping out of school. The theory is that, as students are
more actively involved, emotionally connected, and involved with the curriculum,
school, and classroom, the less alienated the student feels; the result is lower chances
of dropping out. In addition, deeper investment, connections, and understanding,
when made with the content, can lead to higher levels of student achievement
(Fredericks, Blumenfeld, & Paris, 2004).
High School Survey of Student Engagement (HSSSE)
With the growing research and evidence pointing toward the positive aspects
of student engagement, Indiana University created an instrument called the High
School Survey of Student Engagement (HSSSE). The purpose of the instrument is to
explore the student engagement in school and its effects on student achievement, and
help identify behaviors on the part of students and teachers, and the aspects of
schools that can be enhanced to improve test results and student achievement.
The HSSSE instrument is a survey that is administered to high school
students ranging from grades 9 through 12 by Indiana University. The survey has 23
main questions, which address such topics as general information; student
educational aspirations; parental educational level; how students spend their time
outside of school; how students interact with teachers; engagement levels during
classroom discussions and assignments; the amount of time students spend writing,
discussing ideas and working on projects outside of school; their experiences with
40
diversity; their overall view of their schooling experience; their role and voice on the
campus; their opinion on how they feel about learning, grades and school work; and
how often they go above and beyond basic high school requirements to participate in
school sponsored activities, clubs, preparatory classes and even enrollment in honors
and advanced placement classes (HSSSE, 2005).
Once students in high school complete the survey, the school receives a
report of the results by Indiana University. The results can then be applied by the
school leaders to better understand the teaching, learning and school environment
from the standpoint of the students themselves, the individuals the school is directly
trying to serve.
Some findings reported in the 2006 HSSSE report written by Yazzie-Mintz,
created from feedback of 81,499 high school students who responded to High School
Survey of Student Engagement, includes findings in areas about why students attend
school, levels of boredom, disengagement, student time on task and their priorities,
level to which students felt supported by adults, student feelings in relations to
safety, and more. In relation to why students attend school it was found that 73% of
students attend school to earn a college degree, whereas 68% go to school to spend
time with friends and peers. The findings from the data collected and analyzed from
the HSSSE reveals that 50% of students feel bored at school everyday because they
did not find the material interesting. Fifty percent of students reported to have
skipped school once or twice. In relation to time spent on work, 83% of students
reported to doing less than five hours of homework and reading. In addition 83% of
41
students reported that they found assignments where they had the opportunity to
work and learn with their peers most enjoyable (Yazzie-Mintz, 2006).
Once the school that participates in the survey, receives and analyzes data, of
the nature described in the pervious paragraph, personalized to the specific school,
there is an opportunity for the school to take immediate action to implement changes
to improve the school and better meet student needs. Examples of interventions
taken by schools after interpreting survey results include career days, homework help
lines, partnerships with schools and businesses to organize career days, and creating
community service projects (Yazzie-Mintz, 2006).
Conclusion and Implications for Future Study
High schools have made major transitions in the last century. High schools
have evolved from an institution with the primary purpose of serving as a venue
towards higher education, to an institution for better preparing young individuals for
citizenship and the workforce, in addition to post-secondary education.
High schools have done their best to keep up with the changes in our
economy and society so as to better serve the student population, but have faced
major challenges. Some of the hurdles experienced by high schools include major
increases in student numbers and state and federal interventions with required
reforms and strengthened accountability measures to assist in the process of meeting
the needs of all students to ensure that high schools are making necessary progress
toward those goals.
42
Even with the numerous accountability and reform sanctions, many urban
high schools continue to under perform, with high student dropout rates and low
achievement levels. At the same time, however, some high performing urban high
schools are meeting student needs and leading to higher student achievement based
on state standardized tests (Education Trust West, 2005).
Studies have shown the common characteristics of high performing schools,
including common goals and visions, high expectations for all students, a rigorous
and standards based curriculum, data-driven decision making, professional
development focused on the needs of the students and school, extra support for
students, and parent and community involvement, all supported by a shared
leadership culture (Shannon & Bylsma, 2003). Growing research into the benefits of
high student engagement is taking a closer look at understanding whether student
engagement can be added to the list of common factors in the success of high
performing schools.
A leading institution in the study of student engagement is Indiana
University, which utilizes the High School Survey of Student Engagement to
measure student engagement in high schools across the nation (HSSSE, 2005). A
national data base is being created to assist schools in identifying the processes from
the perspective of students, and to determine what can be improved to lead to the
outcomes that state and federal governments are mandating for these high schools.
It is unclear, however, if there is a true correlation between high levels of
student engagement and high achievement levels in urban high schools. The High
43
School Survey of Student Engagement has been administered at different high
schools and used to assist schools in improving instructional processes, but there is a
need to study whether student engagement is a true factor in high performing urban
schools. The institution has gathered data from over 81,000 students in relation to
their personal perspective about their engagement levels. However, Indiana
University has not focused specifically on successful urban schools and areas as they
have gathered data on student engagement.
If studies prove that student engagement is a factor in the high performance
of the urban school, it will be beneficial to explore what strategies the school is
utilizing to better engage students and yield higher levels of student achievement. In
addition, once the data are compiled, they can be added to the HSSSE national
database, and the study can be applied to the best practices information base to
provide struggling schools with ideas of how to improve instruction and progress
toward becoming a high performing school.
44
CHAPTER 3
RESARCH METHODOLOGY

Purpose
Although many urban high schools are struggling to make adequate progress,
meet standards or even outperform expectations, some urban high schools are
achieving significant gains, outperforming expectations in comparison with schools
ranked as similar schools based on demographics. The purpose of the study was to
understand what factors contribute to the high performance at these urban schools
and more particularly, whether student engagement was one of the factors leading to
the success of these schools. Once the factors were determined, the study aimed to
understand what strategies and best practices the schools were utilizing to
incorporate these factors into the regular school day leading to high achievement.
A case study was conducted to gather data through interviews, observations,
document analysis and surveys. The case analysis provided detailed descriptions of
the phenomenon, developed explanations about the phenomenon and finally
evaluated the phenomenon, (Gall, Gall, & Borg, 2003). In addition to the available
literature, results from the case identified factors, strategies and best practices
utilized by high-performing urban schools, which could then be made available to
high schools working to improve student achievement at their school sites.
In order to produce a rich and detailed description, analysis, and evaluation of
a high-performing high school, the study was conducted at one specific school site:
45
Park High School in Dale Unified School District. The school site was chosen by
the criteria for what was considered high-performing and urban, set by the thematic
dissertation group consisting of 10 doctoral students, all working to collect data from
separate case studies concerning the topic of high-performing urban high schools.
Given that this specific study was part of a much larger cohort investigation, the data
from the 10 case studies were later used to identify common themes that could be
used as part of a meta analysis concerning the factors that contribute to high-
performing urban high schools.
Research Questions
The research questions that guided the study were:
1. What perceived factors contribute to a student’s academic achievement in a
high performing urban high school?
2. Is there a link between student engagement and student achievement in a
high-performing urban high school?
Conceptual Model
The conceptual model that led the study was created through a collaborative
effort of the thematic dissertation group. Based on Marzano’s book, What Works in
Schools: Translating Research Into Action, factors in school effectiveness, leading to
improved student learning, include three of the four elements in the pentagon shaped
boxes in the conceptual model diagram below: leadership, school culture, and
curriculum and instruction (2003). Since the study also aimed to understand if
student engagement was a factor leading to increased student achievement, it was
46
also included in the conceptual model with a question mark on top of the arrow. All
arrows in the model pointing in two directions indicate that all the factors are
interrelated and affect one another. Per the literature reviews conducted, the
thematic group also added globalization, national/state/ district influences,
accountability and urban like risk factors in the corners, because those four areas
constantly affect and influence school systems.
Through observation, interviews, surveys and document analysis, the
expectation was to see the connections and interactions between the four components
of the conceptual model of leadership, student engagement, school culture, and
curriculum and instruction that are all affected by globalization, national/state/district
mandates, accountability measures, and urban like factors. Therefore, the study
reported its findings on whether the expectations of the conceptual model were met.
47
Figure 1. Conceptual Model

Methodology
The methodology of the dissertation was determined through a collaborative
effort of the thematic dissertation group. The group decided on a design consisting of
a multi-method qualitative approach, supported by findings from a quantitative data
collection method.
Nine other doctoral students were investigating the topic of high-performing
urban high schools. Each individual in the thematic dissertation group was

Accountability
Urban Like Risk
Factors
National/State/
District
Influences
?
Globalization
Leadership
Student
Engagement
Curriculum
and
Instruction
School
Culture

Improved
Student
Learning

48
responsible for conducting a case study at a different high school that met the criteria
of a high-performing urban high school. The case study approach was chosen
because it allowed the researcher to observe participants in their natural setting and
gain a better idea of the perspective of the school and the participants involved. The
results were then presented through detailed descriptions, explanations and
evaluations of the topic of interest; in this case, a high-performing urban school (Gall
et al., 2003). Since the same topic was being studied by 10 researchers, each case
study could be “conceptualized as an example of a broader
phenomenon…[and]…the case’s significance can be seen in terms of the light it
sheds on that phenomenon” (Gall et al., 2003). Therefore, even though each study
stood alone as its own dissertation case study of a different high performing urban
high school, the information gathered from all 10 studies led to the discovery of
common themes that could be combined into a meta analysis of factors contributing
to high performance in urban high schools.
In addition, quantitative data from surveys were utilized to support findings
from the qualitative methods and helped in triangulation to corroborate conclusions
drawn from the study and increase validity of the findings (Gall et al., 2003).
Instrumentation
The thematic dissertation group collaborated to develop the data collection
instruments of the observation template, interview questions, document analysis
sheet and list of documents to be collected. The surveys utilized for the study were
adapted versions of the High School Survey Student Engagement created by Indiana
49
University. The dissertation group developed student, teacher and administrator
surveys based on the initial survey created by Indiana University.
Procedures For Instrumentation Creation
The following procedures were utilized to create the instruments.
1) The thematic group discussed the research questions and decided upon what
types of data collection instruments would be most suitable for answering
the research questions.
2) The group decided that surveys, observations, document analysis and
interviews would be necessary to answer both research questions.
3) The thematic group thoroughly reviewed the survey created by Indiana
University and uncovered the major categories of the instrument.
4) The group divided into two subgroups, with each taking on the responsibility
of developing two instruments. One group developed the interview and
observation instruments and the other the student/ teacher/administrator
surveys and document list.
5) While developing the interview, student/ teacher/administration survey, and
observation protocol, the subgroups made sure each instrument supported the
themes and categories of the surveys in order to ensure triangulation in the
data collected.
6) The subgroup in charge of creating the list for document analysis formed the
instrument based on the same categories of the survey, interviews and
observations. This was designed to support information from the other data
50
collection methods and to provide factual evidence that the criteria had been
met when selecting a school for the case study.
7) Once the instruments were created, a representative from the Doctoral
Support Center from the University of Southern California attended a
meeting with the dissertation group and provided feedback concerning the
instruments created by the thematic group.
Description of Instruments and Relevance and Relationship to Research Questions
Survey
Secondary data from a student survey administered by the teachers at Park
Magnet High School was utilized in the study. This student survey was an adapted
version of the High School Survey of Student Engagement (HSSSE) created by
Indiana University. The adapted version of the HSSSE was created by the thematic
dissertation group and consisted of 24 questions ranging from student interests to
aspirations to activities in the classroom. As the information of the 2006 HSSSE
report, entitled, Voices of Students on Engagement: A Report on the 2006 High
School Survey of Student Engagement, written by Ethan Yazzie-Mintz, the director
of the HSSSE project explains, the survey aimed to gain an understanding of the
students’ perspectives about their levels of engagement and take their viewpoints
into consideration when considering reforms to improve the students’ achievement
levels.
The second set of surveys, the teacher and administrator surveys, also
adapted versions of the HSSSE, were created by the thematic dissertation group.
51
These two-page surveys posed many questions similar to the student surveys, in
order corroborate the data gathered from the students.
The survey instruments facilitated collection of data to answer both research
questions. The surveys uncovered themes concerning the students, administration
and teacher perspective of what factors contributed to the high performance of urban
high schools. In addition, the adapted HSSSE survey uncovered whether the
students themselves believe they are engaged and what activities truly engage them,
answering the second research question of whether student engagement is a
contributing factor in the high performance of urban high schools.
Interview Questions
Two interview questions were based on the major categories of the survey
form and research questions. Interviews were conducted with the principal, assistant
principal, staff members, teachers, a parent and the extracurricular activity leader.
The interviews gave participants the opportunity to offer personal
perspectives, perceptions and experiences regarding the questions posed by the
researcher (Patton, 2002). The interviews supported both research questions, which
were asked directly of the participants. In addition, the interviews supported data
collected through the other three data collection methods to help create triangulation.
Observation Templates
The observation templates were developed through consideration of the
major categories identified from the surveys. Through a minimum of 10
observations, the goals of this type of data collection were to: 1) provide a rich
52
description of the school, the students, and other members of the school being
studied, 2) gain firsthand experience of the school setting that is being studied, 3)
acquire more information about the school that, due to routine, might escape the
awareness of members, 4) learn more about topics that individuals at the school site
do not share in interviews and surveys, 5) gain a sense of what the members
experience and create a personal knowledge base of what it is like to be part of the
school site, which can be utilized during the conclusion and interpretation phase after
data collection, and 6) corroborate the information gathered through surveys,
interviews, and document analysis, to create triangulation and increase validity
(Patton, 2002).
With permission of the administrators and teachers, an announcement was
made to the faculty that observations would be conducted at the school site, with no
notice as to which classrooms would be visited. Although teachers would not be
aware of which classes would be observed, the researcher purposely selected the
classes ahead of time so as to visit classes that vary in range, grade level, and
classification, such as special education, English language development,
intervention, honors, advance placement, and regular. The purpose of this approach
was to receive a wide-ranging perspective of different student groups.
In addition to the classrooms, observations were conducted at a faculty
meeting, of student activities generally and around the school grounds, as well as
general observations of the school the environment. In addition, the principal was
shadowed for part of the day to gain an understanding of the leadership culture of the
53
school. In addition to the various classes that were observed, the observations of the
different aspects of the school outside of classes, provided insight into other factors
aside from classroom instruction that contributed to the high performance of the high
school selected for this case study.
The Observation Log was utilized (Appendix E) to document the
observations conducted: to observe classes, the school site, the administration,
student activities and a faculty meeting.
Document Analysis
Document analysis was conducted to receive factual evidence to support data
gathered through surveys, interviews and observation. In addition, documents were
studied to identify a high-performing urban high school that met the criteria set by
the thematic group for the case study.
To support the other data collection methods, create triangulation, and
identify high schools that met criteria, the researcher needed to collect data on high
school exit exam passage rate, discipline, school sponsored activities, attendance,
graduation rates, student demographics, parent education levels, and course grades.
To summarize the content of each document studied, ideas, evaluations and other
interpretations gathered, a document summary form was utilized (Gall et al., 2003).
Sample and Population
The criteria for sampling were determined by the 10 thematic dissertation
doctoral students. For a school to be considered in the study, it was required to meet
the following criteria: 1) based on the California Academic Performance Index
54
(API), the school’s state ranking outperformed similar schools by at least two deciles
when compared to similar schools, and 2) 40% of the students participated in a free
and reduced lunch program.
Purposeful sampling was utilized in order to obtain as much information
about a phenomenon as possible. Since the goal of the study is to understand what
factors contribute to the high performance of high schools, it was important to
choose a school that was high-performing and outperforming expectations. The 40%
free and reduced lunch criterion was set to determine if the school can be considered
urban. The free and reduced lunch program subsidizes breakfast and lunch of socio-
economically disadvantaged students (FRL, Internet source, April 20, 2007).
Selected District
Park Magnet High School is part of the Dale Unified School District. DUSD
contains three comprehensive high schools, one magnet high school, Park, and a
continuation high school. In addition, the district has four middle schools, 20
elementary schools, and a school serving the needs of developmentally multi-
handicapped students. The district has about 28,000 students, 1500 teachers and staff
members.
Based on the most current district accountability report card (2005-2006), the
district has about 40% of the students on free and reduced lunch, and 26% English
Language Learners. The major subgroups of students within the district consist of
about 25% Hispanic, 13% Asian, and 55.8% White (not Hispanic), with a significant
amount of the students in this subgroup being Armenian. The majority of the English
55
Language Learners (ELL students) live and attend school in the southern end of the
district, which is considered less socio-economically advantaged when compared to
the northern portion of the district.
Selected School
The selected school for the study is Park Magnet High School. Dale unified
students may enroll in the school by choice by opting out to attend schools in their
local neighborhood to attend the magnet high school. Once students apply to the
school, they are chosen by the lottery system. If the students decide to apply and are
chosen randomly by the lottery system, they are bused from their area within the
district to the magnet high school, with some students traveling over ten miles to
attend the school.
Based on reports by the California Department of Education 2006 report, the
school consists of 802 students. Seventy-seven percent of the students are of White
(not Hispanic) origin, with the majority being of Armenian descent (www.ed.gov,
retrieved July 14, 2007); 11% are Asian; 6% are Hispanic; and 6% are Filipino.
Forty-one percent of students participate in the free and reduced lunch program. The
school has 13% English Language Learners, 56% reclassified Fluent English
Proficient, which indicates that these particular students have a primary language
other than English. In addition, the school has a mobility rate of 100%. The most
recent API score of the school is 838; statewide ranking is the highest state ranking
available, with a score of 10. The similar school ranking of the school is 10, which is
also the highest possible ranking and therefore can be considered high performing.
56
Table 3.1
Characteristics of Park Magnet High School
Measure n
Total Student Enrollment 802
API Ranking
2006 API Score 838
2006 state-wide rank 10
2006 similar schools rank 10
2006 CAHSEE passage rate 98.5%
Demographic Data (%)
2006 Free and Reduced lunch 41
Reclassified Fluent English Proficient 56
English Learners 13
Mobility 100
Race/Ethnicity (%)
African American 0
American Indian or Alaska Native 0
Filipino 6
Hispanic 6
Pacific Islander 0
White (not of Hispanic Origin) 77

As a high-performing school, Park Magnet continually receives awards and
recognition. Recent acknowledgements of the school include: National Blue Ribbon
School (2006), California Distinguished School (2005), and California Exemplary
Career Technical Education Program Award (2005). In addition, the high school
57
was featured in an article on the United States Department of Education website
discussing nine high poverty and high achieving Blue Ribbon Schools (www.ed.gov,
retrieved July 14, 2007).
The school intends to provide a curriculum infused with technology
involving school-to-career programs that prepare students to be market-ready and
competitive in the 21
st
century. The school offers college-bound students
opportunities to participate in college preparation activities and supplemental
programs through partnership with neighboring community colleges and universities.
In addition, all incoming ninth-graders have the opportunity to participate in a
college and career class to develop plans and portfolios as they begin to think about
and prepare for future careers and post-secondary educational goals (SARC, 2005-
2006).
Data Collection
Through the collaborative decision of the thematic dissertation group, the
surveys and some document analysis were the first data collection methods utilized.
First, data analysis was utilized to determine if the high school chosen met the
criteria set by the thematic dissertation group. The school’s similar schools ranking
score and percentage of students on free and reduced lunch were researched to
determine if the school was eligible for the case study. Following this, the first
method of data collection was the surveys. They were administered during the month
of October, close to the beginning of the school year, so that in case the surveys
58
uncovered themes and categories that had not been previously considered, the
researcher could take this new information into account as necessary.
After the surveys were completed, observations, interviews and more
document analysis were conducted during the months of November, December,
January and February. Each data collection instrument was administered based on
guidelines agreed upon by the thematic dissertation group to ensure the appropriate
administration of each instrument and to maximize data collection during times
designated for that purpose.
Data Collection Through Surveys
All surveys administered to the students, administrators and teachers were
anonymous. With the permission of the school administration and the cooperation of
the teachers, the surveys were distributed to students through their homeroom
teachers and were completed during class time. Once completed, the teachers
collected the surveys and dropped them off in a designated box near the principal’s
office.
The teacher/administrator survey was distributed during a staff meeting in the
month of October. After a brief overview and reminder about the study, the teachers
and administrators were handed their surveys, which were to be completed during
the ensuing week, by the end of which they were to be returned to the same
designated box near the principal’s office.
59
Data Collection Through Interviews
The interviews were conducted by the researcher of the various stakeholders
at the school site. The thematic group had determined that the principal, assistant
principal, two support staff members, representatives from the parent groups, and
extracurricular activity leaders would be interviewed. The school administration had
initially agreed to be interviewed when permission was obtained to conduct the study
at the school. Teachers, support staff, parent group members and extracurricular
activity leaders were chosen based on the return of a solicitation letter asking for
their participation in the interview process. After the interviewees responded to the
initial contact letter, they were personally contacted by the researcher to schedule a
date and time, at their convenience, to conduct the interviews.
Data Collection Through Observations
Ten observations were conducted at the school site. The researcher purposely
selected the classes ahead of time so as to visit classes varying in range; grade level;
classification, such as special education, English language development,
intervention, honors, advance placement, and regular; and time of day. The purpose
of this approach was to receive a wide-ranging perspective of different student
groups.
During the observations, a notebook was utilized to record all the information
gathered. After each observation, the observation template created by the thematic
dissertation group was utilized to organize the information and interpret it using
Bolman and Deal’s four frames of organization: human resource, structural,
60
symbolic and political. The thematic group chose to include the four frames for
interpretation because they allow for multiple perspectives and understandings when
viewing one situation. Although each frame is unique and can stand alone, as a group
the four frames provide a complete and broad idea of what is working in an
organization and what needs to change, and how to accomplish the task (Bolman and
Deal, 2003).
Data Analysis
Data analysis was conducted by studying the answers from the interview
questions, the responses from the surveys, the information gathered during
observations, and document studies using the templates created by the thematic
dissertation group. Data analysis was done in phases, and measures were taken to
help eliminate issues of validity and accuracy.
Phases
Following Creswell’s steps of data analysis in his book, Research Design:
Qualitative, Quantitative, and Mixed Methods Approaches (2003), data analysis
included a six-step process. First, the data were organized for the analysis process.
This included transcribing all interview notes, typing notes, and organizing the
documents into files. The second step entailed taking time to thoroughly read
through all the data and making notes about any thoughts or ideas that arose. Next,
the data were coded and separated into categories and labeled. The fourth step
required analysis and coding of information into themes following a discussion and
61
description of the categories. The last step involved interpretation of the findings
(Creswell, 2003).
Issues of Validity
In order to minimize issues of validity, accuracy and credibility of findings,
eight strategies were utilized based on Creswell’s recommendations from his book
Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2003).
1. Different types of data were utilized in order to create triangulation between
themes that were uncovered from the information gathered.
2. Once the study was finalized, the final report was checked with the
participants in order to understand if they felt like the information was
correctly represented.
3. A thorough description of data was presented in the study in order to provide
the reader with an opportunity to gain a clearer idea of the setting and
phenomenon.
4. In order to create an honest narrative, biases are stated and explained.
5. A discussion of opposite views of findings are provided and discussed in
order to add credibility to the conclusions drawn.
6. A considerable amount of time is spent at the school site gathering
information to be able to gain a thorough and detailed understanding of the
phenomenon, which adds to the credibility of the findings.
62
7. When the dissertation was finalized a peer reviewed the study, asked
questions about the study, which led to revision and clarification in order to
add credibility.
8. Finally, after the report was finalized, an external auditor reviewed the study.
This auditor was an outsider and asked questions to add to the credibility and
provided suggestions for clarification (Cresswell, 2003).
63
CHAPTER 4
FINDINGS

Chapter Four is a presentation of all the findings from the data collection
process, in addition to an analysis and explanation of the findings in relation to the
research questions. Qualitative data collected from observation, interviews and
document analysis, as well as quantitative data from teacher, administrator and
student surveys are interpreted in order to 1) understand the factors that lead to high
levels of student achievement in an urban high school, and 2) uncover the strategies
and practices at play that can be made available to help underperforming urban high
schools meet expectations for improvement.
A combination of qualitative and quantitative data collection methods was
utilized. The qualitative data collection methods used were: (a) interviews with the
two administrators at the school site, three core subject teachers, one parent, an
alumnus, the activities director and the library media teacher; (b) observation of 10
classrooms, a faculty meeting, student recess and lunch breaks, morning arrival,
passing periods, student activity, and a shadowing experience with the principal; and
(c) detailed review and study of documents. The quantitative data collection methods
utilized were: (a) teacher surveys administered to all faculty members, but completed
by 19 out of 40; (b) administrator surveys completed by both members of the
administration staff; and (c) the adapted version of the High School Survey of
64
Student Engagement administered to a sample of 232 students, 63 tenth grade
students, 97 eleventh grade students and 72 twelfth grade students.
All the data collection instruments were utilized to answer the following two
research questions:
1. What perceived factors contribute to a student’s academic achievement in
a high performing urban high school?
2. Is there a link between student engagement and student achievement in a
high-performing urban high school?
Once the data were gathered, an analysis was conducted using the framework
outlined in Chapter Three, following Creswell’s steps from his book, Research
Design: Qualitative, Quantitative, and Mixed Methods Approaches (2003). All data
gathered through the interviews, surveys, observations and document analysis were
organized, studied, coded and separated, chunked into themes, and finally interpreted
in order to answer the two research questions.
Research Question One
What perceived factors contribute to a student’s academic achievement in a
high performing urban high school?
The first research question explored the idea of what factors contribute to
high performance of an urban high school. Data gathered from the document
analysis, interviews, observation, and specific portions from the teacher and student
surveys were utilized to answer this question.
65
From the data collected through four instruments––document analysis,
observation, interviews, and surveys––three themes emerged that helped answer the
first research question: 1) strong and shared leadership, 2) individualized attention
toward students, and 3) project-based learning.
Strong and Shared Leadership
The data gathered through the various collection methods revealed that one of
the emergent themes was a sense of strong and shared leadership. The words “strong
and shared” are used to describe this theme because the administration at the school
was strong, people-oriented, organized, visible, and ready to serve all stakeholders.
At the same time, the administration was ready to share areas of leadership, utilizing
the strengths of members of the staff and faculty. As a result of this shared sense of
leadership, all stakeholders felt a responsibility to work together toward achieving
the goals of the school.
The data collected from three instruments––document analysis, observation
and interviews––provided rich descriptions and specific examples that led to the
emergence of this theme. Data collected from the student and teacher surveys did not
contribute to this specific theme since the surveys focused on the engagement levels
of students and not particularly upon school leadership and their role in student
engagement levels.
Document Analysis
One of the three methods of data collection––leading to emergence of the
theme of strong and shared leadership as a contributing factor to the high
66
performance of the urban high school––was document analysis. Through a study of
the various documents, the theme of a strong and shared leadership emerged as a
factor.
2004 Model School Conference Proceedings: Case Studies of Successful
Programs
The document prepared and presented at the “2004 Model School Conference
Proceedings: Case Studies of Successful Programs”, by the International Center for
Leadership and Education, provides information that led to emergence of the strong
and shared leadership theme.
The document refers to Park Magnet as an exemplary high school, because:
Using a collaborative approach, administrators and faculty members created
written policies, charts, and handbooks that define responsibilities and
relationships. The standards of student conduct, the written policy for the
dress code, the ESLRs, and the self study process created in preparation for
the Western Association of Schools and Colleges Accreditation are examples
of collaborative products developed through the efforts of all stakeholders.
Leadership is a shared responsibility. (International Center for Leadership in
Education, 2004)

As the document points out, the major procedural processes, guidelines, and policies
were created by the group as a whole. The process could have been simplified with
the administration taking on the responsibility and creating all of these guidelines.
Instead, since there is an overall sense of shared leadership, different members of the
school community were brought in on the process. This allows the members of the
school to feel more ownership and buy-in of school processes and procedures.
67
In addition, this same document points out that the school has many
opportunities for non-administrators to take on specific leadership roles at the school
site:
These committees include: the School Site Council, Staff Development
Committee, School Safety Committee, Parent-Teacher-Student Association
(PTSA), and the English Language Acquisition Committee (ELAC). The
School Site Council is a major governing body that meets quarterly to review
the effectiveness of the school’s programs and components in meeting goals,
and it acts as communication liaison between the community and the school.
(International Center for Leadership in Education, 2004)

These various committees, allow individuals with different strengths to draw on their

abilities to help lead the school. Therefore, members of the community work
together as a group on major tasks and have the opportunity to take on leadership
roles on specific committees.
Staff development documents
Documents from Park Magnet’s first-quarter professional development
release day were also studied, revealing information that supports the shared
leadership theme as a factor contributing to the high performance of the school.
The Staff Development day ranges from 8:00 a.m. to 3:00 p.m., and consists
of various professional development workshops. Next to each item on the schedule
is the name of each individual in charge of representing the agenda item to the staff.
From the 10 items on the agenda, only three were listed to be presented by the
administration. The rest of the professional development activities were assigned to
teachers at the school site, indicating that administrators were not the only
68
instructional leaders at the school site. Rather, leadership roles were equitably
distributed among the staff.
WASC Revisit document
The Park Magnet High School: WASC Revisit document offered information
suggesting the emergence of strong and shared leadership as a contributing factor to
the high performance of the high school. As part of its goals stated in the WASC
Revisit document, there is a section on strengthening the shared leadership at the
school: “In keeping with Action Plan item number 3B, a schedule has now been
created for holding periodic meetings of Department Chairs. Leadership meetings are
held as necessary for planning and evaluating purposes” (Park Magnet High School,
2006). In the WASC Revisit document, Park Magnet High School makes clear its
goals, placing a strong emphasis upon shared leadership, which encompasses
planning and evaluation of the plans and processes in place. The statement of this
goal indicates a leadership that is both organized and strong, and prepared to share
the leadership process.
Observation
Multiple observations were conducted at the school site that supported the
theme of strong and shared leadership as a factor contributing to the high
performance of the school. In particular, observation of a faculty meeting, a student
activity of club rush, and the passing periods, offered the most data in support of this
theme.
69
Faculty meetings
The faculty meetings at Park Magnet High School take place on a monthly
basis during what the district labels as “banking time.” Minutes are added to four of
the five days of instruction, and on the fifth day school dismisses early in order to
provide teachers and administrators time for professional development, meetings and
collaboration.
During one particular banking day, Park Magnet High School conducted their
monthly faculty meeting. An announcement was made to alert the teachers that the
meeting was to begin. As soon as the announcement was made, all the teachers
gathered in the library and sat in groups at circular tables.
The one-page agenda for the meeting was set on a table near the door for
teachers to pick up as they walked in. The agenda listed all the topics to be discussed
as well as the name of the individual who was in charge of presenting the particular
item. Instead of the administration having the responsibility to present all the items,
different teachers were assigned to lead most of the topics. There were 15 items on
the agenda, only four of which were the principal’s and one the assistant principal’s
responsibility to present. The rest were assigned to teachers and other support staff,
which indicated a strong sense of the shared leadership culture at the school. The
leadership of the meeting was not the responsibility of one individual, but, rather,
was shared among faculty and staff.
The many different items on the faculty meeting agenda supported the theme
of strong and shared leadership. The first indicator of this theme observed at the
70
meeting was the first item on the agenda titled, “And the Panther Went To.” This
topic was led by the last teacher to have received the Panther, a stuffed animal
symbolizing the school mascot, given to a faculty or staff member who has displayed
exceptional leadership quality or who has gone above and beyond expectations as a
member of the school team. This particular teacher passed it on to the library
assistant, of whom she said,
Angela is a person who is always ready to help out. She does not wait to be
asked for help. She volunteers herself to assist anyone in need. She always
completes more than her job description asks for and I am truly appreciative
of her hard work and feel honored that I work with her.

As the first agenda item, this set the tone for the entire meeting. It allowed the
teachers to commend and compliment their peers in front of the entire faculty, staff
and administration. It also demonstrated that it is not the sole responsibility of the
administration to notice and commend exemplary staff members. This one agenda
item emphasized the idea that everyone has the opportunity to participate in the
recognition of their peers, not just the district-designated administration leaders. As
members of a shared leadership culture, the responsibility for recognition is also
shared.
The next agenda item was titled “Business Cards for All.” The principal
announced that he had ordered business cards for the entire staff. The cards were
generic school cards, with the school name, address, and phone number printed on
all of them and a space for anyone who was interested in carrying and passing out a
business card to fill in their name and e-mail address. These cards were the same for
71
everyone, including the administration. In many schools, only the administrative
staff carries business cards, but the principal noted that, as professionals, the teachers
and support staff also need cards to give to parents, students, or any other
individuals. The teachers were elated by this news and all greeted it with smiles and
an ovation.
The next part of the agenda was also led by the principal, during which daily
procedural items were discussed quickly, concerning handouts that the teachers
needed to turn in. The items were grouped and the principal did not spend too much
time on them since they were all self-explanatory.
Following the procedural items, one teacher took the floor to update the other
teachers on the school’s Social Club. She reminded them of their yearly dues, then
asked them to inform a member of the Social Club if any member of the staff or
faculty is experiencing hardship or needs some positive support. She said further,
“We need some teacher volunteers to keep their eye out. If there is anyone who
needs a pick-me-up for any reason, we want to know so we can send the person a
plant, card, anything for them to know that we care!” This statement and plan
initiated by the Social Club, demonstrated that the club, consisting of members of
Park Magnet High School faculty and staff, understood that it was a shared
responsibility to maintain a sense of positive morale and culture at the school. It was
not simply the duty of the principal and assistant principal. Rather, it was the
responsibility of everyone at the school to ensure that members of the school were
having a positive experience.
72
Next, a group of teachers presented a mini workshop to the faculty and staff.
The objective was to decide on the instructional focus for the school year. The
teachers presented the goals of the past few years, and one teacher suggested that the
school should focus on reading comprehension. The principal offered his input, and
asked the rest of the staff for feedback. None of the teachers volunteered; therefore,
he took the initiative to call on a few individuals to hear their point of view on the
suggestion. The teachers he chose all provided positive feedback on choosing
reading comprehension as a focus. The teachers he called on were all from different
departments. After a few teachers shared their point of view, the principal asked the
staff as a group, “Can we live with that?” The teachers nodded and they moved on to
the next agenda item.
After the Social Club agenda item, a teacher who also had taken on the
responsibility as the English Language Development Teacher Specialist, informed
the teachers about testing procedures and processes with respect to an assessment
that the English Language Learners at the school were going to complete. She asked
teachers to be patient and cooperative while students were pulled out of class to take
these tests.
The principal then moved on to a few more routine items following which a
guest speaker made a short presentation to the staff about a grant the school received.
The speaker reviewed terms and restrictions on the money received. The principal
then chimed in to inform the teachers that if anyone was interested in serving on the
committee to write a plan of how the money should be spent, they should see him
73
after the meeting. This announcement was another demonstration of the shared
leadership culture at the school. The principal could have simply completed a budget
of how the funds were going to be spent. Rather, he created a committee to make a
shared decision on how to allocate the funds.
Next, the counselors completed a short a presentation on the upcoming
college-related activities at the school, during which they discussed the Pre-
Scholastic Aptitude Tests and the Scholastic Aptitude Tests, which are standardized
tests that students must complete for the college admissions process. Following
discussion about the tests, the counselor reviewed the college application processes,
deadlines, and recommendations, and asked the teachers to be sure to encourage
students to apply to as many schools as possible. Once again, this agenda item
demonstrated the shared leadership culture at the school. Even though the college
application process is the designated responsibility of the counselors, the entire staff
is included in the process to ensure that all students get the support they need.
Next, another teacher presented a fun event taking place in the community.
Following the event discussion, a teacher led the agenda item, “Instructional
Moment.” During this, a teacher introduced the teachers to a new computer program
purchased by the district to help teachers organize data collected on students. She
explained to the teachers that during their next staff development day she would lead
a more detailed workshop on this program. This agenda item served as yet another
example of how the leadership at the school is shared. Improving and growing as
74
professional educators is not the sole responsibility of the administration. The faculty
and staff also share the responsibility and take on the role as instructional leaders.
This faculty meeting displayed the shared leadership culture at the school
site. As previous faculty meeting agendas were reviewed, it was clear that the same
format had been followed previously. The administration did not take responsibility
for all items during the meeting, because the leadership at the school is shared and
different individuals are in charge of various items at the school, and, as a result, take
responsibility for presenting them to the staff at the meeting.
Passing periods
Observations were conducted of passing periods, which is the time between
student classes. It was observed during the passing periods, that most of the teachers
stood in front of the classroom and greeted the students. The teachers’ presence was
not authoritative or restrictive for the students, but showed that adults were present
and visible at all times. Supervision during the passing periods is not a requirement
by the teacher contract, but, as a whole, the teachers took on and shared the
responsibility to ensure student safety and orderliness in the hallways.
Supervision
Three student break times were observed at Park Magnet High School.
During each of the breaks, as soon as the bell rang, all the teachers responsible for
supervision at that break were on site and at their post. Once the teachers were at
their assigned supervision site, they walked around, and were active and engaged
while supervising the yard. They were completing their supervision assignment
75
efficiently and with a smile. It did not appear that the teachers undertook this duty
under the watchful eye of an administration that was checking up on them, but,
rather it was a shared responsibility of a staff that understood the importance and
wanted to be there.
Club Rush
Finally, observation of a student activity known as Club Rush supported the
shared leadership theme as a contributing factor to high performance at the school.
Club Rush is an activity during which clubs come out at lunch, set up a table and try
to entice students to join their club. That day, more than 20 clubs were present with
their club sponsors. Teachers do not get paid extra to sponsor the clubs or to give up
their lunch period to attend the student activity. They participate in organizing and
facilitating the clubs to help cultivate student interests and talents. The teachers
stood side-by-side with their students and helped recruit other students. This helped
create camaraderie between the staff and students and demonstrated that many
teachers take the lead and share the responsibility of making Park Magnet a more
enjoyable place.
Interviews
Data gathered through interviews supported the shared leadership theme as a
contributing factor to high levels of student achievement. During the nine interviews
conducted, many of the responses gathered indicated that Park Magnet has a culture
of very strong and shared leadership at the school. Following are three responses
supporting this conclusion:
76
There is a sense of family and it has to do with leadership. We all have a role
at the school and we work together to achieve our goals, which has brought
us all very close.

We all pitch in to help.

The staff, the teachers and the administrators are another strength of the
school. They are superb, excellent, because they all have a common goal and
they all just genuinely want all the students to learn and improve
academically.

From these responses, it is clear that the individuals interviewed did not see
the administration and teachers as separate entities. Rather, each member of the
school has a shared responsibility to do their part in order for the school to succeed.
Based on interviews, another indictor of shared leadership was the process by
which all faculty, staff and administration worked together to identify areas in need
of improvement and how the school could reach those goals. For example, following
are some responses from interviewees:
Every year there is a goal identified at the school and district level and we
talk about it as a whole group…

We are always looking at Data Director. We are always looking at how we
can improve our scores. Last year we figured out which kids were
under…below basic, and we tried to focus on those students to figure out
how we can get those students to the next level.

Each year we start off by looking at areas that are weak and are successful.
We look for best practices to address…to cross-pollinate those areas for the
instructional areas that are most effective.

In August, September, when the staff comes back, the entire staff, teachers,
administrators, secretaries, everyone sits down and discusses how well our
students did and the different areas of standardized testing.

We start each year by looking at the previous year’s scores and we always try
to get the higher scores.
77
During the interviews, many of the participants were eager to share that all
members of the faculty and staff were included in the process of identifying areas of
improvement. It was not a process where the principal and assistant principal had a
private meeting and used their expertise to identify areas of improvement. Rather, as
one of the interviewees noted, everyone, including classified staff, met, looked at the
scores, and then chose an area on which to focus. As an entire school staff, it is more
challenging to look at data and choose a yearly focus for improving scores. It is
easier for one or two people to get the job done. However, the benefit of sharing this
responsibility is that all members are given choices, there is more buy-in, there is
clarity of the roles of different individuals, and there is a clearer focus on what the
goals are and how they are to be accomplished.
Another reality at Park Magnet High School pointing toward a strong shared
leadership culture is the non-compartmentalized, non-departmentalized structure at
the school site. As two of the interviewees pointed out:
We don’t have any department offices here. We are not really designed in a
department structure, although we have department chairs for continuity of
curriculum and things of that sort, but we don’t really design activities around
single departments.

Another place where we do not have walls between us is with the staff in the
different disciplines…I think since people are not in castle-like…department
groups…it leads to a lot more communication.

Since the school is not organized into traditional departments, the entire staff
can work together with an overall sense of shared responsibility and leadership for
the entire school’s activities. In a traditional high school, where the departments are
78
strictly separated and specialized, it is difficult to establish shared leadership for the
school, because each department feels responsible only for their own specific
department and subject area.
Individualized Attention and Support
As a result of the four methods of data collection, individualized attention
emerged as a contributing factor for the high performance of Park Magnet High
School. Data gathered through surveys, observation, and interviews brought forth
information supporting this theme as a contributing factor.
Surveys
Portions of the student surveys revealed responses suggesting the existence of
individualized attention and support for students at the school site. Questions 8 and
10b of the student survey related to the concept of individualized attention and
support for students at the school.
Question 8 asked students how much personal feedback they receive from
their teachers on assignments. Of the 232 students surveyed, 45% responded that
they receive frequent feedback from their teachers. Nineteen percent reported that
they always receive feedback, and 33% wrote sometimes. Only 2.6% of the students
responded that they never receive feedback from their teachers. Park Magnet’s class
sizes are not small. Teachers have full loads and over 150 students, yet they find time
to provide personalized attention and feedback on assignments.
Question 10b, again addressing the concept of individualized attention and
support, asked the students to respond Very Often, Often, Sometimes, or Never to
79
the statement: You are provided the support to succeed in school. To this question,
the response was 48.2% Very Often, 34.6% Often, 14% Sometimes, and 3.1%
Never. The majority of the students responded that they do feel supported in their
quest for success.

Table 4.1
Summary of Data from Questions on Student Surveys Supporting Research Question
One and Individualized Attention and Support

Item Answer Response
(%)
Response Count Out
of 232 Total
Students Surveyed
8. During the school year, how
often are you given feedback
from teachers on assignments?
Very
Often
19% 44
Frequently 45% 104
Sometimes 33% 77
Never 2.6% 6
10b. You are provided the
support you need to succeed in
school
Very
Often
48.2% 110
Often 34.6% 79
Sometimes 14% 32
Never 3.1% 7

In addition, students were given free space at the bottom of the survey to
respond or provide more information on any of the questions. Responses supporting
80
the theme of individualized attention and support as a contributing factor to high
performance at the school include:
Our school is very good. It is organized, has very well educated teachers to
teach us. Good system, and looks out for all of us…

Nothing too much, but our school relies too much on academics and less on
sports (which is very good) and we are always provided with personal
support and encouragement.

Students are provided with all the support. It is students’ responsibility to use
all that is given and learn.

The free response section also affirms the belief that individualized attention
and support is practiced at the school. Responses show that the system is organized
to help all students, who receive a great deal of support, encouragement and
attention. However, the students need to do their part to utilize the support provided
on their road to higher levels of achievement and success.
Observation
During classroom observations conducted at the school, data collected
supported the theme of individualized attention and support. Lessons were observed
that utilized strategies to meet student needs. Throughout, it was clear that teachers
designed assignments to address different learning styles and capabilities.
During observation of an eleventh grade Advanced Placement English class,
the students and the teacher sat in a large circle. The class had recently finished
reading The Scarlet Letter by Nathaniel Hawthorne. Based on the novel, the teacher
had given the students an assignment that required them to create their own “Scarlet
Letter,” representing an important characteristic or flaw within themselves. During
81
the classroom discussion, each student wore their “Scarlet Letter” and the teacher
allowed each student, taking turns around the circle, to share their own personal
experiences and thoughts as to why they chose their letter. For example, one student
had a big “T” hanging from his neck. He shared that the “T” stood for the word
“taciturn,” meaning “very silent.” He explained that when he first meets individuals
he is very silent, but when he gets to know people he then becomes talkative.
After each student shared their letter, the teacher found a way to compliment
the student or find a positive aspect in the flaw presented. Then, other students had
the opportunity to provide their input on the presentation.
This assignment and lesson allowed the students to apply the novel to their
life, to connect with it. At the same time, this assignment provided an opportunity for
the teacher and the students to get to know one another on a more personal level.
Observation of an eleventh grade U.S. History class also demonstrated the
individualized attention and support teachers offer their students in the classroom.
Throughout the lesson, the teacher utilized more than six modes of teaching strategy.
She switched from organizing the main contents into a graphic organizer, to showing
a video clip, to traditional lecture, to a PowerPoint presentation, to group work, and
finally to taking important vocabulary words from the lesson and providing an SAT
preparatory question.
The US History teacher began her lesson by asking students to fill out a
KWL chart, which is a graphic organizer where students state items they know in
relation to the objective of the lesson in the “K” portion, what they want to learn in
82
the “W” section and finally leave the “L” portion of the chart blank which they fill
out after the lesson has been taught to write what they actually learned. While
students filled out their KWL chart, the teacher walked around with a clipboard and
assisted students who required her attention.
Next, to cater to the needs of the visual learners, the teacher showed a video
clip and a follow-up activity. The clip introduced the lesson and supported the
objective of the day.
Following the video clip, the teacher provided a lecture on the topic. She
introduced concepts, vocabulary, and important points in relation to the objective.
This mode was geared toward the students who prefer the traditional note-taking
lecture method.
After the lecture, the teacher reviewed the main points with a PowerPoint
presentation that included pictures of primary sources, events and people. This
portion of the lesson was geared toward students who have difficulty taking notes
during a lecture. Those students, who had already followed during the lecture, simply
listened and modified their previous notes.
Next, the teacher had a prepared worksheet with an exercise to reinforce the
objective and the concepts taught during the lesson. It was a short half sheet, but
worked to strengthen the material covered and the teacher allowed students to move
around and find a partner to work with to complete the worksheet. This activity
catered to the needs of the kinesthetic learners. While the students were working
diligently on the assignment, the teacher continued to walk around and assist
83
students on the activity, providing individualized attention and support to many of
them.
Finally, the teacher wrapped up the lesson with an SAT preparatory question
based on key vocabulary words taught during the lesson. This portion of the lesson
catered to the needs of, and supported, those students who planned to take the SAT
test the following month.
Observation of an Advanced Placement Physics class also reinforced the idea
of individualized attention and support provided in the classroom. During this
classroom observation, the teacher announced to the students that he was going to
pass out a corrected quiz that they had completed the previous day. He allowed the
students a few minutes to review the corrections. After they had looked over their
corrected quizzes, he announced that he was going to give them a chance to ask
questions on the concepts tested before wrapping up the section and moving on to
the next portion of the chapter.
Many students asked questions and the teacher provided ample time to help
them understand the concepts. Each student was given the help and support they
needed. Almost every student asked a question and the explanation by the teacher
was provided in front of the class, offering an opportunity for all students to review
the concepts.
While the teacher answered the students’ questions he was very clear with the
statement that, “there is always more than one way to get to the answer.” He
provided each student who asked a question with options and choices of how to
84
solve the problem. He made it clear that he understood that different students
understand concepts in various ways and can solve problems in different ways. By
offering options and choices, and answering each and every student’s questions, he
provided individualized attention and support in a large classroom setting.
Through these observations, whether through a group setting, where students
shared different parts of their personality and thoughts concerning their inner
workings, or within a lesson where the teacher delivered a lesson with six different
teaching strategies to cater to different learning styles, or by continuously walking
around to ensure the needs of every students are met, or by spending an entire class
period going over a quiz and answering each and every one of the students’
questions to ensure that all understand the concepts of the section taught, teachers
demonstrated the individualized attention and support they can provide students in a
large classroom setting. Even with more than 35 students in each class, the teachers
took the time to get to know their students, cater to their needs, and support them in
achieving the maximum level of understanding.
Interviews
Throughout the interviews, the theme of individualized attention toward
students continuously emerged. Some of the answers provided during the interviews
that supported this theory, include:
The kids know that they’re not just a number. Their teachers know them, they
discuss [issues] about them. They know teachers talk and teachers are friends
and so they can’t… it’s like if it’s personal you can’t really get away with
anything that you shouldn’t get away with.

85
I have such a low number of kids who fail, and I also attribute that to singling
those students out, sitting with them and saying, “In the beginning of the year
you wrote down that you wanted to get all As and now you are not going
where you had planned. You are missing assignments and so on.” So I will
ask them, “What do we need to do?” And they will say, “We need to engage
more in class, do more HW.”

The bond that the students have created with a lot of the faculty members
here, and it is such a small school that everyone knows everyone. And it kind
of works to the benefit of the teachers when you get kids’ junior year and you
have a background on the kids from the previous teacher which is a definite
plus.

Personalized attention from the staff. There isn’t the anonymity and the
ability to slip through the cracks. No one can slip through the cracks.
Someone is going to be paying attention and be aware. A lot of people will be
aware which is one thing I think helps the students.

People compare notes and if they see someone is struggling, they talk with
one another and see how someone is doing in that class. If there is something
going on, like with the Senior Projects, the English teachers will let me know
right away so I can call them to the library and I can spend some time with
them and see what is going on and try to get them caught up on where they
need to be with their papers or what not.

The fact that students feel like they are not invisible and that they are not just
a number out of 300. That individualized attention makes the student feel like
someone is following up on them and their progress and monitoring them and
they are not just trying to figure out all of this on their own. So the behavior
is important and they take more responsibility and accountability for their
behavior.

Many of the answers provided show the amount of personalized attention
each student receives at the school. Students are not simply known by their student
identification numbers. They are recognized by name and as individuals. As a result,
students do not slip through the cracks. If they are not doing as well as they should
be, teachers discuss the issues among themselves to understand if the problem is
86
isolated within their classroom, or whether the student is consistently performing
poorly in all courses.
At the same time, if students are not performing as well as they should be,
whether the problem is in one class or many classes, teachers and the school as a
whole intervene. They bring in resources to meet their needs, or just sit down one-
on-one with the student and discuss ways to improve.
Informal, friendly conversations with students in the school yard brought
forth more supporting evidence. When students noticed a researcher in the school
yard, many were eager to find out what topic was being studied. When they found
out that one of the research questions was about the factors contributing to the high
performance of the school, their responses included:
This school is different than the other high schools in the district. Everyone
knows you here. They care. The teachers really care. You cannot get away
with anything here.

If you even miss one homework, the teachers are on you! They want to know
why you didn’t do it, and they make you do it and they really follow up. They
always want to find ways for us to do better.

My friend at the GGHS is doing bad and it’s ‘cause no one cares. She ditches
class, doesn’t do homework and they say that it’s ‘cause no one is gonna do
anything about it. Here it is not like that. If you do something that is not right,
it’s not just that you are going to get in trouble. Your teachers will just be so
disappointed and you will feel so guilty.

Students were very eager to get their point across about how cared for they
felt at the school. They continuously made comparisons with their home schools and
were so proud of the fact that all of their teachers knew them, cared for them and
provided them with attention.
87
Besides the personal touch in the attention students receive from staff, there
are programs available at the school that further demonstrates the lengths to which
the school goes to provide individualized attention to its students. One of these is the
Enrichment Program, where for the last 30 minutes of the school day, the students
can get a pass to go to any of their teachers to receive extra help or assistance with
any topic they are learning in class. In relation to Enrichment, two core teachers
shared the following:
I think Enrichment really helps, having the last thirty minutes for the kids to
go to teachers’ classrooms to get extra help and you have that one-on-one
with that teacher and student versus thirty-five to one. That definitely helps
the students achieve more.

Another great thing is the tutorial periods. If used appropriately, it is great
because it is not the structured class time. It is free one-on-one tutoring,
collaboration with the students. The students can ask the teachers a lot of
questions and the teacher can help kids get back on track if they need extra
help. In the small Enrichment environment we have the energy and the time
to get to that one-on-one time.

The Enrichment period carves out scheduled time every day to devote
personal and one-on-one attention to the students. Teachers can call on students and
spend extra time with them to provide the individualized attention they need. Also,
students who need extra help can go to their teachers’ classrooms and ask all the
questions they need in a safe one-on-one environment.
Another program the school and the district as a whole has adopted is the
Data Director. This computer program has been purchased by the district, but as the
interviews indicated, Park Magnet High School really utilizes the program to provide
individualized attention to better meet the needs of the students:
88
We are always looking at Data Director. We are always looking at how we
can improve our scores. Like last year we figured out which kids
were…under basic, below basic, and we tried to focus on those students to
figure out how we can get those students to the next level.

We have the one-on-one. Our teachers look at the data to decide how to
better meet the needs of the students. The district has also adopted the Data
Director. At a glance, you can see where your students are and what they
need help on. It even allows teachers to create a seating chart and mark on it
what different needs of the students are, what their focus is for each of the
students, and so when that teacher walks around they can see if they are
actually aiding them on what the identified needs are for that student.

The district may adopt many programs, but the school and the teachers really
take the time to implement the resources in order to better benefit the students and
raise achievement levels. The computer program is utilized to identify students and
their needs in order to maximize the individualized attention offered to the students.
It can be used to see which students need academic assistance and it can even help
the teachers map out the areas of improvement for each and every one of their
students.
Relevance Through Cross-Curricular Project-Based Learning
The third major theme that emerged from the data collection process as a
factor contributing to the high performance of the school was relevance through
project-based learning. Three of the methods of data collection utilized throughout
the study––document analysis, observation and interviews––brought forth
information that supported this theme.
89
Document Analysis
Various documents were analyzed throughout the data collection process.
One of the documents studied was the paper presented at the 2004 Model School
Conference Proceedings: Case Studies of Successful Programs, prepared by the
International Center for Leadership in Education. This document, outlining Park
Magnet High School and its numerous successes, explains that projects are a feature
of the school, many of which require students to draw on knowledge and combine
information studied in more that one discipline:
For example, the physics and photo classes share a unit on the theory of light
and the inverse square law is applied. Many projects require written reports
using varied sources requiring research in the Cybrary (library), local public
libraries, on the web and in surrounding communities. (International Center
for Leadership in Education, 2004)

Projects are conducted throughout every content area in order to bring relevance to
what the students are studying and bring forth a deeper understanding of subject
content. In addition, when students are able to apply knowledge from more than one
content area they are able to gain a deeper comprehension of the subject matter. As
the quote from the document above points out, students do not learn about light just
in science or just in photography. The teachers combine information from both
content areas and allow students to apply it in a project. The cross-curricular project
brings relevance to information taught. In the same “light” concept example, students
do not simply learn about the theory of light, but understand the relevance and
importance of it when they apply their knowledge to their photography project
(International Center for Leadership in Education, 2004).
90
The document on the successful schools continues to provide more examples
of projects students conduct at the school which infuse content from multiple subject
areas into one project to bring relevance to information studied (International Center
for Leadership in Education, 2004). In their technology literacy class, students write
a magazine article and design a magazine cover based on a book they are currently
reading in their English class. In physics class, students prepare a research paper on
a new technological advancement which utilizes physics concepts learned in class.
After lab experiments, students visit the library or the computer to prepare Excel
spreadsheets of information gathered. In addition, students prepare a Senior Project,
where students create a portfolio that “summarizes the project experience”
(International Center for Leadership in Education, 2004).
As per the article posted on the United States Department of Education
website, www.ed.gov, entitled Learning from Nine High Poverty, High Achieving
Blue Ribbon Schools: 2006, for the Senior Project at Clark Magnet, students working
on their interdisciplinary project may select any area in which they are interested in
carrying out intensive work. This project requires that students complete 15 hours of
fieldwork, a research paper six to eight pages in length, a portfolio of their
experience, a product (which may be a book, a product, website, or demonstration),
and, finally, the students must present this project in front of a panel. Each student
also picks a mentor for this experience to help and guide them with their expertise.
Examples of senior projects presented at Park Magnet include starting a business
91
such as a tea room, how to start a child care business, and even a clothing fashion
line (www.ed.gov).
The Senior Project is a major undertaking at the school that takes the
experiences and content knowledge learned throughout the high school years,
culminating in one cross-curricular project that brings relevance to information
learned during all four years of high school. Students utilize writing, research, and
presentation skills, as well as knowledge of history, science and mathematics. This
project allows students to apply all the information gained in a real world context. In
addition, students are given the opportunity to engage in fieldwork in areas of
interest and learn from individuals who have already applied the knowledge in a real
world setting.
Observation
Observation in the classroom and around the school campus provided data to
support the relevance of cross-curricular project-based learning. In almost all the
classrooms visited, students were applying the content taught and learned in the
classroom to a project that required them to integrate strategies, information and
skills from more than one content area. At the same time, the projects allowed the
students to comprehend the relevance of the objective of the lesson through the
project. In addition, the school hallways contained evidence of these cross-curricular
projects as they were displayed throughout every floor of the school.
92
Classroom observation
Many of the classrooms visited at Park Magnet were either introducing, or
had students working on, major projects that required them to utilize knowledge
from various content areas and brought relevance to the knowledge learned in the
classroom. The projects observed were in English, physical education, history,
Spanish, digital photography and cinematography classes.
In observing a twelfth grade expository reading and writing class, the main
lesson for the day had the teacher introducing and explaining the upcoming project.
She explained that this project would be structured like a court room trial. Each
student would have a role in the group, e.g., one student would be a lawyer, the other
a defendant, witness, and so on. The teacher explained that she would have topics
available for each group to choose from and they would have to write out the entire
scene they would present in front of the classroom. In order for all students to
participate, those not participating in the trial recreation would comprise the
courtroom audience. She also announced that when presenting, the students would
have to wear business attire.
This twelfth grade project brought in skills learned from history and writing
classes. In order to prepare, students would have to conduct research at the library.
At the same time, they would be fulfilling the writing objectives and standards for
their grade level, and would discover firsthand how the writing skills taught in the
classroom could be applied in the real world in a court setting.
93
Another project being introduced in two tenth grade classes focused on
persuasive writing. In both classes, this project followed a lesson on persuasive
essays, and the study of a literary piece in which the main character faced the
challenge of persuading other characters to see his point of view. This project
required the students to apply knowledge from their persuasive essays and the theme
from the literary piece studied in order to write a persuasive speech. The teacher had
prepared a list of about 50 topics from which students could choose. All were
controversial and current topics in the world and society in which the students were
living. Topics included autism, in vitro fertilization, gay marriage rights, separation
of church and state, affirmative action, cellular phone use in the car, condoms in
school, detox, and healthcare issues.
In addition to the methods of writing a persuasive essay, this project required
students to provide a historical background on their topic, and to use their skills in
research, and, in some cases, science. Writing speeches on current topics, about
which students were particularly aware, brought a level of relevance to the study of
the literary piece and the persuasive essay writing lesson.
Another classroom observation of the theme of relevance through cross-
curricular project-based learning occurred in an Advanced Placement Spanish class.
After a lesson in which students were introduced to a major Spanish artist whose
style was to create pieces that were collages, the students were assigned a project to
search the Internet, magazines, and even newspapers to create their own collage
titled Images of 9/11. This project combined the three disciplines of history, art and
94
Spanish. The students had to study and recreate a piece based on a Spanish artist.
They had to research the major historical event and tragedy that occurred in the
United States on September 11, 2001. Finally, in groups of four, they were to create
their own version of the artwork of the artist studied. In addition, while working on
their project, the students were collaborating with the members of their group and the
teacher in Spanish, utilizing their Spanish conversational skills.
Observation of the theme of relevance through cross-curricular project-based
learning continued with a visit to a physical education class. As one group of
students was playing a game of basketball on the court, another group was
completing a project on the basketball skill known as “free throws.” The students
had created a booklet that not only increased the students’ knowledge in physical
education, but utilized information from a number of disciplines.
On one page of the booklet, the students had created a bar graph comparing
the different types of shots the student had attempted. On another page, there were
pictures of the student taking a free throw shot, and explanations of the mistakes the
student made as displayed through the photo. On the next page, the student had
created a pie chart comparing herself to her teammates, with a long written
explanation of the chart and the comparisons she had noticed.
This physical education project combined skills and knowledge from four
different subject areas: 1) writing and grammar skills, 2) mathematical knowledge to
create the graphs, 3) photography knowledge to take and print out pictures, and 4) it
met the physical education standards. Further, since all the graphs and pictures were
95
completed on the computer, the student also utilized technological skills. This
brought relevance to the topic being studied and the other subject areas that were
brought into the project. Through this project, the students had an opportunity to see
the topics learned in physical education class connect with the other subjects taught
in school. They did not simply learn about free throws as an isolated topic and then
move on to a new skill. The students were able to see the relevance of the math
topics of graphs and statistics, and data analysis, applied in subject areas other than
math classes. Finally, the students were able to see that writing is important and
utilized in every area of the curriculum, even physical education.
Observation of hallways
The hallways throughout the school served as a showcase for the numerous
projects being produced and worked on at the school. Down one hallway, a huge
bulletin board displayed Newsweek-style articles created by the students utilizing
their technological knowledge along with their English, grammar and writing skills.
They wrote the articles, and then used their technological skills to create the
magazine page. The display also contained a real page from the magazine, and it
was difficult to distinguish the actual magazine page from those created by the Park
Magnet students.
Other hallway displays included a robot, created by utilizing the Robotics
Club’s science, art and mathematical skills. English projects exemplified the
students’ writing, art and technological skills.
96
Interviews
Faculty and administration interviews supported the theme of relevance
through cross-curricular project-based learning. Throughout the interviews, several
responses concerned the interviewees’ perspective on projects and assignment
relevance in utilizing more than one subject area and applying the information
studied in the classroom to real life.
During interviews with core teachers, one provided the following statement
that supported the theme of relevance through cross-curricular project-based
learning:
Senior project. They have to take their knowledge and apply it to something
they have to do in the real world. Not just prepare them for tests. They have
to take an idea from beginning to end; an idea that has to be high quality
enough to present it in front of a panel of judges… We had a girl who created
her own clothing line. She took recycled clothing and made skirts, tops, etc.
We also had another girl who made her own silent film, and a guy who made
his own CD. There is also a research paper, which can be information, or just
them presenting an argument that mailmen are not paid enough and why they
should be paid more. I think that the senior project is one source and we have
many other great projects in classes. We have a class publishing writing. In
general we have a lot application. Last year I had my kids write a letter to
presidents in countries that are struggling, for example… The teachers see
that it is not going to make an impression on the kids if there is no real life
application and value.

This teacher made reference to the Senior Project, which is a culmination of many of
the disciplines taught throughout high school. For the Senior Project, students have
to write a research paper, create a product, and present the entire project in front of a
panel. This can involve any career area, ranging from science-based to an artistic
profession. In any event, it requires students to utilize writing skills and math skills,
97
to think of the business aspect of a career––e.g., science, if the career is from a
scientific-based profession; art to create a presentation board; technology to create
their product or presentation. The possibilities are endless for the project to combine
many different curricular areas based on the career chosen by the student.
This same teacher, made it clear that the Senior Project is not the only project
students complete at the school. Other projects also provide opportunities to apply
knowledge to projects that bring relevance to content taught in class.
Another teacher also commented on projects at the school, sharing that:
The Project Based Learning concept allows each member of the group to
shine in their own way based on their learning style. The kinesthetic learners
are doing one thing and the people who are very good at public speaking are
doing that part, and the people who are good at finding research on the
Internet are doing that, so they get to shine in their own way. I think that
helps to keep the kids engaged and shining in their own way…Also the
programs we have are quite unique. They tend to be cross-curricular and
they tend to reinforce core subject standards even in the elective course work.
We have career technical programs integrated with academic work which is a
wonderful thing. It is not putting career-orientated items in their own section
of the school…it is the whole school, so that kids think nothing of doing math
or physics in some capacity or writing in a tech class. Everything is
seamlessly integrated. That is the most unique thing, the fact that it does not
have a bunch of walls separating different disciplines. Everything is
interdisciplinary and the kids are just used to that.

As this teacher points out, the numerous projects at the school enable students to see
how the different subjects taught at the school are integrated and connected to one
another. This helps to create relevance when students learn how, for example, math,
physics and technology are interrelated and can be applied to the real world. It also
allows students to gain a better and deeper understanding of the subject area and
when they can apply one subject area to another.
98
In line with the teachers, an alumnus of the school who was interviewed
during the data collection process also responded in a manner supporting the theme
of relevance through cross-curricular project-based learning:
There was a lot of project-based learning. For example, even in PE we had
project-based learning. We would have to do an Excel document on our
improvement in the long jump and the mile, and we would do the statistics of
one class vs. another class.

This alumnus, who graduated over five years ago, also commented on the projects
and how one curricular area was integrated with the other. He provided an example
from his physical education class in which students utilized math skills of probability
and statistics to organize data on the long jump and to compare their class results to
others. This exercise adds relevance to both the physical education class and the
mathematical concepts.
Conclusions for Research Question One
Research Question One explored the contributing factors to the high
performance of an urban high school. Based on research conducted at the school site,
where data were collected through document analysis, surveys, observation and
interviews, three themes emerged as contributing factors to the success of the school:
1) strong and shared leadership, 2) personalized and individualized attention, and 3)
relevance through cross-curricular project-based learning.
The theme of strong and shared leadership emerged through analysis of the
data collected. Park Magnet revealed that it has very strong administrative
leadership. The administrative team was very organized, visible, and aware of the
99
strengths of the individuals at the school. As a result, the administration was ready
and always willing to share leadership responsibilities and roles. Opportunities to
share leadership responsibilities included instructional improvement, setting
procedures and guidelines, and recognition. Because many of the roles and
responsibilities are shared, there is a constant influx of new ideas and suggestion of
ways in which the school can continue to improve the achievement levels of its
students. Further, since all members of the staff have a role in the leadership process
and decisions taken on strategies for improvement of the school, there is a high level
of buy-in and acceptance, which leads individuals to work harder and take more
responsibility to ensure these goals are met.
Through the data analysis process, the next theme to emerge was that of
personalized and individualized attention. The school offered the students many
different opportunities for personalized attention, such as the different modes of
instructional strategy, class lessons, feedback on assignments, enrichment periods,
follow-up on students, discussion amongst staff about individual students, adoption
of a particular curriculum, and computer programs to better serve the needs of every
student.
Through personalized and individualized attention, students understand their
own importance to the school. They have the attention of teachers and the
administration and know that no one is going to let them fail.
This theme can be considered a contributing factor, since, with so much
personalized and individualized attention, any time a student is not performing to
100
their potential, or seems to be slipping, someone will notice and attempt to help them
improve. Further, teachers are aware of and understand the different learning styles
and needs of their students and, therefore, provide instruction and present the
curriculum in a manner that best meets the academic needs of all their students.
Finally, the third theme and contributing factor to high performance is
relevance through cross-curricular project-based learning. Through numerous
classroom and school facility observations, interviews and document analyses, data
were collected that supported the emergence of this theme as a contributing factor to
high performance at the school. Throughout various classrooms, projects including
more than one content area served to bring relevance to the subjects being studied.
This theme can be considered a contributing factor to high performance
because, while working on projects involving more than one subject area, students
gain a deeper understanding of all the content areas involved and begin to develop
the skill of critical thinking. In addition, they gain an understanding of how the
subjects they are learning have relevance in their own lives.
The three themes of strong and shared leadership, personalized and
individualized attention and relevance through cross-curricular project-based
learning are part of the important contributing factors to the high performance of the
school. These three factors help to set the school apart when compared to its urban
counterparts, and contribute to high levels of student achievement.
101
Research Question Two
The second research question explored the possibility of a link between
student engagement and student achievement in a high-performing urban high
school. As defined in Chapter One, student engagement is a student’s involvement
with any part of a school’s culture including, but not limited to, curriculum and
instruction, interaction with adults and peers, and participation in school and
extracurricular activities.
The four methods utilized throughout the data collection process were
document analysis, surveys, observation, and interviews. Data were gathered to
understand if the categories of student engagement as defined in Chapter One were
fulfilled in order to determine if students were engaged at the school. Therefore, the
data collected were analyzed to determine the level of student involvement with
curriculum and instruction, interaction with adults and peers, and whether students
were participating in school and extracurricular activities.
Involvement with Curriculum and Instruction
As defined in Chapter One, one portion of student engagement in a school
setting relates to a student’s involvement with the curriculum and instruction. Data
from surveys, observation, and interviews were utilized to determine if students at
Park Magnet were involved with the curriculum and instruction.
Surveys
Three types of survey were administered at Park Magnet High School:
student, teacher, and administrator surveys. A sample of 232 students completed the
102
student surveys, 17 teachers participated in the teacher survey, and two
administrators in the administrator survey. Data gathered from the student and
teacher surveys support the existence of student involvement with the curriculum and
instruction categories as part of the definition of student engagement provided in
Chapter One.
Question numbers 6, 7, 10a, and 10g from the student surveys provide
information in support of Park Magnet student involvement with the curriculum and
instruction at the school. Question 6 asks students how many writing assignments
they are requested to complete. Question 7 asks how many hours they read, and
Question 8 surveys students on the amount of feedback teachers provide on
assignments. Question 10a concerns the number of hours students devote to school
work, and 10g asks about effective writing.
As the surveys demonstrate, students are involved with the instruction and
curriculum. In Question 6, results show that all students are being given writing
assignments of varying lengths, while 52.8% read over three hours for school each
week. About 97% of the students claimed to receive feedback from teachers on
assignments, 97% agreed that they must spend a lot of time studying their school
work each week, and about 97% claimed that they are encouraged to write
effectively.
103
Table 4.2
Summary of Data from Questions on Student Surveys Supporting Research Question
Two and Student Involvement with Curriculum and Instruction

Item Answer Response
(%)
Response Count Out of 232 Total
Students Surveyed
6. During the school year, how many writing assignments
are you assigned?

Written papers of more than 5 pages 0-2 60.6% 134
3-4 22.2% 49
5-6 7.7% 17
7-8 4.5% 10
9-10 1.8% 4
11+ 3.2% 7
Written papers of 3 to 5 pages 0-2 18.0% 40
3-4 33.3% 74
5-6 26.1% 58
7-8 12.6% 28
9-10 4.1% 9
11+ 5.9% 13
Written papers of fewer than 3 pages 0-2 8.5% 19
3-4 12.1% 27
5-6 21.1% 47
7-8 14.3% 32
9-10 8.5 % 19
11+ 35.4 % 79
7. How many hours do you read for school each week? 0 5.6% 13
1 10.8% 25
2-3 30.7% 71
4-5 22.1% 51
6-7 17.7% 41
8-10 6.5% 15
11+ 6.5% 15
8. During the school year, how often are you given
feedback from teachers on assignments?
Very
Often
19% 44
Frequently 45% 104
Sometimes 33% 77
Never 2.6% 6
10a. You must spend a lot of time studying and on school
work
Very
Often
43% 98
Often 38.2% 87
Sometimes 16.3% 37
Never 2.6% 6
10g. You are encouraged to write effectively Very
Often
44.5% 101
Often 42.7% 97
Sometimes 9.7% 22
Never 3.1% 7

104
As these results demonstrate, students are involved with the curriculum and
instruction. They are asked to write papers of varying lengths, are carrying out
reading assignments and studying each week to prepare for school. At the same time,
they are being given the tools to take more ownership of their assignments, such as
feedback, which is different than simply correcting student work. Students are able
to see areas of improvement, progress and development. As a result, almost 97% of
the students wrote on their surveys that they felt encouraged to write effectively. In
other words, once the students were given the tools, they were offered
encouragement to do their best.
In order to corroborate information from the student surveys, teachers were
surveyed with similar questions. Questions 7, 8, 10, 12, and 18 from the teacher
surveys, asked virtually identical questions as those on the student surveys
concerning student involvement with the curriculum and instruction.
105
Table 4.3
Summary of Data from Questions on Teacher Surveys Supporting Research Question
Two and Student Involvement with Curriculum and Instruction

Item Answer Response
(%)
Response Count Out of 17
Total Teachers Surveyed
7. During the school year, how many writing assignments
have you given?

Written papers of more than 5 pages 0-2 83.3% 15
3-4 11.1% 2
5-6 0.0% 0
7-8 5.6% 0
9-10 0.0% 0
11+ 0.0% 0
Written papers of 3 to 5 pages 0-2 31.3% 5
3-4 37.5% 6
5-6 25.0% 4
7-8 0.0% 0
9-10 0.0% 0
11+ 6.3% 1
Written papers of fewer than 3 pages 0-2 5.9% 1
3-4 17.6% 3
5-6 17.6% 3
7-8 11.8% 2
9-10 11.8 % 2
11+ 35.3 % 6
8. How many hours of reading do you assign in a typical
school week?
0 0.0% 0
1 5.3% 1
2-3 68.4% 13
4-5 10.5% 2
6-7 5.3% 1
8-10 5.3% 1
11+ 5.3% 1
10. During the school year, how often have you given
prompt, personal feedback to students on assignments?
Very
Often
42.1% 8
Frequently 47.4% 9
Sometimes 10.5% 2
Never 00.0% 0
12. Students must spend a lot of time studying and on school
work
Very
Often
52.9% 9
Often 35.3% 6
Sometimes 11.8% 2
Never 0.0% 0
18. Students are encouraged to write effectively Very
Often
52.9% 9
Often 47.1% 8
Sometimes 0.0% 0
Never 0.0% 0

106
Much like the student survey answers, teacher survey responses indicated
student involvement in curriculum and instruction, one of the categories of student
engagement, as outlined in Chapter One. Based on the teacher surveys, student
involvement in curriculum and instruction is through numerous writing assignments
that vary in length, over three hours of reading a week, and spending a substantial
amount of time on studying and preparing for the next school day. Teachers reported
that they provide students with feedback and encouragement to learn about their
areas of weakness and need for improvement. They do not simply provide
corrections; rather, they take the time to provide students with feedback in order for
them be more involved in the learning process. The findings from the teacher
surveys corroborate information from the student surveys concerning student
involvement with the curriculum and instruction.
Observation
Through multiple observations of classrooms and the school environment, it
is clear that students are involved with the curriculum and instruction. During
classroom observation, in every instance, the traditional classroom setting was not
the norm, where teachers were lecturing and students listening and taking notes.
Rather, students were participating, working on cross-curricular projects, completing
activities, and interacting with their peers. In addition, the school hallways displayed
evidence of these classroom activities.
107
More than ten classroom observations were conducted. During each
observation, it was clear that all students were involved with classroom curriculum
and instruction.
Examples of student involvement in curriculum and instruction include
observations of an eleventh grade expository writing class in which students were
being introduced to a “Mock Trial,” project, in which they would have control of the
classroom instruction for the next two weeks during the presentations. In an
eleventh grade U.S. History class, students were learning a new section in the
chapter. Instead of the usual lecture, students were offered a variety of instructional
techniques, which increased the levels of student involvement. The class period
included the introduction of a graphic organizer, showing of a video clip, traditional
lecture, a PowerPoint presentation, group work, and, finally, taking important
vocabulary words from the lesson and providing an SAT preparatory question.
Through this type of instructional setting, the students were given the opportunity to
become involved in the instruction and how the curriculum was presented.
In another instance, two tenth grade classes were observed in which students
were assigned a persuasive speech project. Instead of testing all the students on
persuasive writing in a traditional five-paragraph essay format, they were given a list
of more than 50 current and hotly debated topics from which to choose in presenting
a persuasive speech. These students were given a choice and a say in the curriculum
presentation.
108
The examples of student involvement in curriculum and instruction were not
limited to the core classes. An elective class, Spanish, also demonstrated this type of
student engagement. In this class, the students recreated the collage art style of a
Spanish artist based on the images of September 11, 2001. This project allowed the
students to become more involved in the learning process through applying
information from the class to a major historical event occurring during their lifetime.
Even in physical education, observation supported student involvement in
curriculum and instruction. During observation of a physical education class,
students were working on booklets in which they were analyzing photos of
themselves taking free throw shots, and creating graphs comparing themselves to the
rest of their group and pie charts displaying the different types of shots attempted.
The physical education teacher did not simply test the students on the different skills
taught in the classroom. Rather, the teacher involved them in the curriculum and
instruction, allowing them to assess themselves, while she made herself available to
help during the process.
These examples are just a few of the many observations conducted at the
school site that demonstrated high levels of student involvement in the curriculum
and instruction. The information gathered during the observations met the criteria of
student involvement in the curriculum and instruction category of student
engagement. There was no shortage of students participating and taking part in the
instructional process of the curriculum. They were given various and multiple
109
opportunities to take part in the learning process, thus enabling student participation,
no matter what their learning style or interests.
Interviews
During the interviews conducted at the school site with various stakeholders,
responses demonstrated that students were involved with the curriculum and
instructions. Regarding relevance and involvement in learning, one teacher said:
They think what they’re learning is important, and if they think what they’re
learning is important they’re going to care about it, so they have a lot of
project-based learning, and they get to participate in my class, and I know all
the teachers do it, you know, doing role plays and investigating things.

As mentioned by this teacher, project-based learning is common at Park Magnet
High School. The students have the opportunity to understand the relevance of the
curriculum being taught and become more involved with what is being taught
through the assignment of projects in many different content areas. As the teacher
mentioned, this allows the students to see the importance of what they are learning
and actually participate.
Another teacher points out that, particularly when students are not doing as
well as expected, the teachers involve them in the improvement process:
I have such a low number of kids who fail, and I attribute that to singling
those students out, sitting with them and saying, “In the beginning of the year
you wrote down that you wanted to get all As and now you are not going
where you had planned. You are missing assignments,” and so on…so I will
ask then what do we need to do? And they will say that we need to engage
more in class, do more HW.

As this response indicates, teachers take time to involve the students in the learning
and growing process. The teachers do not simply write down goals, or even just offer
110
suggestions for improvement. Rather, they take the time to involve the students in
the process and seek their input for setting up a plan for improvement.
A statement from the principal’s interview sums up the level of student
involvement in curriculum and instruction at the school site: “…and the students are
aware of all of this and have ownership of their learning.” In other words, the
students are involved in their learning process. They are aware of the opportunities,
and involve themselves in the curriculum and instruction process.
Interaction with Adults and Peers
As the definition outlined in Chapter One states, besides involvement with
the curriculum and instruction, another category of student engagement is interaction
with adults and peers. Data gathered from surveys, observations and interviews
support this category of student engagement.
Surveys
Two questions from the teacher and student surveys provide information that
contributes to the “interaction with adults and peers” category of student
engagement. These questions ask students about the levels of support they receive
from the school and the way they are treated by adults.
Questions 10b and 10e touch on interaction with adults. Question 10b asks
about the levels of support students receive in order to be successful, and 10e asks
about fairness in the treatment and interaction between the adults and students.
Information gathered from the survey is presented below.
111
Table 4.4
Summary of Data from Question on Student Surveys Supporting Research Question
Two and Student Interaction with Adults and Peers

Item Answer Response
(%)
Response Count Out of
232 Total Students
Surveyed
10b. You are provided the
support needed to succeed in
school
Very
Often
48.2% 110
Often 34.6% 79
Sometimes 14.0% 32
Never 3.1% 7
10e. All adults on campus
treat students fairly
Very
Often
22.6% 51
Often 35.0% 79
Sometimes 34.5% 78
Never 8.0% 18

As question 10b indicates, almost half of the students surveyed believe they
receive support to succeed in school very often and another 34.6% believe this
support is offered to them often. Only 3 percent believe that they never receive
support from the school. This support offered at the school and mentioned in the
survey is designed and maintained by the adults and through the interaction between
the adults and students.
In addition, question 10e surveyed the students on the fairness of the
interaction between the adults and students on the campus. Over half the students
112
surveyed believe that they are treated fairly by the adults on campus often or very
often.
Similar to the student survey, Questions 13 and 16 surveyed the adults on
their perspective regarding the amount of support the students receive and if they
believe the way the adults treat and interact with the students is always fair. The
results are summarized below:

Table 4.5
Summary of Data from Question on Teacher Surveys Supporting Research Question
Two and Student Interaction with Adults and Peers

Item Answer Response
(%)
Response Count Out of
17 Total Teachers
Surveyed
13. Students are provided
the support needed to
succeed in school
Very
Often
76.5% 13
Often 23.5% 4
Sometimes 0.0% 0
Never 0.0% 0
16. All adults on campus
treat students fairly
Very
Often
47.1% 8
Often 47.1% 8
Sometimes 5.9% 1
Never 0.0% 0
113
In agreement with the student surveys, the data summarized in the table
above show that all teachers believe students are receiving the support they need to
succeed in school. In addition, over 94% of the teachers believe that students are
treated fairly by the adults. Based on these results, and in conjunction to the student
surveys, teachers surveyed also believe there are interactions between students and
adults and that they are positive.
Observation
Within a three month period, over ten, forty five minute classroom
observations were conducted. Throughout the observations there were many
instances of adult and peer interaction, teacher to student and student to student.
During an eleventh grade U.S. History class observation, throughout the
lesson the teacher took the time to walk around and assist students working on
classroom assignments. Even though the students were completing independent
assignments, the teacher made herself available and took the time to interact with
almost every student to provide feedback or assistance as needed.
Similar adult to student and peer interaction was observed in an AP Spanish
elective class. The students were assigned a collage project based on an artist studied
in class, and were given time to work together in groups to complete the project. As
they collaborated and interacted, students were given the freedom to talk in Spanish,
practicing their conversational skills. At the same time, interaction among the
students allowed them to bounce ideas off one another and work together to
114
complete the project. As observed in the U.S. History class, the teacher walked
around, interacting with the students and helping as needed.
During an AP English class observation, after a lesson on Nathaniel
Hawthorne’s Scarlet Letter, the students had been given the assignment to create
their own “Scarlet Letter,” symbolizing a characteristic or imperfection of their own
personality. That particular day, the students were all wearing their letters around
their necks and sharing their selected characteristic with the entire class. This
exercise provided many opportunities for students to interact with each other and the
teacher. After each person shared their letter, feedback, comments and praise were
offered from their peers and teachers. This allowed the students to interact with one
another and the teacher on a very personal basis as they were meeting the
instructional objective of the day.
More examples of interaction between peers and adults were observed while
walking around the school office and school yard. These observations showed that
student interaction with adults and peers is not confined to the classroom setting.
In the space of the school office, the researcher observed a section that was
set aside containing four computers and desks for students to work on. During a
break, four students were sitting at office computers and working on their college
applications, while the school counselor was walking from computer to computer
assisting each student. As the counselor was assisting one individual, the other
students turned to one another for help.
115
Another observation outside of the classroom environment that demonstrated
interaction between students and adults was during the snack break. During this
time, teachers who had supervision duty did not simply stand around and complete
their responsibility. Rather, they took the time to walk around, and talk to the
students and interact with them. It is common for students to interact with their
peers during break times in the school yard, but what stood out was how the teachers
took the time to walk around from one group to another to talk and spend time with
the students. These two non-classroom observations showed that the interaction
among students and adults did not occur only in the classroom. Students also had
opportunities to interact with adults on a non-instructional basis.
Interviews
Interviews with various members of Park Magnet provided data that
supported the student engagement category of interaction with peers and adults.
Many of the responses indicated regular processes and procedures at the school that
demonstrated high levels of interaction.
When discussing the strong bonds created between students and teachers
through numerous interactions, one teacher commented:
The bond that the students have created with a lot of the faculty members
here and it is such a small school that every one knows everyone…it kind of
works to the benefit of the teachers when you get kids in junior year…you
have a background on the kids from the previous teachers, which is a definite
plus.

116
This type of “bond” or closeness to which the teacher refers does not come about
without true interaction between the adults and students. It is through personal
interaction and time spent with the students that these types of bonds are established.
Another individual interviewed also commented upon the personal attention
given to students and the interaction between students and teachers:
Personalized attention from the staff, there isn’t the anonymity and the ability
to slip through the cracks, no one can slip through the cracks. Someone is
going to be paying attention and be aware…a lot of people will be aware,
which is one thing I think helps the students.

The personal and individualized attention between the adults and the students creates
a type of interaction that helps in the success of every student, through follow-up to
ensure they receive the support and help they need.
Another teacher commented on the interaction between students and teachers
with respect to the Enrichment Period––a time for students to receive one-on-one
help from teachers––offered at the school:
I think enrichment really helps, having the last 30 minutes for the kids to go
to teachers’ classrooms to get extra help, and you have that one-on-one with
that teacher and student versus 35-to-1. That definitely helps the students
achieve more.

The Enrichment Period is another opportunity for students and teachers to interact in
a more personal setting. These interactions take place on a one-on-one basis, when
students can receive the help and assistance from their teachers they cannot get in a
large classroom setting.
117
Participation in School and Extracurricular Activities
The final category outlined in the definition of student engagement in
Chapter One is participation in school and extracurricular activities. Data gathered
from document analysis, surveys, and observation provides information to support
the reality of this category.
Document Analysis
Park Magnet is a featured exemplary school in the document prepared by the
International Center for Leadership for the 2004 Model Schools Conference
Proceedings: Case Studies of Successful Programs. Part of this document contains
discussion concerning the extracurricular activities available at the school.
Since Park is a magnet school, its focus is on science and technology.
Therefore, students interested in sports have the opportunity to return to their home
school to participate in the sports programs available. Instead of competing with the
home schools by creating sports teams, the school organizes intramural sports
activities in which students can participate during Enrichment Periods several times a
year (International Center for Leadership In Education, 2004).
In addition to intramural programs, the school has more than 20 clubs to
cultivate the various interests of its students. Among the many clubs mentioned in
the document are American Muslim Youth, Associated Student Body, California
Scholarship Federation, Chess Club, Christian Club, Debate Club, International
Club, K.A.T.S. (Kids Against Tobacco Smoking), Key Club, Life Teen Catholic
Club, Drama Club, Dance Club, Engineering Club, Environmental and Spatial
118
Technology, Literary Magazine, Mock Trial Team, Poetry Club, Political Science
Club, Robotics Team, Scholastic Bowl Team, Spanish Club, Web Page Club, and
Women’s Issues Club (International Center for Leadership in Education, 2004).
This long list shows that the school, faculty, staff and administration are
ready to devote the necessary time, effort and energy to organizing and maintaining
this large number of clubs. At the same time, with a student body of approximately
1,000, there must be a large degree of interest and participation in the clubs in order
to maintain them.
Surveys
Questions 10c and 10k from the student surveys, administered to a sample of
232 students, concerned extracurricular and student activities at Park Magnet. The
results are summarized below.
As demonstrated by the answers provided on the surveys, students receive
encouragement to participate in school activities and community service. This
demonstrates that school and extracurricular activities––whether for enjoyment,
talent cultivation or community service––are considered by the school to be an
important aspect of student life.
119
Table 4.6
Summary of Data from Question on Student Surveys Supporting Research Question
Two and Student Participation in School and Extracurricular Activities

Item Answer Response
(%)
Response Count
Out of 232 Total
Students Surveyed
10c.You are encouraged to
participate in school events and
activities (athletics, music, etc)
Very
Often
34.2% 78
Often 28.1% 64
Sometimes 28.5% 65
Never 9.2% 21
10e. You are encouraged and
provided meaningful opportunities
to make your community a better
place
Very
Often
24.8% 56
Often 42.5% 96
Sometimes 26.5% 60
Never 6.2% 14

The teacher survey, completed by 19 teachers, corroborates the student responses.
Questions 14 and 22 on the teacher survey are similar to those on the student survey
with respect to school and extracurricular activities. The answers provided on the
surveys are summarized in the table below.
120
Table 4.7
Summary of Data from Questions on Teacher Surveys Supporting Research Question
Two and Student Participation in School and Extracurricular Activities

Item Answer Response
(%)
Response Count
Out of 19 Total
Teachers Surveyed
14. Students are encouraged to
participate in school events and
activities (athletics, music, etc).
Very
Often
29.4% 5
Often 64.7% 11
Sometimes 5.9% 1
Never 0.0% 0
22. Students are encouraged and
provided meaningful opportunities
to make your community a better
place
Very
Often
35.3% 6
Often 64.7% 11
Sometimes 0.0% 0
Never 0.0% 0

Based on the above results, teachers agree with the students that they are encouraged
to participate in school and extracurricular activities. Teachers also responded that
the students are encouraged to work and complete community service hours, another
form of extracurricular activity.
Observation
Observation of the school’s Club Rush student activity also demonstrated the
opportunities for students to engage in extracurricular activities and the willingness
of students to participate. Club Rush is an activity at the school in which clubs set
121
up tables at lunch and try to entice students to join their clubs. On the day of the
observation, more than 20 clubs were present with their sponsors. Throughout this
event, hundreds of students approached the club representative to receive more
information and/or sign up with the club. The large number of clubs, for a student
population of only 1,000, and the non-stop traffic to the club representatives’ tables
for students to receive more information or to sign up, was evidence of a large
degree of involvement in school and extracurricular activities.
Conclusions for Research Question Two
Research Question Two explored the idea of whether or not there is a link
between student engagement and student achievement in a high performing urban
high school. As defined in Chapter One, student engagement is a student’s
involvement with any part of a school’s culture including, but not limited to,
curriculum and instruction, interaction with adults and peers, and participation in
school and extracurricular activities.
Through data gathered from surveys, observation, document analysis and
interviews, each of the categories of student engagement––student involvement in
curriculum and instruction, interaction with peers and adults, and participation in
school and extracurricular activities––was analyzed. From the data gathered, all of
the three categories were met. It appeared that the students at Park Magnet were
engaged and that there is a link between student engagement and student
achievement.
122
In terms of student involvement with curriculum and instruction, through an
active role in the classroom, numerous classroom activities and projects, and
involvement in their own growth and improvement, students were given the
opportunity to take an active role in their learning process. Students were not merely
an audience in the classroom, but, rather, participants in the learning process. As the
principal pointed out in his interview, students are given ownership of their learning
and levels of achievement. As one teacher commented in her interview, when
students are more involved in their learning and can see its importance, they try
harder and put more effort into their achievement through engagement in the
learning process.
At the same time, students are engaged through interaction with their peers
and the adults on campus. Based on observations and interviews, it was clear that
students were given opportunities to participate in numerous classroom activities and
projects with their peers, while the teachers made themselves available to assist when
necessary. In addition, the teachers set aside time to help students during their
Enrichment Periods and at break times, as well as spending time outside of the
classroom to help with items such as college applications, or just to talk. Interaction
between the students and adults sent the message to the students that they are not on
their own. There is always an adult to support and assist them, and if they do not
perform to their potential or expected level of achievement, an adult will notice and
intervene.
123
Finally, based on the data gathered, the third category of student
engagement––student participation in school and extracurricular activities––was also
met. The small number of 1,000 students at Park Magnet had more than 20 clubs to
choose from in cultivating their interests. Club themes ranged from religion, to
sports, to current event issues. They received support and encouragement to
participate in these extracurricular activities, which offered another form of
engagement to the students by presenting opportunities to interact with peers and
adults outside of the classroom. These extracurricular activities connected the
students to the school, raised their sense of school spirit, and offered an outlet
outside of the classroom.
Students at Park Magnet are engaged in many different realms. They are
involved with the curriculum, have multiple opportunities to interact with peers and
adults, and participate in school and extracurricular activities. At the same time, they
are achieving at high academic levels. There is a link between engagement and high
levels of student achievement. Through fulfillment of criteria for the three categories
of student engagement, students are being given the necessary tools and support to
achieve at high levels. Through their involvement in the curriculum and instruction,
they take ownership of the learning process. Through interaction with peers and
adults, they have the opportunity to collaborate, and receive the necessary assistance
and support to consistently improve and work at high levels of achievement. Finally,
students are offered opportunities for engagement outside of the classroom through
124
the numerous clubs available for them to join, which serve as an outlet for the
students and a means of connecting them closely to the school.
The finding of a link between student engagement at Park Magnet is unlike
the data presented by Indiana University in a report titled The Voices of Student
Engagement, prepared from the results of a High School Survey of Student
Engagement (HSSSE) administered to 81,499 students nationwide. The survey
administered at Park Magnet was an adapted version of the HSSSE. Unlike the
national profile, the results of the survey administered at Park revealed that the
students are engaged.
Similar to the mean school participating in Indiana University’s survey, Park
Magnet has about 1,000 students, with almost an even split between males and
females. Unlike the national sample, Park Magnet has a higher number of students
on free and reduced lunch, indicated by the sample of students who participated and
marked that category on the survey. In the national sample, only 21% of the students
claimed to be eligible for free and reduced lunch, whereas Park has a reported
number of 41% of students on free and reduced lunch. As The Voices of Student
Engagement article explains, “[w]hether or not a student participates in a free or
reduced lunch program in high school is an indicator of the socio-economic status of
the student and student’s family” (Yazzie-Mintz, 2006). This high number of
students on free and reduced lunch, as defined in Chapter One, indicates Park
Magnet is an urban school. Unlike the national sample, in which only 8% of students
125
had a primary home language that is not English, the primary language of 69% of
Park Magnet’s students participating in the survey is not English.
As reported in The Voices of Student Engagement article, students nationwide
who participated in the survey indicated that they were not engaged, due to the fact
that many students indicated that they spend less time on academic work than on
non-academic work. The Park Magnet students surveyed claimed that they spend a
significant amount of time preparing for school, writing and reading. As the report
explains:
The logic goes that the more time spent on a particular task, the more
engaged the student is with that activity. However, a critical aspect of the
quality of engagement with any particular task is the importance students
place on that activity.

As revealed by results from the Park Magnet survey, students place great importance
on academics and spend a significant amount of time preparing and studying school
work leading to their engagement levels.
Another important difference between Park Magnet and the national profile
related to school safety. Nationally, only 78% of students felt safe in their school,
while 93% of students surveyed at Park Magnet wrote that they felt safe at the
school. The report claims that when students do not feel safe, it is difficult for them
to become engaged and to continue to feel that way (Yazzie-Mintz, 2006).
Finally, the report explains the three dimensions of engagement in order to
have high levels of student productivity and success:
Cognitive/Intellectual/Academic, Social/Behavioral/Participatory, and Emotional
126
Engagement. The first––Cognitive/ Intellectual/Academic––involves engagement of
the student during instructional time. The second––social/behavioral/participatory––
is the engagement students experience through school and extracurricular activities.
The third––emotional engagement––involves the students’ connections with
individuals at the school. As the article notes, many schools place more emphasis on
one dimension rather than all three.
One of Park Magnet’s successes is a result of its capacity to satisfy the
criteria of all three as demonstrated by the data gathered from observation, surveys,
document analysis and interviews, and by meeting the categories of the definition of
student engagement as outlined in Chapter One of involvement in instruction and
curriculum, interaction with adults and peers, and participation in extracurricular
activities. For this reason, the high levels of student engagement at Park Magnet
contribute to the success of the school.
127
CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Chapter Five presents a review of results of the study. This includes a
statement of the purpose of the study, a summary of the findings discussed in
Chapter Four as derived from the data collection process, conclusions based on these
findings, and recommendations for practice. In conclusion, this chapter presents
additional recommendations for utilization in future studies.
Purpose of the Study
Due to strengthened accountability measures and mandates, both at the
federal and state levels, minimum progress standards were established at the high
school level. Many urban high schools are unable to meet or even make adequate
progress toward these standards, as a result of which they are underperforming. At
the same time, however, some high schools are exceeding expectations and
considered to be high-performing urban high schools. Thus, the purpose of this case
study was to review a high-performing urban high school to understand what factors
were influencing the higher levels of student achievement in comparison to its urban
counterparts.
In order to reach conclusions on the proposed purpose of the study, the
research was guided by two questions: The first research question asked, “What
perceived factors contribute to a student’s academic achievement in a high-
performing urban high school?” This research question focused on understanding
128
what the school was doing differently from its urban counterparts to achieve high
levels of success at the school.
The second research question asked, “Is there a link between student
engagement and student achievement in a high-performing urban high school?” This
second research question sought to understand whether student engagement in
particular is a factor leading to high performance of this urban high school.
To answer the questions and fulfill the purpose of this research, a case study
was conducted at Park Magnet High School, a high-performing urban high school in
DUSD. Research included both quantitative and qualitative data gathered through
document analysis, surveys, observations and interviews.
Summary of Findings
The findings discussed at length in Chapter Four were determined through
the data collection process of document analysis, observations, interviews, and
administrator, teacher and student surveys. After the data collection process, all the
data gathered were organized, studied, coded and separated, chunked into themes,
and finally interpreted in order to answer the two research questions. After the data
analysis portion, four major findings were discovered.
Finding One: Strong and Shared Leadership
Strong and shared leadership emerged as a theme from the data collected
through interviews, observations and document analysis and was considered by this
study’s respondents to be a factor that contributed to high academic performance in
the urban high school studied.
129
Document analysis showed that the school’s administration as well as the
school provided many opportunities for the faculty and staff to take on leadership
roles that utilized the different strengths of the individuals at the school. These roles
were either as heads of committees or other leadership positions that the
administration was comfortable assigning to different members of the school team.
Observations also demonstrated the sense of strong and shared leadership.
An observation of a faculty meeting made it clear that the administration was strong,
organized and looked to for guidance and support. At the same time, many
leadership opportunities were shared with the staff. Examples included opportunities
for the staff to conduct trainings, to lead goal-setting workshops for the year, to play
a role in the recognition and morale of the school, and even to participate in setting
and maintaining budgets.
Other observations around the school campus also demonstrated the strong
sense of leadership. Observations of student break times indicated the teachers’
shared responsibility of the school yard, hallway and passing period safety. Teachers
went above and beyond their contractual expectations and truly took ownership of
their responsibilities.
Interviews also offered insight into the strong and shared leadership at the
school. Many of the teachers interviewed took the time to comment on their respect
for the administration and the amount of work they have done, and continue to carry
out. At the same time, many commented that they felt they were part of the decision-
making process, improvement plans, and procedures of the school.
130
This finding suggests that a strong administrative team and shared leadership
may have positive effects on student achievement despite the urban or suburban
status of the school or school district. A strong administration does not have to be
sacrificed for a shared leadership culture. With a strong administration, leadership
can be assigned and/or shared with the right individuals. It takes a strong,
experienced, and knowledgeable administration to assign roles effectively. At the
same time, when leadership is shared, goals are shared, and the responsibility to
realize those goals becomes the shared responsibility of everyone involved. At Park
Magnet, everyone at the school—faculty, staff and administration—takes the time to
meet and look at the school’s scores, strengths, and weaknesses in order to decide in
which areas the school will focus for improvement. This leads everyone to feel it is
their role to help influence the achievement levels of the students, from the
administration to the teachers, to the librarian, and even to the secretaries.
Finding Two: Individualized Attention and Support
During the data collection process, data gathered and analyzed from surveys,
observations, and interviews revealed the theme of individualized attention and
support as a contributing factor to high performance of the urban high school in the
case study.
Based on two of the questions on the student survey, more than 97% of the
students indicated that they receive feedback from their teachers on assignments at
least sometimes, with more than 64% stating that this feedback occurs frequently or
very often. In addition, approximately 97% of the students stated that they do receive
131
the support they need from the school in order to succeed. Responses to these two
questions indicated that students receive individualized attention from the school
through feedback and support.
Observations also offered data validating the theme of individualized
attention and support. Numerous classroom observations showed that students were
offered lessons geared toward the individualized needs of all the students in the
class. These lessons consisted of a variety of teaching strategies, connection with the
students’ personal lives and experiences, and accommodation to the different
learning styles present in the classroom.
Interviews conducted with various members of the school community also
offered information that supported the theme of individualized attention and support
as a contributing factor to the high performance of the school. Numerous answers
provided by interviewees suggested that students at the school are not just a number;
rather, they are treated with personal care and attention. Teachers ensure that
students are performing above and beyond their potential and, when this is not the
case, interventions are quick and, most importantly, include involvement of the
student.
The school has adopted or established certain processes and programs that
further the level of personalized attention and support offered to the students. For
example, the school has established an Enrichment Period, during which students
have the opportunity to work on their homework and receive one-on-one personal
time with any of their teachers from whom they feel they need extra help. At the
132
same time, the district and the school have adopted a computer program that helps
organize, analyze and keep track of student scores, grades and records in order to
ensure they are showing consistent levels of improvement.
This finding shows the importance of having adults at the school site who
personalize and individualize attention for students. Adults who go above and
beyond for students, offer extra guidance and support, and genuinely show students
that they care and are willing to work hard for their success is a very powerful factor
that may lead to high student outcomes. As one student who approached the
researcher on campus explained, “If you even miss one homework, the teachers are
on you! They want to know why you didn’t do it, and they make you do it, and they
really follow up. They always want to find ways for us to do better.” Students notice
when personal attention and support are available. Staff members available on the
campus seeking to improve levels of student achievement can work towards finding
ways to offer personalized and individualized attention to students on the campus.
Finding Three: Relevance Through Cross-curricular Project-based Learning
Utilizing the data collection methods of observation, document analysis and
interviews, the theme of relevance through cross-curricular project-based learning
emerged as a contributing factor to high performance of an urban high school.
Through document analysis, numerous examples of projects ranging through
many different content areas were evident. These projects ranged from core classes
to electives and brought in concepts from more than one subject area. Furthermore,
documents detailed the culminating project for all Park Magnet students—the Senior
133
Project—which required students to apply ideas from multiple subject areas, such as
math, writing, research, science, and art, for example, in order to learn about a career
of their interest, and even create a product of their own.
Observation conducted in the classrooms and around the school campus,
confirmed information derived from document study. Many of the classrooms visited
were either working on or discussing a project that was cross-curricular. These
projects, encompassing more than one curricular area, brought relevance to the
objectives being taught in that particular class, in addition to the application of
learned concepts and ideas.
Interview responses also added information to this theme. Many of the
individuals commented that projects are common at the school, and offer relevance
to topics taught by providing opportunities to apply learned concepts and connect
more than one subject area in a project that has relevance in students’ lives.
As one interviewee noted, there are no walls between the departments and
teachers feel comfortable in asking one another for ideas to bring into their projects.
As a result, teachers can organize cross-curricular projects that are meaningful to the
students themselves.
This finding suggests that teachers in any school, regardless of funding, may
organize projects in the classroom that take learning to a higher level, allowing
students to connect subject areas and apply their education. This higher level of
learning may affect levels of student achievement due to a deeper understanding of
134
the subject area and application of material taught in one subject area to other areas
studied at a particular grade level.
Finding Four: Link Between Student Engagement and Student Achievement
Data gathered through surveys, observations, document analysis and
interviews, revealed a link between student engagement and student achievement in
a high-performing urban high school.
Based on the definition outlined in Chapter One, student engagement is a
student’s involvement with any part of a school’s culture including, but not limited
to, curriculum and instruction, interaction with adults and peers, and participation in
school and extracurricular activities. The data gathered were analyzed to determine
whether the three categories of student engagement included in this definition had
been satisfied.
With respect to curriculum and instruction, data gathered through surveys,
observations, and interviews supported the concept that students are greatly involved
with the curriculum. They complete various types of assignments and classroom
projects and activities and are provided the opportunity to take an active role in their
learning and improvement process.
At the same time, also based on surveys, observations and interviews, the
second category of student engagement—interaction with adults and peers—outlined
in the definition of student engagement in Chapter One was satisfied. The students at
Park Magnet have multiple opportunities to interact with their peers and adults.
They were given numerous opportunities to collaborate with peers in various
135
classroom projects and work with their teachers in class when necessary, and even
on a one-on-one basis, during Enrichment Periods.
The third category of student engagement was satisfied based on data
gathered from surveys, document analysis, and observation. Through these means of
data collection, it was clear that students have multiple opportunities to participate in
extracurricular activities. For a student population of less than 1,000, more than 20
clubs are available on the campus catering to a wide range of student talents and
interests. Since the school is a magnet choice school, the students also have the
opportunity to travel to their home schools to participate in the large number of
sports available to them. In addition, students are encouraged to complete
community service hours.
Finding Four suggests that no matter what funding opportunities exist at the
school, teachers, administrators and staff members can do their part to increase levels
of student engagement. Schools can put in the effort to involve students in the
curriculum and instruction by offering them the opportunity to take an active role in
the learning process. The adults on the campus can create opportunities to increase
interaction between the students and their peers and with the adults on campus. In
addition, teachers, administrators and other staff members can take the initiative to
organize clubs to meet the interests of the students at the school and create
opportunities for student involvement in extracurricular activities. Such efforts by
administrators, teachers, and staff members at the school site can aid in increasing
levels of student engagement. Through fulfillment of the three categories of student
136
engagement—involvement with the curriculum and instruction, interaction with
adults and peers, and involvement in extracurricular activities—students will attain
the necessary tools to take ownership of their learning, and they will have the
necessary support system to assist them through the learning process. At the same
time, students will create a closer connection with the school through school-related
activities outside the classroom that provide an outlet while cultivating interests and
talents.
Conclusions
The case study findings and factors contributing to a school’s high
performance suggest that they may be applied to high schools in any demographic
area. The four findings from the study indicate three factors that contribute to the
high performance of an urban high school: 1) strong and shared leadership, 2)
individualized attention and support, and 3) relevancy through cross-curricular
project-based learning. In addition, the study revealed a link between student
achievement and student engagement in a high-performing urban high school.
With the right leadership at a school site, goals, processes and procedures can
be a shared decision, creating buy-in from all stakeholders at the school. At the same
time, all the stakeholders involved with leadership, improvement, and processes of
the school can work together to find opportunities to provide individualized attention
and the support needed by every student at the school. Through continued
collaboration and sharing of ideas, cross-curricular projects can be organized for
students to bring relevancy to subject matter taught.
137
In order to affect student achievement at the school, it is important to focus
on raising levels of student engagement by focusing on the three dimensions—
increasing the levels of student involvement in the curriculum and instruction,
finding more opportunities to create interactions between students and their peers
and students and adults, and increasing extracurricular activities at the school site.
The importance of the four findings in this study suggest that the contributing
factors may all be useful for other schools interested in raising levels of student
achievement regardless of the demographic area in which the school is located. It is
important to note that these findings are not easy solutions to implement for a quick
turnaround at a school. One must take time to see what the needs of the school are,
include the entire staff and faculty, and try one idea at a time to work toward
increasing levels of student achievement.
Recommendations for Practice
Many urban high schools are struggling with state and federal mandates to
meet minimum progress standards, but there are urban high schools that are
outperforming expectations and are demonstrating high levels of student
achievement, similar to Park Magnet, the high-performing urban high school chosen
for this case study. Although the findings from this study are limited to one school
site, there are implications that they can be generalized to schools in any
demographic area. Following are four recommendations that can be implemented to
apply the findings of this study in raising levels of student achievement at the school
site.
138
Recommendation One: Create a Shared Leadership Culture
In order to create a shared leadership culture at a school site, it is key for the
administration to first take the time to learn about the strengths of the staff and
faculty at the school site. This learning process can consist of surveys, interviews and
assignment of scenarios to groups to observe how individuals work to solve the
pertinent issue in the scenario.
After the administration has learned about the strengths, talents and passions
of each member of the school, the next step is to distribute roles to individuals. As
the administration continues to monitor, lead, and guide the different members of the
school, many of the leadership roles at the school can be assigned to appropriate
individuals.
Creating a shared leadership culture can create more work and challenges for
the administration due to the need to continuously monitor, guide, and lead the
individuals who have been assigned the various roles. Often, experienced
administrators can complete certain tasks on their own; however, sharing leadership
roles creates more buy-in at the school, with more individuals having a stake and
feeling of responsibility for improving the school.
Recommendation Two: Provide Individualized Attention and Support
Whether the school has one hundred or one thousand students, it is
recommended that steps be taken to ensure that every student receives the
individualized attention and support they need.
139
To begin the process, the administration can split up the entire student body
among the teaching staff. This will divide the entire school into small communities,
and the teachers in charge of each group will be held responsible for getting to know
and watch out for the students in their own group to ensure they do not succumb to
problems and fall by the wayside.
In addition, the administration can provide time for the small community
groups to meet each quarter, as a group, and participate in workshops, activities and
even just fun events, to allow students and their assigned faculty members to get to
know each other more, and to provide students with extra attention. In a personable
environment, teachers and students can foster stronger relationships, giving teachers
an opportunity to learn more about student needs and, conversely, for students to feel
more comfortable in seeking support and assistance from the teachers when needed.
It is also recommended to offer teachers professional development on how to
provide individualized attention and support in a large class setting. This can consist
of providing teachers with advice on how to conduct quick assessments, how to
manage time during independent work, and how to walk around and provide some
type of attention and support to every student.
Finally, the administration can set aside release time for every teacher at the
school, to meet in grade level groups, and have the opportunity to meet with other
teachers to discuss any concerns and questions with teachers who share their
students. This will allow teachers to determine whether problems they may be
experiencing with students are isolated to their classroom or not. Once the teachers
140
identify a student who is struggling, they may seek extra support or organize
interventions to help the student improve.
Recommendation Three: Create Subject Relevancy Through Cross-curricular
Projects.
In order for relevancy to be established in the subject areas taught at the
school, the following steps are recommended:
1. Teachers attend a workshop on organizing cross-curricular projects.
2. A release day following the workshop for teachers to present and
share with the faculty personal suggestions with respect to cross-
curricular projects.
3. After the sharing of project ideas, further release time for teachers to
get together and integrate their suggestions for project organization.
This will allow teachers who are not as knowledgeable in certain subject areas to
collaborate with other teachers with expertise in those specific subjects. For example,
if an art teacher has an idea for creating and sculpting bridges in class, he or she can
team up with a science or math teacher to create a project that encompasses both
subject areas.
Recommendation Four: Focus on One Category of Student Engagement at a Time
As the definition of student engagement in Chapter One states, there are three
areas of student engagement: 1) student involvement with any part of a school’s
culture including, but not limited to, curriculum and instruction, 2) interaction with
adults and peers, and 3) participation in school and extracurricular activities. To
141
increase levels of student engagement, it is recommended that the school concentrate
on one area of engagement at a time, in order to gradually make progress toward
fulfilling all three engagement categories. With each category of student
engagement satisfied, the school will make progress toward raising levels of student
achievement.
To determine which area of student engagement the school will focus on, the
entire faculty, staff and administration, must sit down as a team and select a focus
area. The decision should be made as a group to ensure buy-in, agreement, and
shared goals and responsibility.
Once the category has been chosen, it is recommended that the administration
organize a professional development workshop on how each member of the school
team can do his or her part to realize the goal of the specific category of student
engagement. After a certain amount of time has passed with the school focusing on
the specific area of student engagement, the faculty, staff and administration can
meet to evaluate the degree of success and any area in need of improvement, and
determine the next step toward increasing student engagement on campus.
Recommendations for Future Studies
Following are recommendations for future studies on contributing factors to
the success of high-performing urban high schools and the link between student
achievement and student engagement.
142
Recommendation One: Conduct a Meta Analysis.
Nine other doctoral students in the thematic dissertation group studied the
factors contributing to high performance of an urban high school and whether or not
there is a link between student engagement and high levels of student achievement.
The findings from all 10 doctoral dissertations can be combined into one meta
analysis for more accurate assessments based on the common findings of all 10
researchers and their case studies.
Recommendation Two: Conduct a Study of Urban Middle and Elementary Schools
Since this study is limited to the high school level, it is recommended that a
future study focus on high-performing elementary and middle schools to determine
whether the contributing factors of these high-performing schools are similar to those
of high schools. Thus, implications will be based upon multiple school levels.
Recommendation Three: Include Student Interviews in the Study
Since this study focuses on the factors contributing to high levels of student
achievement and student engagement, it is recommended that future studies receive
parent and IRB approval to interview students. The responses obtained during
interviews of the adult stakeholders revealed, more so than the surveys, a great deal
of information about the factors contributing to high performance of the school and
about the levels of engagement. In addition, the interviews presented an opportunity
to clarify findings from the surveys, observations, and document analysis. The
students were not given that opportunity, which might have provided significant
insight had they been interviewed.
143
REFERENCES
Academic Performance Index (API). (Retrieved April 18, 2007). Internet source:
www.cde.ca.gov.

Adequate Yearly Progress (AYP). Internet source: http://www.cde.ca.gov/ta/ac/ay/

Allen, L., & Steinburg, A. (2004). Big buildings, small school: Using a small
schools strategy for high school reform. Jobs For the Future.

A nation at risk: The imperative for educational reform. Internet source:
www.ed.gov/pubs/NatAtRisk/index.html. (April 1983).

Bennet, C. (2001). Genres of research in multicultural education. Review of
Educational Research, 71(2).

Bolman, & Deal, (2003). Third edition. Reframing Organizations: Artistry, Choice
and Leadership. San Francisco: Jossey-Bass.

Brooks-Gunn, J., & Duncan, G. J. (Summer/Fall 1997). The effects of poverty on
children. The Future of Children: Children and Poverty, 7(2). Internet
source: www.cde.ca.gov

California Department of Education (CDE). (Retrieved April 20, 2007). Internet
source: www.cde.ca.gov.

California Department of Education. California High School Exit Examination
(CAHSEE). (Retrieved April 20, 2007). Internet source:
http://www.cde.ca.gov /ta/tg/hs/overview.asp.

California Department of Education. Mission and vision. Internet source:
http://www.cde.ca.gov.

California Department of Education. Standardized testing and reporting (STAR).
(Retrieved April 20, 2007). Internet source: http://star.cde.ca.gov/star2004/
aboutSTAR_programbg.asp.

California Education Code 52056 (a). (2006). Internet source: www.leginfo.ca.gov

California Department of Education (2006). 2006 Adequate Yearly Progress Report:
Information Guide. August 2006.

144
California Department of Education (2007). Implementation of Assembly Bill (AB)
347. Internet Source: www.cde.ca.gov. Retrived March 17, 2008.

California Department of Education (2005). State Adequate Yearly Progress Report:
2005 Accountability Progress Report. Retrieved February 5, 2007 from
www.cde.ca.gov.

California Department of Education. CAHSEE program overview. Internet source:
Retrieved February 2, 2007 from www.cde.ca.gov.

California Department of Education. The Academic Performance Index (API): A Six
Year Plan for Development. A Paper Presented to the State Board of
Education. April 25, 2002.

Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed
methods approaches (2
nd
ed.). Thousand Oaks: CA: Sage Publications.

Clark Magnet High School. (2006). WASC Revisit.

EdSource Report. (1998). Shifting focus to learning: California’s accountability
debates. (State experts discuss how accountability can improve student
achievement).

EdSource (2006). High schools have lower API scores than elementary and middle
Schools. Retrieved, February 5, 2007 from www.edsource.org.

The Education Trust-West. (2004). Are California High Schools ready for the 21
st
Century? A Special Report. Retrieved May 5, 2007, from

http://www2.edtrust.org/NR/rdonlyres/819B2A7C-C749-477E-
A90A13DFA120C382/0/EdTrustWest_ReportFINAL.pdf.

The Education Trust. (2005). Gaining Traction, gaining ground: How some high
school accelerate learning for struggling students. Retrieved February 3,
2007, from http://www2.edtrust.org/EdTrust/hspage.html

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (Spring 2004). School
engagement: Potential of the concept, state of the evidence. Review of
Educational Research, 74(1).

Free and Reduced Lunch (FRL). (Retrieved April 20, 2007). Internet source:
http://www. fns.usda.gov/cnd/lunch/.

145
Fuller, B., Burr, E., Huerta, L., Puryear, S., Wexler, E. (1999). School choice:
Abundant hopes, secure evidence of results Policy Analysis for the California
Education University of California, Berkeley and Stanford University.

Gall, M. P., Gall, J. P., & Borg, W. R. (2003). Educational research: An
introduction. (7
th
ed.). Boston, MA: Allyn & Bacon.

Goertz, M. E. (September 2001). Redefining government roles in an era of
standards-based reform. Phi Delta Kappan, 83(1).

Goldberg, B., & Morrison, D. M. (2003). Co-nect: Purpose, accountability and
school leadership. In J. Murphy and A. Datnow (Eds.), Leadership Lessons
from Comprehensive School Reforms (pp. 57-82). Thousand Oaks, CA:
Corwin Press.

Goldin, C. (June 1998). America’s graduation from high school: The evolution and
spread of secondary schooling in the twentieth century. The Journal of
Economic History, 58(2).

Goldin, C. (June 2001). The human capital century and American leadership:
Virtues of the past. The Journal of Economic History, 61(2).

Gonzales, A. H., & Nelson, L. M. (2005). Learner-centered instruction promotes
student success. T.H.E. Journal, 32(6).

Hadderman, M. (2002). Magnet Schools. Trends and Issues. ERIC Clearinghouse on
Educational Management. Eugene, OR.

Harris, D. N., Handel, M. J., & Mishel, L. (2004). Education and the economy
revisited: How schools matter. Peabody Journal of Education 79(1), pp. 36-
63.

Herlihy, C.M. and Quint, J. (2006). Emerging Evidence on Improving High School
Student Achievement and Graduation Rates: The Effects of Four Popular
Improvement Programs. National High School Center:
www.betterhighschools.org.

High School Survey of Student Engagement (HSSSE). Internet source: http://ceep.
indiana.edu.

High School Survey of Student Engagement 2005. (2005). What we can learn from
high school students. Retrieved February 7, 2007 from,
http://ceep.indiana.edu/hssse/pdf/hssse_2005_report.pdf.
146
Iowa Department of Education. (2005). High school review summary. Internet
source: Iowa Department of Education.

International Center for Leadership in Education. (June 25-28, 2004). Model School
Conference Proceedings: Case Studies of Successful Programs. Presented at
the Twelfth Annual Model School Conference (Washington D.C.). Rexford,
NY: ICLE

Kafer, K. (2005). Choices in Education: 2005 Progress Report. Backgrounder
(Published By the Heritage Foundation. No. 1848 April 25, 2005)

Lambert, L. (2006). Lasting leadership: A study of high leadership capacity
schools. The Educational Forum, 70.

Learning Points Associates. (2007). Socio Economic Status. Internet source:
http://www.learningpt.org.

Locke, Spirduso, & Silverman. (1987). Proposals that work. A guide for planning
dissertations and grant proposals. Newberry Park, CA: Sage Publications.

Marzano, R. (2003). What works in schools: Translating research into action.
Alexandria, VA: ASCD.

McKeever, B. (2003). Nine lessons of successful school leadership teams. San
Francisco, CA: WestEd.

McPartland, J. (May 2005). Research questions on instructional reform in
American high schools. Presented at the Research on Improving High
Schools Forum hosted by Learning Point Associates and the Institute of
Education.

National Center for Education Statistics. Participation in Education. Internet source:
www.nces.ed.gov, retrieved, January 21, 2007.

National School Lunch Program. Internet source:
http://www.fns.usda.gov/cnd/lunch/. No Child Left Behind. (2001).

Newman, F., Wehlage, G. and Lamborn, S.D. (1992). The significance and sources
of student engagement. Student Engagement and Achievement in American
Secondary Schools. Ed. Fred M. Newman. New York: Teacher’s College
Press.

147
Patton, M.Q. (2002). Qualitative research and evaluation methods (3
rd
ed.).
Thousand Oaks, CA: Sage Publications.

Rothstein, R. (2004). Class and Schools. Washington, DC: Economic Policy
Institute.

Shannon, G. S., & Bylsma, P. (2003). Nine characteristics of high performing
schools. Olympia, WA: Office of Superintendent of Public Instruction.

United States Bureau of Education. (1928). Cardinal principles of secondary
education: The emergency in rural education. National Education
Association of the United States Commission on the Reorganization of
Secondary Education Bulletin, 1918(35).

United States Department of Education (2007). Goals 2000: Educate America Act:
Archived Information. Internet Source: www.ed.gov/legislation/Goals2000.
Retrieved September 2007.

U.S. Department of Education. (April 2006). Improving data quality for title I
standards, assessments, and accountability reporting: Guidelines for states,
LEAs, and schools (non-regulatory guidance). Office of Elementary and
Secondary Education.

U.S. Department of Education (2007). Learning from nine high poverty, high
achieving Blue Ribbon schools- 2006. Internet Source: retrieved July 14,
2007.

Webb, L.D., Norton, M.S. (2003). Human resources administration: Personnel
issues and needs in education. Upper Saddle River, NJ: Pearson Education
Inc.

WestEd. (2005). Preparing students for college: Promising practices. WestEd, 7(1).

Yazzie-Mintz, E. (2006) Voices of student engagement: A report on the 2006 High
school survey of student engagement. Center for Evaluation and Education,
Policy at the Indiana University.
148
APPENDIX A: INTERVIEW QUESTIONS

Focus: Factors Impacting Student Achievement at Urban High Schools

Interview Questions

Suggested personnel to interview: Principal, Assistant Principal(s), Superintendent, Support
staff, Parent groups and community groups, Extra-curricular Activities Leaders (minimum of
5 interviews)

Questions

Tell me about this school.

What are you most proud of at this school? What areas would you like to improve within the
school?

What is the vision or mission of the school? Are there common goals in which all
stakeholders are focusing upon? If so, please tell me about them.

What are the factors that you feel contribute to student achievement at your school?

What role do you feel student engagement (defined by cohort group) contributes to student
achievement at your school?

What do you feel are the strengths of the school?

Would you consider your school high performing? Why or why not? If so, how?

Is your school unique? If so, how?

How does the school prepare students beyond high school?
149
APPENDIX B: SURVEY FOR HIGH SCHOOL ADMINISTRATORS
REGARDING STUDENT ENGAGEMENT

Survey of High School Administrators Regarding Student Engagement

This survey asks questions about how you perceive the high school experience for the
students at your high school. The information provided by these surveys will be compiled to
be shared with site and district stakeholders. Thank you for your thoughtful responses.

1. What areas do you supervise?
2. Are you _____ Female ______ Male
3. What is your racial or ethnic identification? (Mark all that apply.)

______American Indian/other Native American ______Asian American or Pacific Islander
______Black/African American ______White
______Hispanic, Latino, or Spanish origin ______Other, specify: ___________
______Prefer not to respond
4. Is English the main language used in the majority of your students’ homes?
_____ Yes _____ No _____ I do not know

5. Do the majority of your students have a computer with Internet access, at home?
____ Yes ____ No ____ I do not know
6. During this school year, about how many writing assignments are students given?

0-2 3-4 5-6 7-8 9-10 11+
a. Written papers/reports of more
than 5 pages
b. Written papers/reports of 3 to 5
pages
c. Written papers/reports of fewer
than 3 pages

7. How much reading do you assign in a typical school week?
# of hours of assigned reading

____0 ____1 ____2-3 ____4-5 ____6-7 ____8-10 ____11+
8. During this school year, how often have you utilized strategies to encourage all students to
participate in class?

____Very often ____Frequently ____Sometimes ____Never

150
9. During this school year, how often have you given prompt, personal feedback to students
on assignments?

____Very often ____Frequently ____Sometimes ____Never
10. School safety is clearly a priority on this campus?

____I agree ____I disagree
For numbers 11- 21, check the response that best identifies the extent to which this high
school emphasizes the skill or learning activity mentioned.

11. Students must spend a lot of time studying and on school work.

____Very much ____ Quite a bit ____Some ____Very little

12. Students are provided the support needed to succeed in school.

____Very much ____ Quite a bit ____Some ____Very little

13. Students are encouraged to participate in school events and activities (athletics, music,
etc.).
____Very much ____ Quite a bit ____Some ____Very little

14. Students are encouraged to get involved in school leadership and governance.
____Very much ____ Quite a bit ____Some ____Very little

15. All adults on campus treat students fairly.
____Very much ____ Quite a bit ____Some ____Very little

16. Students are encouraged and provided meaningful opportunities to learn work-related
skills.
____Very much ____ Quite a bit ____Some ____Very little

17. Students are encouraged to write effectively.
____Very much ____ Quite a bit ____Some ____Very little

18. Students are encouraged and provided the support to use information technology.
____Very much ____ Quite a bit ____Some ____Very little

19. Students are encouraged and provided opportunities to solve real-world problems.
____Very much ____ Quite a bit ____Some ____Very little

20. Students are encouraged and provided meaningful opportunities to develop clear,
sequential career goals and prepare for appropriate post-secondary education or training.
____Very much ____ Quite a bit ____Some ____Very little

151
21. Students are encouraged and provided meaningful opportunities to make their
community a better place.
____Very much ____ Quite a bit ____Some ____Very little

22. What are the factors that you feel contribute to student achievement?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
152
APPENDIX C: SURVEY OF HIGH SCHOOL TEACHERS REGARDING
STUDENT ENGAGEMENT

Survey of High School Teachers Regarding Student Engagement

This survey asks questions about how you perceive the high school experience for the
students at your high school. The information provided by these surveys will be compiled to
be shared with site and district stakeholders. Thank you for your thoughtful responses.

1. What subject area do you teach? ____________________________________________
2. Which category represents most of the classes you teach?
_____ General/Regular _____ Special Education
_____ Remedial _____ Honors/College Prep
_____ Career/Career Technical Education

3. Are you _____ Female ______ Male
4. What is your racial or ethnic identification?
(Mark all that apply.)
______American Indian/other Native American ______ Asian American or Pacific Islander
______Black/African American ______ White
______Hispanic, Latino, or Spanish origin ______ Other, specify: ___________
______Prefer not to respond
5. Is English the main language used in the majority of your students’ homes?
_____ Yes _____ No _____ I do not know

6. Do the majority of your students have a computer with Internet access, at home?
____ Yes ____ No ____ I do not know
7. During this school year, about how many writing assignments have you given?

0-2 3-4 5-6 7-8 9-10 11+
a. Written papers/reports of more
than 5 pages
b. Written papers/reports of 3 to 5
pages
c. Written papers/reports of fewer
than 3 pages

8. How much reading do you assign in a typical school week?
# of hours of assigned reading

____0 ____1 ____2-3 ____4-5 ____6-7 ____8-10 ____11+

153
9. During this school year, how often have you utilized strategies to encourage all students to
participate in class?

____Very often ____Frequently ____Sometimes ____Never
10. During this school year, how often have you given prompt, personal feedback to students
on assignments?
____Very often ____Frequently ____Sometimes ____Never

11. School safety is clearly a priority on this campus?

____ I agree ____ I disagree
For numbers 12-23, fill in the response that best identifies the extent to which this high
school emphasizes the skill or learning activity mentioned.

12. Students must spend a lot of time studying and on school work.

____Very much ____ Quite a bit ____Some ____Very little

13. Students are provided the support needed to succeed in school.

____Very much ____ Quite a bit ____Some ____Very little

14. Students are encouraged to participate in school events and activities (athletics, music,
etc.).
____Very much ____ Quite a bit ____Some ____Very little

15. Students are encouraged to get involved in school leadership and governance.
____Very much ____ Quite a bit ____Some ____Very little

16. All adults on campus treat students fairly.
____Very much ____ Quite a bit ____Some ____Very little

17. Students are encouraged and provided meaningful opportunities to learn work-related
skills.
____Very much ____ Quite a bit ____Some ____Very little

18. Students are encouraged to write effectively.
____Very much ____ Quite a bit ____Some ____Very little

19. Students are encouraged and provided the support to use information technology.
____Very much ____ Quite a bit ____Some ____Very little

20. Students are encouraged and provided opportunities to solve real-world problems.
____Very much ____ Quite a bit ____Some ____Very little
154

21. Students are encouraged and provided meaningful opportunities to develop clear,
sequential career goals and prepare for appropriate post-secondary education or training.
____Very much ____ Quite a bit ____Some ____Very little

22. Students are encouraged and provided meaningful opportunities to make their
community a better place.
____Very much ____ Quite a bit ____Some ____Very little

23. What are the factors that you feel contribute to student achievement?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
155
APPENDIX D: DOCUMENTS

Documents

How we would identify high performing schools?
API score
Similar School Ranking

What do we need to know?
CAHSEE passage rate
Discipline (suspensions, expulsions, rewards)
School sponsored activities
Attendance
Graduation rates
Student Demographics (SES, free/reduced lunch, mobility, ELL)
Parent education level
Course grades (GPA)

How would we find this information?
California Department of Education (Data Quest- http://dq.cde.ca.gov/dataquest/)
WASC Report- Self study report & recommendations
School Accountability Report Card
District Website
School Website
School Handbook
Student/Parent Handbook
156
APPENDIX E: OBSERVATION LOG

Date: _________________________________ Page ________ of ________

Observation Log

School Class Leadership Meetings

School
Culture
Curriculum &
Instruction
Leadership Student
Engagement
Additional
Observations

157
APPENDIX F: ADAPTED VERSION OF HIGH SCHOOL SURVEY OF
STUDENT ENGAGEMENT

High School Survey of Student Engagement

This survey asks questions about how you perceive the high school experience at
your high school. Thank you for your thoughtful responses.

1. What grade are you in? (Circle one) 10 11 12
2. Which category represents most of the classes you take?
_____ General/Regular _____ Special Education
_____ Remedial _____ Honors/College Prep _____Career Technical

3. Are you _____ Female ______ Male
4. What is your racial or ethnic identification?
(Mark all that apply.)
______American Indian/other Native American _____Asian or Pacific Islander
______Black/African American _____White
______Hispanic, Latino, or Spanish origin _____ Other, please specify:
______Prefer not to respond

5. Is English the main language used in your home?
_____ Yes _____ No _____ I prefer not to state

6. During the school year, how many writing assignments are you assigned?

0-2 3-4 5-6 7-8 9-10 11+
a. Written papers/reports of
more than 5 pages
b. Written papers/reports of 3 to
5 pages
c. Written papers/reports of
fewer than 3 pages

7. How many hours do you read for school each week?

____ 0 ____ 1 ____ 2-3 ____ 4-5 ____ 6-7 ____ 8-10 ____ 11+

158
8. During the school year, how often are you given feedback from teachers on
assignments?

____Very often ____Frequently ____Sometimes ____Never
9. School safety is clearly a priority at your school.

____ I agree ____ I disagree
10. Fill in the response that best identifies the extent to which your high school
emphasizes the skill or learning activity mentioned.

Very
often
Often Some Never
a. You must spend a lot of time studying and on school
work.

b. You are provided the support needed to succeed at
school.

c. You are encouraged to participate in school events
and activities (athletics, music, etc.)

d. You are encouraged to get involved in school
leadership and governance.

e. All adults on campus treat students fairly.
f. You are encouraged and provided meaningful
opportunities to learn work-related skills.

g. You are encouraged to write effectively.
h. You are encouraged and provided the support to use
information technology.

i. You are encouraged and provided opportunities to
solve real-world problems.

j. You are encouraged and provided meaningful
opportunities to develop clear, sequential, career goals
and prepare for appropriate post-secondary education
or training.

k. You are encouraged and provided meaningful
opportunities to make your community a better place.

11. Are you eligible for free or reduce-priced lunch?
_____ Yes _____ No _____ I do not know / Decline to state

12. How far do you think you will go in school? (Choose one)
____ Not finish high school ____ Certificate of completion
without a diploma
____ High school diploma/GED ____ 2-year college degree
(Associate’s)
159
____ 4-year degree (Bachelor’s) ____ Master’s degree
____ PhD or other advanced professional ____ I Don’t Know
degree (law, medicine, etc.)

13. Would you like to say more about any of your answers to these survey
questions?
________________________________________________________________
________________________________________________________________
________________________________________________________________
160
APPENDIX G: INFORMATION SHEET FOR NON MEDICAL RESEARCH

University of Southern California
ROSSIER SCHOOL OF EDUCATION

INFORMATION SHEET FOR NON-MEDICAL
RESEARCH

Student Engagement in High Performing Urban High Schools

You are asked to participate in a research study conducted by Annette Alpern,
Sharon Anderson, David Chang, Juliette Ett, Julio Fonseca, Katherine Frazier, Jose
Hernandez, Anne Kershner, Amicia Lambert, Kelley Mayr, Jolie Pickett, Talin
Pushian Kargodorian, Stephania Vu and Stuart Gothold, Ed.D. from the Rossier
School of Education at the University of Southern California. Results from this
study will contribute to the Co-Principal Investigators’ dissertation. You were
selected as a possible participant in this study because you are a administrator or
teacher with at a high performing school in this study. A total of approximately 20
subjects will be selected from district administrators and school administrators or
teachers to participate. Your participation is voluntary.

PURPOSE OF THE STUDY
We are asking you to take part in a research study because we are trying to learn
more about the school factors that contribute to increased student engagement and
increased student achievement.

Completion and return of the questionnaire or response to the interview questions
will constitute consent to participate in this research project.

PROCEDURES
You may be asked to do one or more of the following:

Interview: Participate in a one-time, one-hour interview in a place convenient to
you. There are three main questions with additional questions if needed to provide
additional information. Questions are related to school factors that contribute to
increased school engagement and increased student achievement. Sample questions
may be “Your school has been identified as a high performing urban high school.
What school factors do you think contribute to this identification?,” “What school
factors contribute to student engagement at this school?” and “Are there any aspects
to the school culture or school atmosphere that contribute to higher student
engagement?
161

Survey: Participate in a one-time, 15-question survey of your perceptions as a
teacher regarding student engagement and student achievement taking approximately
20 minutes to complete. Survey will be completed either at the end of a teacher
meeting or at a place convenient to you. Sample questions include: “I am able to
help students care about their schoolwork” and “My students attend class with
readings and/or assignments completed.”

Observation: Allow researcher to observe (no interaction) your classroom during
instructional time, a faculty meeting and general campus environment. Each
observation should take no longer than one hour, one time during this study.

Document Review: Make available to researcher documents such as School
Accountability Report Card, Master Schedules, and standardized test scores. None
of the documents requested will have any student identifying information.

POTENTIAL RISKS AND DISCOMFORTS

There are no anticipated risks to your participation; you may experience some
discomfort at completing the questionnaire or participating in the interview or
observation phase of the study or you may be inconvenienced from taking time out
of your day to complete the questionnaire/survey instrument.

POTENTIAL BENEFITS TO SUBJECTS AND/OR TO SOCIETY
You may not directly benefit from your participation in this research study.

This study may help to identify school factors that contribute to increased student
engagement and increased student performance.

PAYMENT/COMPENSATION FOR PARTICIPATION
You will not receive any payment for your participation in this research study.

CONFIDENTIALITY
Only members of the research team will have access to the data associated with this
study. The data will be stored in the investigator’s office in a locked file
cabinet/password protected computer. No information will be released which will
identify you. Audio-tapes will be destroyed upon transcription. You will not review
or edit the tapes. Only the researcher will have access to the tapes and will only be
used for educational purposes. No names will be collected on survey, your identity
will be coded on interview sheets and observation charts. The coding sheet linking
your code to your identify will be destroyed upon transcription.

162
The other data will be stored for three years after the study has been completed and
then destroyed.

When the results of the research are published or discussed in conferences, no
information will be included that would reveal your identity

PARTICIPATION AND WITHDRAWAL
You can choose whether to be in this study or not. If you volunteer to be in this
study, you may withdraw at any time without consequences of any kind. You may
also refuse to answer any questions you don’t want to answer and still remain in the
study. The investigator may withdraw you from this research if circumstances arise
which warrant doing so.

RIGHTS OF RESEARCH SUBJECTS
You may withdraw your consent at any time and discontinue participation without
penalty. You are not waiving any legal claims, rights or remedies because of your
participation in this research study. If you have questions regarding your rights as a
research subject, contact the University Park IRB, Office of the Vice Provost for
Research Advancement, Stonier Hall, Room 224a, Los Angeles, CA 90089-1146,
(213) 821-5272 or upirb@usc.edu.

IDENTIFICATION OF INVESTIGATORS
If you have any questions or concerns about the research, please feel free to contact
Stuart Gothold, Annette Alpern, Sharon Anderson, David Chang, Juliette Ett, Julio
Fonseca, Katherine Frazier, Jose Hernandez, Anne Kershner, Amicia Lambert,
Kelley Mayr, Jolie Pickett, Talin Pushian Kargodorian, Stephania Vu at the Rossier
School of Education, USC, WPH 902C, Los Angeles, California. You may also
contact all investigators at 213-740-3451.

Abstract (if available)

Abstract Although many urban high schools are struggling to make adequate progress, meet standards or even outperform expectations, some urban high schools are achieving significant gains, outperforming expectations in comparison with schools ranked as similar schools based on demographics. The purpose of the study was to understand what factors contribute to the high performance at these urban schools and more particularly, whether student engagement was one of the factors leading to the success of these schools. Once the factors were determined, the study aimed to understand what strategies and best practices the schools were utilizing to incorporate these factors into the regular school day leading to high achievement.

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

A case study to determine what perceived factors, including student engagement, contribute to academic achievement in a high performing urban high school

PDF

Effective factors of high performing urban high schools: a case study

PDF

A case study of factors related to a high performing urban charter high school: investigating student engagement and its impact on student achievement

PDF

Factors including student engagement impacting student achievement in a high performing urban high school district: a case study

PDF

Student engagement in a high-performing urban high school: a case study

PDF

Student engagement in a high performing urban high school: a case study

PDF

Factors that may lead to an urban high school‘s outperforming status: a case study of an institution‘s achievement in the age of accountability

PDF

Student engagement in high performing urban high schools: a case study

PDF

Narrowing the achievement gap: a case study of an urban school

PDF

A case study of an outperforming urban magnet high school

PDF

Outperforming expectations: a case study of an urban high school

PDF

A case study of student engagement in a high performing urban continuation high school

PDF

A study of an outperforming urban high school and the factors which contribute to its increased academic achievement with attention to the contribution of student achievement

PDF

Factors which may contribute to academic achievement in an outperforming urban high school with a career technical education curriculum

PDF

Student engagement in high-performing urban high schools: a case study

PDF

Perceived factors for narrowing the achievement gap for minority students in urban schools: cultural norms, practices and programs

PDF

The plight of African American males in urban schools: a case study

PDF

A case study of an outperforming urban high school: the relational pattern between student engagement and student achievement in a magnet high school in Los Angeles

PDF

Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school

PDF

Closing the achievement gap: breakthrough in the urban high school

Asset Metadata

Creator Kargodorian, Talin Pushian (author)

Core Title Factors contributing to the high performance of an urban high school

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/01/2008

Defense Date 03/17/2008

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

Tag factors contributing to the high performance of high schools,high performing,High schools,OAI-PMH Harvest,Urban

Language English

Advisor Gothold, Stuart E. (committee chair), Escalante, Michael F. (committee member), Hocevar, Dennis J. (committee member)

Creator Email pushian@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-m1071

Unique identifier UC173253

Identifier etd-Kargodorian-20080401 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-50622 (legacy record id),usctheses-m1071 (legacy record id)

Legacy Identifier etd-Kargodorian-20080401.pdf

Dmrecord 50622

Document Type Dissertation

Rights Kargodorian, Talin Pushian

Type texts

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

Repository Name Libraries, University of Southern California

Repository Location Los Angeles, California

Repository Email cisadmin@lib.usc.edu