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Schoolwide structures, systems, and practices that are closing the achievement gap at a Southern California high-performing, high-poverty urban public elementary school: a case study

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Schoolwide structures, systems, and practices that are closing the achievement gap at a Southern California high-performing, high-poverty urban public elementary school: a case study

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Content Running head: CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 1

SCHOOLWIDE STRUCTURES, SYSTEMS, AND PRACTICES THAT ARE CLOSING THE
ACHIEVEMENT GAP AT A SOUTHERN CALIFORNIA HIGH-PERFORMING, HIGH-POVERTY
URBAN PUBLIC ELEMENTARY SCHOOL: A CASE STUDY

by

Tina Choyce

__________________________________________________________________________________________________

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

May 2019

Copyright 2019 Tina Choyce

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 2

DEDICATION
This dissertation is dedicated to my wonderful family and dearest friends who have
supported, encouraged, and shown me unconditional love throughout this three-year
journey. I am very fortunate to have a husband, four children, a mother, sisters, brothers,
extended family, and friends who recognized the value of persevering to achieve a
worthwhile goal. I am filled with gratitude to all of you for believing in me, inspiring me to
never give up, and always supporting my endeavors. I love you all so very much, more than
words can express.

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 3

ACKNOWLEDGEMENTS
First and foremost, I am deeply grateful to God for blessing me with the ability to
achieve this milestone in my life, and with the endurance to successfully complete the
requirements of this three-year doctoral program.
I am so appreciative of my amazing dissertation committee for the mentoring and
support that you provided during this worthwhile journey. I would like to extended a
special thank you to my chairperson, Dr. David Cash, for the valuable feedback,
recommendations, and guidance which motivated me to persevere as I strived to achieve
this endeavor. I also want to thank my committee members, Dr. Rudy Castruita, and Dr.
Rosalinda Lugo, for their expertise and words of wisdom that inspired me throughout this
process.
Thank you to my wonderful family who supported and encouraged me to achieve
this worthwhile goal. Thank you to my husband for your profound commitment to our
partnership, this accomplishment is a reflection of your support. Also, a heart-felt thank
you to my children, Briana, Ashley, Jazmin and Jonathan, for your unconditional love,
continued support, unwavering patience, and understanding of the time commitment that
is required to achieve this endeavor. To my mother, Doris Johnson, and my sisters, Lisa
Johnson-Smith, and Gina Barnett, I am forever grateful for your love and support that is
always there.
A special thank you my dearest friends and my sorority sisters of Zeta Phi Beta
Sorority, Inc. who instilled determination, strength, and believed in me. You supported this
work in many ways, including engaging conversations and words of encouragement.
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 4

I would also like to thank my USC family for the wonderful collaboration, great
comradery, and riveting groups chats throughout this journey. You all motivated me with
frequent support and encouragement, and empathized with me whenever I was faced with
challenges and obstacles that impacted the process. I truly enjoyed being a member of our
Trojan family.
Additionally, I would like to acknowledge the principal and staff at ABC Elementary
School for their commitment and dedication to the students in their school community.
Your high expectations for academic excellence and hard work to ensure that all students
succeed is an inspiration to all educators.
Thank you to all of you that helped me accomplish this exceptional achievement in
my life. Without the support of so many individuals, it would have been a challenge to
successfully complete this journey and achieve my goal of obtaining an EdD in Educational
Leadership from USC. Fight on!

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 5

TABLE OF CONTENTS
Dedication 2
Acknowledgements 3
List of Tables 7
List of Figures 8
Abstract 9
Chapter One: Overview of the Study 10
Background of the Problem 10
Statement of the Problem 12
Purpose of the Study 13
Research Questions 14
Significance of the Study 14
Limitations 14
Delimitations 15
Assumptions 15
Definition of Terms 16
Organization of the Study 18
Chapter Two: Literature Review 20
The History of the Achievement Gap in American Public Schools 20
Causes of the Academic Achievement Gap 22
National Reform Efforts 27
High-Performing, High-Poverty Urban Elementary Schools 31
Systems, Structures, and Practices to Close the Achievement Gap 34
School Leadership 34
Highly Qualified Teachers 37
Professional Learning Communities 38
Data-Driven Inquiry Process 40
Rigorous Standards-Based Curriculum 40
Culturally Relevant Instruction 41
Summary 44
Chapter Three: Methodology 46
Research Questions 46
Research Design 47
Sample and Population 47
Sampling Procedures 48
Data Collection 49
Instrumentation 50
Survey 51
Interviews 51
Document Review 52
Theoretical Framework 52
Data Analysis 53
Ethical Considerations 54
Summary 54

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 6

Chapter Four: Findings 55
Surveys 56
Principal Interview and Teachers’ Focus Group Interview 56
Document Review 56
Appreciative Inquiry Theoretical Approach 57
ABC Elementary School 58
Results for Research Question One 59
School Leadership 59
Results for Research Question Two 62
High Expectations 63
Collaboration/Professional Learning Communities 64
Data-Driven Inquiry Process 66
Highly Qualified Teachers 68
Results for Research Question Three 70
Rigorous Standards-Based Curriculum 71
Intervention for Students 73
Results for Research Question Four 75
Differentiating Instruction 76
Culturally Relevant and Responsive Instruction 77
Summary 79
Chapter Five: Conclusions, Implications, and Recommendations 81
Purpose of the Study 81
Research Questions 82
Summary of Findings 82
Research Question One 82
Research Question Two 83
Research Question Three 85
Research Question Four 85
Implications 86
Recommendations for Future Research 88
Conclusions 89
References 90
Appendix A: Introductory Letter 97
Appendix B: Participation Consent Agreement 98
Appendix C: Survey 100
Appendix D: Principal’s Interview 102
Appendix E: Teachers’ Focus Group Interviews 104

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 7

LIST OF TABLES
Table 1: Results of Survey Questions #1 – 5 Responses 60
Table 2: Survey Questions #6 – 10 63
Table 3: Survey Questions #11 – 15 71
Table 4: Survey Questions #16 – 20 75

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 8

LIST OF FIGURES
Figure 1: Appreciative Inquiry process (Wikimedia Foundation, 2016) 53

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 9

ABSTRACT
Historically, high-poverty schools have not met standards for proficiency, resulting
in an academic achievement gap. The purpose of this qualitative case study was to examine
a high-performing, high-poverty urban public Southern California elementary school that is
closing the achievement gap. Qualitative data was collected through a staff survey, a
principal interview, a teachers’ focus group interview, and document review of the relevant
school information.
The Appreciative Inquiry theoretical framework was used in this study, as it focuses
attention on what works, the positive core, and on what people really care about. Using
this approach ensured a focus on effective schoolwide systems, structures, and programs,
as well as principal strategies and teachers’ practices utilized to promote high academic
achievement and close the achievement gap. This research focuses on six specific areas
that contribute to closing the achievement gap: school leadership, highly qualified teachers,
collaboration through professional learning communities, data-driven inquiry process
including frequent assessments, rigorous standards-based curriculum, and culturally
relevant and responsive instruction.

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 10

CHAPTER ONE: OVERVIEW OF THE STUDY
Throughout American history, high-poverty urban public elementary schools have
enrolled low-income, underrepresented minority students who have low academic
achievement. Students at these schools meet standards for proficiency at rates lower than
those of their more affluent peers, resulting in an academic achievement gap. The
achievement gap is defined as the persistent disparity in academic performance between
affluent White students and low-income African American and Latino students (Darling-
Hammond, 2007b). This gap is evident based on these groups’ level of proficiency on the
California Assessment of Student Performance and Progress (California Department of
Education [CDE], 2017). The disparity between underrepresented minority students and
White students begins early in the primary grades and continues through college (Campos,
2008). According to the National Center for Education Statistics (2015), only 29% of low-
income students are enrolled in preschool, compared to 48% of their affluent peers. Basic
foundational skills are learned in early primary years and set students up for success.
Many low-income minorities enter school with diminished opportunities to achieve
academically as compared to their affluent peers. Clemmitt (2007) found that a public
school enrolling mainly middle-class White students has a 1-in-4 chance of producing good
test scores across years and in different subjects as compared to a school with a
predominantly low-income minority population, which has a 1-in-300 possibility of doing
so.
Background of the Problem
The achievement gap has deep roots in U.S. history, as shown in the 1896 Supreme
Court ruling in Plessy v. Ferguson, which reinforced the idea of separate but equal education.
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 11

Although this federal court case legally guaranteed equal access to public education,
African Americans and Latino immigrants were forced to be educated in substandard
schools. In the 1954 landmark case of Brown v. Board of Education, the Supreme Court
declared it illegal to segregate schools by race. The Court acknowledged that separate was
not equal. The Court ordered that public schools be desegregated so that all students
would have equal access to education. The ruling by the Court indicated a commitment to
civil rights, social justice, and the elimination of institutional racism. Schools briefly became
more integrated after the Civil Rights Movement in the 1960s when Congress passed the
Civil Rights Act outlawing discrimination in any institution that received federal funds,
including schools. From the 1960s until the 1980s, there was progress in reducing school
segregation and increasing achievement (Beecher & Sweeny, 2008).
In the 1980s, federal efforts to desegregate schools effectively ended. Despite 100
years of progress toward equality in the education system, a significant achievement gap
still exists between underrepresented minority students and White students (O’Hara,
Gibbons, Weng, Gerrad, & Simmons, 2012). The achievement levels for disadvantaged
minority students fall behind the academic performance levels of their White peers
(Darling-Hammond, 2007b). Communities have become more economically segregated,
resulting in schools with larger minority and poor populations and lower achievement. In
addition, shifting housing patterns have contributed to the increased concentration of poor,
minority students in urban schools. Low-income African American and Latino students
continue to be underserved by the educational system, and, as a result, they have lower
academic achievement than their White peers.
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 12

Following the No Child Left Behind Act (NCLB) in 2001, the focus on the
achievement gap between affluent, White students and disadvantaged minority students
intensified. NCLB held schools and districts accountable for reaching specific goals as
measured by a state assessment. The demands of NCLB outlined the lack of progress of
schools with a large population of high-poverty students. It was projected that, by 2014, all
schools would have to perform at 100% proficiency in reading (U.S. Department of
Education, 2008). However, the achievement gap has not narrowed in high-poverty
schools.
Statement of the Problem
The achievement gap is a significant problem to address because of the educational
implications for low-income minority students. The definition of low-income minority
students in this study is African American and Hispanic students whose parents do not
have a high school diploma and/or who participate in the free or reduced-price lunch
program because of low family income. The achievement gap decreases the opportunities
for low-income minority students to finish high school, to be eligible to be admitted to
colleges or universities, and to obtain a college degree. In 2001, more than 50% of high
school dropouts were African American or Latino students, compared to White students
who accounted for 16% of dropouts (Clemmitt, 2017). Many disadvantaged minority
students become high school drop outs dependent on government support. According to
Clemmitt (2007), only 55% of young adult dropouts were employed. Some high school
dropouts may turn to crime due to a lack of a promising future. Three-fourths of state
prisoners and 59% of federal prisoners were dropouts (Clemmitt, 2007).
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 13

This problem is also necessary to address because inequities in the educational
system have a direct impact on college and career opportunities for African Americans and
Hispanics, thus accounting for the racial disparities in income earned by degree completion
and the effects on lifetime earning potential. As a result, the achievement gap significantly
affects the chances for underrepresented minorities to become successful and valuable
contributors to society.
Purpose of the Study
The purpose of this qualitative case study was to examine a high-performing, high-
poverty urban Southern California public elementary school that is closing the achievement
gap. The study identified effective schoolwide systems, structures, and programs that the
principal and teachers utilize to promote academic achievement and close the achievement
gap. For this study, a high-performing school is defined as a school where at least 50% of
students meet or exceed English language arts (ELA) proficiency on the Smarter Balanced
Assessment Consortium (SBAC) assessment. This percentage was selected because
California’s statewide test results showed that about 44% of Grade 3, 45% of Grade 4, and
47% of Grade 5 students met or exceeded ELA proficiency on the 2017 SBAC (CDE, 2017).
Also, for this study, a high-poverty school is defined as a school where more than 50% of
students receive free or reduced-price lunch.
The research analyzed schoolwide systems, structures, and programs at the selected
school. Also, the research sought to pinpoint effective principal’s strategies and teachers’
practices used to close the achievement gap. This case study contributes to current
literature by studying schoolwide systems, programs, and specific practices that promote
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 14

student achievement. In addition, the knowledge obtained from this study may assist other
schools or educators grappling with closing the achievement gap.
Research Questions
This qualitative case study was guided by the following research questions:
• What strategies does the principal utilize in this high-performing, high-poverty
urban Southern California public elementary to close the achievement gap?
• What schoolwide systems and structures promote student achievement and
contribute to closing the achievement gap?
• What schoolwide programs promote student achievement and contribute to closing
the achievement gap?
• What specific teacher practices contribute to closing the achievement gap?
Significance of the Study
This study is significant because it increases knowledge of the systems, structures,
practices, programs, and strategies that lead to improved academic achievement in a high-
performing, high-poverty urban elementary school. This is also an important topic for
educational stakeholders and researchers because very few high-poverty schools have
succeeded in narrowing the achievement gap. Additionally, information from this study
will contribute to research regarding what works to close the achievement gap.
Limitations
The following limitations are beyond the control of the researcher and may have
affected internal validity:
• One school was selected for this case study, and the findings are not generalizable to
other districts or schools.
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 15

• The limited number of teachers interviewed may not reflect viewpoints of the
majority and could be subject to other interpretation.
• The study took place over a brief period, and the findings are a snapshot in time.
• The survey was offered to the principal and all teachers, but some teachers decided
not to participate.
Delimitations
The following delimitations refer to the generalization of the study and issues of
external validity:
• The study was delimited to a single high-performing school that met the criteria as
defined by the researcher based on the SBAC results.
• The school was selected based on the fact that over 50% of students qualified for
free or reduced-price lunch.
Assumptions
The following presents the assumptions of the study:
• All participants in the study are volunteers.
• The participants gave honest answers and responses on the survey and in the
interviews.
• Effective strategies, programs, systems, and practices were identifiable at the
school.
• There was the chance of negative partiality from both the principal and teachers.

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 16

Definition of Terms
The following terms are stated and discussed in the dissertation.
Academic achievement: Academic achievement is defined achieving a score of “met”
or “exceeded” standards in ELA on the 2017 SBAC.
Achievement gap: The achievement gap is the persistent disparity in academic
performance between affluent White students and low-income African American and
Latino students. The achievement gap shows up in grades, standardized-test scores,
dropout rates, and college completion rates (Darling-Hammond, 2007b).
California Assessment of Student Performance and Progress (CAASPP): The CAASPP,
which has replaced the Standardized Testing and Reporting Program, is the latest state
academic testing program. The CAASPP is intended to offer information that can be used to
monitor student progress and guarantee that all students exit high school prepared for
college and a career. The CAASPP incorporates computer-adaptive assessments in ELA and
mathematics as well as paper-based assessments for science (CDE, 2017).
California school dashboard: The California school dashboard includes reports that
show the performance of districts, schools, and student groups on assessment scores,
graduation rates, and other measures of student success (CDE, 2017).
Common Core State Standards (CCSS): Since 2010, 42 states adopted identical
standards for English and math. These CCSS help all students get an equal education, even
if they change schools or move to a different state. Teachers, parents, and education
specialists planned the standards to prepare students for success in college and the
workplace (CDE, 2017).
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 17

Culture: All human conduct is culturally mediated, and culture is pervasive,
representing a social system of accumulated beliefs, attitudes, and values that are
responses to specific circumstances (Howard, 2010).
Culturally relevant pedagogy: An instructional framework that recognizes the
uniqueness of student culture by using cultural knowledge and prior experiences of diverse
students to make learning more relevant and effective for them (Gay, 2010).
High-performing school: For this study, a high-performing school is defined as a
school where at least 50% of students earned a score that deemed them proficient in ELA
on the 2017 SBAC. California’s statewide test results showed about 48% of elementary
school students demonstrated this proficiency on the 2017 SBAC.
High-poverty school: For this study, a high-poverty school is defined as a school
where more than 50% of students participate in a federally funded free or reduced-price
meal program for students from low-income families.
Poverty: A series of circumstances and challenges defined as poor health, inadequate
housing, high crime rates, single-parent families, and substance abuse (Ravitch, 1998).
School Accountability Report Card (SARC): In November 1988, California voters
passed Proposition 98, also known as The Classroom Instructional Improvement and
Accountability Act. This initiative provides California public schools with a stable source of
funding, and all public schools are required to prepare and disseminate SARCs to the public
annually. SARCs are intended to provide important information about each public school
and to communicate a school’s progress in achieving its goals (CDE, 2017).
Smarter Balanced Assessment Consortium (SBAC): The Smarter Balanced Assessment
Consortium system employs a standardized computer-adaptive assessment and
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 18

performance tasks that permit students to show what they know and are able to do. This
structure is built on the CCSS for ELA and mathematics (CDE, 2017)
Title I: Federally funded support for schools with a large low-income student
population that meets the definition and requirements for free or reduced-price lunch.
This supplemental money helps schools achieve the educational goals of low-income and
at-risk students (U.S. Department of Education, 2015).
Transformational leaders: Individuals who connect with others and create a bond
that raises the level of inspiration and morality in both the leader and the follower
(Northouse, 2007).
Urban school: An urban school is a school that either is located within the limits of
what is considered a large city or has two or more traditional demographics or
characteristics of schools located in large cities. Characteristics include high numbers of
minority students, low test scores, low attendance rates, high suspension rates, high
amounts of un-credentialed teachers, low parent participation, and high rates of crime in
the areas surrounding the school (National Center for Education Statistics, 1996).
Organization of the Study
Chapter One provides an introduction and overview of the background of the study.
The statement of the problem, the purpose of the study, and the research questions are also
presented in this chapter. Additionally, the limitations and delimitations of the study and
essential definitions of key terms are included. Chapter Two focuses on the review of
literature explaining the achievement gap, the historical background of segregation in
education, national reform measures, and effective practices correlated with closing the
achievement gap at high-poverty schools. Chapter Three describes the study’s
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 19

methodology and research design. Chapter Four reports the results of the case study,
answers the research questions, and presents the major themes found from the principal’s
interview, teachers’ focus group interview, staff survey, and document review. Chapter
Five discusses the research and policy implications of the findings and a synthesis of the
main points and assertions.

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 20

CHAPTER TWO: LITERATURE REVIEW
This chapter presents the rationale for conducting research on closing the academic
achievement gap between affluent White students and low-income African American and
Latino students. The aim of this qualitative case study was to examine a high-performing,
high-poverty urban Southern California public elementary school that is narrowing the
achievement gap. The study sought to identify effective schoolwide systems, structures,
and programs as well as the principal’s strategies and teachers’ practices that promote
academic achievement. It is necessary to address the achievement gap because inequities
in the educational system directly affect college and career opportunities for African
Americans and Latinos. As a result, the gap significantly affects possibilities for low-income
minority students to become successful and valuable contributors to society.
In this chapter, the history and the causes of the academic achievement gap in
American public schools are reviewed. Next, national reform efforts to improve education
for students are outlined. Additionally, examples of high-performing, high-poverty urban
elementary schools are examined. Lastly, the systems, structures, and practices that
effective principal leaders and teachers have utilized to close the academic achievement
gap are explored. The following review of the literature represents the research that is
relevant to closing the achievement gap.
The History of the Achievement Gap in American Public Schools
The educational system of the United States has historically marginalized African
American students. During the slavery era (Ladson-Billings, 2013), it was illegal to teach
enslaved African Americans to read. The Jim Crow era excluded African Americans from
public education (Walker, 1996). Ladson-Billings (2013) examined the systematic
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 21

suppression of equal opportunities for African Americans from slavery to its legacies of
economic servitude, segregation, and unequal school funding.
In 1896, the Plessy v. Ferguson ruling of separate but equal allowed African
American students to attend segregated and separate schools that were inherently
inadequate. Specifically, schools that African American students attended were in poor
physical condition, the teaching and learning resources were lacking, the money was
restricted, and student performance lagged behind the predominately White population
(Darling-Hammond, 2007b). Also, these separate schools only operated during the
agricultural season and were given cast-off resources from the White school system (Carter
& Welner, 2013). To be sure, the achievement gap was increased due to the court-
sanctioned discrimination in schools based on race, language, and geographical locations of
students residing in lower socioeconomic status areas (Darling-Hammond, 2007b).
In 1954, school desegregation began with the ruling in Brown v. the Board of
Education (1954). It was in this case that the Supreme Court determined that separate was
not equal and that public schools should be desegregated so that all children, regardless
of race or ethnicity, would have access to the same education in equally provided school
settings. This decision improved access to education for minority students and allowed
African American students to attend better schools with better teachers (Harris &
Herrington, 2006). Pertinent literature has outlined the historical perspective of the
achievement gap throughout the United States, demonstrating the significant impact that
educational inequities have on educational trends (Darling-Hammond, 2007b). According
to Darling-Hammond (2007), schools serving large numbers of low-income minority
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 22

students have lower resource allocations, fewer qualified teachers, lower-quality classes,
and less adequate facilities.
Causes of the Academic Achievement Gap
This section outlines causes of the academic achievement gap, and explores some of
these in greater depth. Explanations for disparities in the achievement gap between low-
income minority students and affluent White students have a long, complicated history in
the United States (Banks, 2009). Concerns about the achievement gap have existed for
many years. The academic gap is evident mainly in report card grades, standardized
assessment scores, high school graduation rates, assignment in special education and
advanced placement classes, and suspension and expulsion rates (Darling-Hammond,
2007b; Thernstrom & Thernstrom, 2009).
Academic differences between White students and African American and Latino
students begin early in primary grades (Campos, 2008). Many poor minority students are
already behind when they enter school (Haycock, 2002; Slavin & Madden, 2006).
Generally, they do not go to preschool, which translates into an achievement gap through
their elementary, middle, and high school years (Haycock, 2002; Slavin & Madden, 2006).
The National Center for Education Statistics (as cited in Planty & Kridl, 2007) reports that
47% of low-income students who enroll in preschool, compared to 60% of their affluent
White peers. Many argue the benefits of allocating additional resources allocated to high-
poverty, high-minority communities to increase enrollment in preschools programs (Slavin
& Madden, 2006).
Studies have also shown that racial discrimination and identity have a direct impact
on student achievement. Some researchers contend that personal experiences of racial
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 23

discrimination have negatively impacted African American students’ academic attitudes
and performance (Neblett, Philip, Coghorn, & Sellers, 2006). Other researchers imply that
perceived racial discrimination is associated with negative views that the broader society
has of African Americans. Based on the review of relevant research, a school’s racial
climate regarding student discrimination and student performance reflects how much race
matters in schooling (Howard, 2010). As indicated by Howard (2010), ethnic identity has
important implications for teaching and learning in racially and culturally diverse
classrooms. In the past and present, the implications of racial discrimination often have a
direct impact on students’ opportunities for college preparedness. There appears to be a
correlation between racial discrimination and fewer opportunities for African American
students to attend colleges and universities (Rovai, Gallien, & Wighting, 2005).
Haycock (2001) acknowledges that children living in poverty are more likely to have
home factors that contribute to the achievement gap and impede their learning. These
factors include lack of adequate health care, poor diets, frequent transitions in living
conditions, limited social and school educational resources, parents with very little
education, and unstable family structure (Campos, 2008; Epstein, 2011; Thernstrom &
Thernstrom, 2009). Urban public schools tend to have an average of 40% to 50% student-
mobility rate, which means up to half the students change schools at least once a year due
to parents losing or changing jobs, evictions, or other factors (Clemmitt, 2007). This high
mobility factor can interfere with students’ ability to keep up with work. Campos (2008)
explains that high-poverty minority children have limited access to educational books and
resources in their homes and are rarely taken to libraries, zoos, or museums, resulting in
insufficient cognitive stimulation. Ultimately, some researchers contend that the
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 24

achievement gap reflects family structure and neighborhood characteristics of low
socioeconomic status communities (Ainsworth, 2002).
The Coleman Report of 1966, also known as the Equality of Educational Opportunity
report, affirmed that the most significant effect on achievement is the student’s background
characteristics. A federal task force chaired by Senator James Coleman created the report
based on a study of performance outcomes of White and African American students in
American schools (Coleman et al., 1966). The report concluded that, even after the end of
separate but equal education, there were still racial inequalities between White and African
American students. It also implied that, while schools play a role in schooling, the family
background, home life, and parents’ education play a role as well. The findings in the
Coleman Report were controversial because poor, minority students were blamed for their
educational failure. Some researchers strongly disagreed with the conclusions; they
believed that accusing students was misdirected, and the variables that should be focused
on more often are societal discrimination, racism, limited access to opportunities, lack of
access to health care, and economic resources (Gardner, 2007; Rothstein, 2006). In their
opinion, the achievement gap would subside if these societal problems were tackled
(Gardner, 2007; Rothstein, 2006).
Between 1970 and 1988, the achievement gap in reading and math between African
American and White students significantly decreased by one-half and by one-third between
Latino and White students. School desegregation and compensatory education programs
contributed to these gains (Harris & Herrington, 2006; Slavin & Madden, 2006). These
programs had a positive effect on closing the achievement gap.
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 25

Harris and Herrington (2006) suggest that pre-1990s reductions in the achievement
gap occurred because minority students were exposed to more resources and academic
material. Accountability provisions required states to set clear timelines for improving
student achievement, with particular emphasis on closing the achievement gaps between
low-income minority students and their peers. Accountability measures helped to promote
equity by increasing student exposure to resources and content. Harris and Herrington
assert that the increase in accountability policies during the early 1990s corresponded
with growth in the achievement gap between White and minority students, overturning
decades of continual improvement in outcome equity.
In the early 1990s, the achievement gap began to widen again due to re-segregation,
and progress for African American and Latino students lost its sustainability (Harris &
Herrington, 2006; Haycock, 2001). Over 200 medium-sized and large districts were
cleared from desegregation court orders between 1991 and 2009 (Reardon, Grewal,
Kalogrides, & Greenberg, 2012). During this period, racial school segregation increased
gradually in comparison to the trends in desegregating districts remaining under court
order. Increased separation was more evident in the South in elementary grades and in
areas where pre-release school segregation levels were low. Reardon et al. (2012) found
results suggesting that court-ordered desegregation plans are effective in reducing racial
school segregation, but their effects faded over time in the absence of continued court
oversight.
Although many of the above-mentioned factors cause the achievement gap, there
are also school-related factors that have a negative impact on the achievement gap. The
following literature review focuses on specific school factors that contribute to the
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 26

achievement gap at high-poverty elementary schools, such as ineffective principals,
inexperienced teachers, and the lack of rigorous standard-based curriculum.
According to Waters, Marzano, and McNulty (2003), school leaders can have
significant effects on student learning and outcomes. Some researchers assert that
ineffective principals in low-income schools were viewed as more permissive and
maintained a decentralized method in which teachers operated individually rather than
collaboratively (Jackson, Logsdon, & Taylor, 1983). They also found that ineffective
principals emphasized meeting district mandates rather than overseeing implementation
of instruction (Jackson, Logsdon, & Taylor, 1983). Additionally, according to Harvey and
Holland (2012), ineffective principals spent more time on human relations and less time on
evaluation of the school’s effectiveness in meeting achievement objectives. Harvey and
Holland also reported that the least effective principals announced visits to classrooms and
gave minimal feedback to teachers for improvement.
Darling-Hammond (2007b) stated that inexperienced and ineffective teachers are
one of the most significant reasons for the achievement gap. Darling-Hammond concedes
that schools with significant minority high-poverty populations regularly employ more
inexperienced teachers. As teacher demand increases and resources decrease, high-
minority, underfunded schools hire many disproportionately inexperienced and
unprepared teachers (Darling-Hammond, 2007b). Furthermore, Clemmitt (2007) argued
that teachers in high-poverty urban schools are 50% more likely to leave than those in
more affluent schools because of the demanding workload. As a result, the lack of highly
qualified teachers has a negative impact on instructional programs because, when students
are taught by inexperienced or ineffective teachers, the achievement gap widens (Darling-
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 27

Hammond, 2007b; Haycock, 2008). Lack of access to well-qualified teachers can determine
students’ success on state tests, classes required for promotion, and graduation from high
school (Darling-Hammond, 2007b). This unequal access to rigorous, high-quality
instruction is a key factor that contributes to the achievement gap between poor minority
students and White students (Haycock, 2008; Slavin & Madden, 2006). Often times, these
schools have been associated with low academic achievement due to inexperienced or
ineffective teachers’ inability to provide high-quality instruction (Campos, 2008; Darling-
Hammond, 2007b; Gardner, 2007).
Another school-related reason for the achievement gap is the lack of access to a
rigorous curriculum in many urban public schools that are largely populated with African
American and Latino students (Darling-Hammond, 2007b; Gardner, 2007). Haycock
(2001) stated that, to address the achievement gap, students must be exposed to a rigorous
standards-based curriculum. According to Haycock, these standards should be aligned to a
curriculum challenging to the students. Unfortunately, many researchers discovered that
this type of curriculum was not made available to students in high-poverty schools
(Marzano, 2003; Schmoker, 2006). Haycock found that teachers in high-poverty, high-
minority schools provide students with watered-down curriculum, assign less homework,
and give higher grades for lower performance than teachers in other schools. Students in
high-poverty schools receive an A for performance but would receive a C or a D at a more
affluent school (Haycock, 2001).
National Reform Efforts
In the 1960s, the involvement of the federal government became more evident, and
the Elementary and Secondary Education (ESEA) Act Title I Program of 1965 was created
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 28

to even the playing field for poor and minority students. The Title I Program was an
attempt to close the achievement gap by providing supplemental funds for supplies and
textbooks, access to curriculum, and more qualified teachers (Harris & Herrington, 2006).
Despite the additional financial support, the academic achievement gap remained wide
(Harris & Herrington, 2006).
In 1983, The U.S. Department of Education published the Nation at Risk report that
evaluated educational outcomes of all students and focused on the average graduate
regardless of ethnicity or race. This report was deemed a milestone in modern American
educational history. The report found that our nation had lost sight of high expectations
and the disciplined effort needed to attain them due to insufficient national averages and
standards for proficiency (Harvey & Goldberg, 1983; U.S. Department of Education, 2008).
The report supported the ever-growing claim that American schools were worsening, and
it ignited a wave of local, state, and federal reform efforts. This report caused the public to
demand higher expectations and greater rigor from our schools. The findings and
recommendations were relevant because they prompted an educational system of
accountability for schools, administrators, teachers, and students. Schools needed to
implement more rigorous measurable standards, spend more time on meaningful
instruction, and strengthen teaching practices (Harvey & Goldberg, 1983).
African American and Hispanic students who mostly attended high-poverty urban
schools trailed far behind White students who mostly attended middle-class suburban
schools (Clemmitt, 2007). With the lack of academic progress since the 1980s, there was a
demand from the public for school accountability and student outcomes to close the
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 29

widening achievement gap and to prevent detrimental effects that undereducated citizens
would have on the nation (Harvey & Goldberg, 1983).
In alignment with A Nation at Risk’s focus on accountability, President Bill Clinton
established the Goals 2000 Educate America Act to set goals for standards-based reform in
schools. The purpose was to improve teaching and learning by identifying standards,
measuring progress, and providing support for struggling students (Darling-Hammond,
2007a; Harris & Herrington, 2006). Although only some of the goals were achieved, this
framework opened the door for NCLB.
In 2001, NCLB was authorized as the primary education initiative of the Bush
Administration. NCLB set accountability standards for schools, school districts, and states.
States were mandated to generate content standards in reading and mathematics and to
create tests aligned to standards. Furthermore, states were mandated to identify adequate
yearly progress goals. Ultimately, the long-term goal was for all students to score at the
proficient level on state tests by 2014 (Maleyko & Gawlik, 2011). This law was intended to
raise educational achievement and close the racial/ethnic achievement gap (Darling-
Hammond, 2007a; Harris & Herrington, 2006). Critics argued that, when Congress
reauthorized NCLB, the legislation focused on helping urban schools tackle tough problems,
such as encouraging the best teachers to enter and remain in high-poverty schools, rather
than focusing on tests and sanctions. These strategies included focusing schools’ attention
on increasing test scores and mandating better-qualified teachers.
Unfortunately, NCLB’s complex requirements failed to achieve the goals and
provoked some unintended negative consequences, which frequently harmed the students
the law was meant to help (Darling-Hammond, 2007a). Among these consequences were a
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 30

narrowed curriculum and a focus on low-level skills, inappropriate assessment of students
with special needs, and strong incentives to exclude low-scoring students from schools to
achieve test score targets. According to Darling-Hammond (2007a), NCLB failed to address
the pressing problems of unequal allocation of educational resources and the shortage of
well-prepared teachers in high-need schools. Darling-Hammond contends that a policy
that would live up to the law’s name would need to deal with these issues and restructure
requirements to permit the use of assessments and school improvement strategies that
reinforce rigorous teaching and learning.
In 2012, the Race to the Top Program (RTT) was launched by the Obama
Administration to invest $400 billion into school reform. The purpose of this initiative was
to raise standards, improve teacher effectiveness, use data effectively in the classroom, and
adopt strategies to help struggling students. The RTT Program is unique because it was the
greatest competitive grant program the federal department of education authorized. States
were required to compete for the grants by submitting applications, and not all states
received funding. RTT focused on four major areas: (a) the development of rigorous
standards and improved assessments; (b) the adoption of better data systems regarding
student information to be provided to schools, teachers, and parents; (c) support for school
leaders and teachers to become more competent; and (d) the lowest-performing schools
would receive increased resources for necessary interventions.
According to Ravitch (2010), “Although reform movements have offered their
diagnoses with the best of intentions, the constant reform churn is not the approach found
in countries with successful schools” (p. 224). Howard (2010) advises the following:
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 31

Any dialogue concerned with a thorough investigation into how to reduce or
eliminate achievement gaps between certain student groups must be informed by
both a historical understanding of the experience of those groups in the United
States, and an examination of the correlation between their systemic exclusion from
educational opportunities and the current state of their educational performance. (p.
11)
Ravitch (2010) suggests that our goal must be to establish school systems that foster
academic excellence in every school and every neighborhood.
High-Performing, High-Poverty Urban Elementary Schools
The American educational structure has fallen short in its attempts to educate all
students (Darling-Hammond, 2007b). America’s public schools have been more successful
in teaching affluent White students than poor and minority children. However, some
schools have succeeded in closing the achievement gap regardless of their students’
socioeconomic status or background (Reeves, 2003). Increasing minority and poor
students’ achievement levels requires focusing on providing a challenging standards-based
curriculum and effective teachers (Darling-Hammond, 2007; Marzano, Waters, & McNulty,
2005). Ravitch (2010) also found that the essential ingredients of a successful education
system include “a strong curriculum, experienced teachers and effective instruction.” (p.
224)
Reeves (2003) researched high-performing, high-poverty schools in Milwaukee,
Wisconsin, from 1995 to 1998. Schools were chosen based the following characteristics:
90% or more of the student body had minority students, 90% or more of the students
qualified for free or reduced-price lunch, and over 90% of students achieved at high levels
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 32

of proficiency by meeting the district or state academic standards. These schools
performed at unexpected high achievement levels and demonstrated that school variables
affect student achievement regardless of race or socioeconomic levels. Reeves (2003)
found that all schools with high-poverty minority students followed a set of common
practices that ensured high levels of academic proficiency for all students. The five most
commonly identified practices at these 90/90/90 schools were a focus on student
achievement, clear curriculum choices, frequent assessment of student progress, multiple
opportunities for improvement, an emphasis on writing, and external scoring.
Reeves (2003) indicated that one of the most significant observations at 90/90/90
schools was the “laser-like” focus on student achievement and the display of data
throughout the school sites that reflected students’ continuous improvement (p. 3). The
evidence of exemplary student work made it clear that academic performance was a high
priority. Additionally, Reeves concluded that high-poverty, high-performing schools often
had systematic structures and practices in place that created a learning environment
conducive to success. These schools focused on the school leadership and the culture to
increase student academic achievement. Marzano’s (2003) school-level factors, teacher-
level factors, and student-level factors are also evident in the 90/90/90 schools.
Kannapel and Clements (2005) conducted a study of eight high-performing high-
poverty elementary schools in Kentucky. The researchers compared these eight schools to
eight low-performing, high-poverty schools based on the following criteria: the state
accountability index score of 80 or higher on the Kentucky assessment in the Spring of
2003, elementary schools with 50% or above students receiving free or reduced-price
lunch, pattern of progress over time on the state assessment, and achievement gap
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 33

between subgroups of fewer than 15 points. The results demonstrated that students at the
eight high-performing schools scored significantly higher than students at the other eight
schools on the state tests. They also observed alignment of curriculum to standards,
differentiated instruction based on assessment data, and ongoing professional
development connected to student data (Kannapel & Clements, 2005, p. 3). Additionally,
Kannapel and Clements (2005) found that the high-performing schools had common
characteristics such as a culture of high expectations, collaboration, and a data-driven
decision-making process. Lastly, Kannapel and Clements (2005) noted that effective
leadership practices, structures, and systems were evident through these schools.
Beecher and Sweeny (2008) examined Central Elementary School, a high-
performing school located in Pollock, Texas, with a population that mirrored urban failing
schools. Central’s improvement method started with a thorough analysis of the strengths
and weaknesses of all aspects of the school and led to the establishment of a school
mission, strategic plan with broad instructional goals, specific learning objectives, and
comprehensive action plans. Beecher and Sweeny found that the analysis of student
achievement on state tests from 1997 to 2004 showed improvement in all levels of
proficiency. The gap in performance between students with differing socioeconomic status
narrowed from 62% to 10%. This study demonstrated how this school utilized a unique
approach to reducing the achievement gap by strategically differentiating a standards-
based curriculum with a schoolwide focus on teaching and learning (Beecher & Sweeny,
2008). Teachers regularly collaborated and engaged in creating ongoing informal and
formal formative and summative assessments to measure students’ progress and utilized
the data to inform instructional practice (Beecher & Sweeny, 2008). The theories of
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 34

instructional differentiation were aligned with the practice in an elementary school that
had previously embraced a remedial paradigm. Rigorous instruction and differentiation
were selected as the approaches to improve the learning environment based on evidence
that engagement in learning is heightened when students’ interests and choices are
reflected on and the learning experiences are responsive to their needs (Beecher & Sweeny,
2008).
Systems, Structures, and Practices to Close the Achievement Gap
This literature review covered the history and multiple factors that caused the
achievement gap, national reform movements, and themes that emerged from the
literature regarding reasons high-performing, high-poverty schools are closing this gap.
The next section focuses on six specific areas that significantly contribute to closing the
achievement gap: school leadership, highly qualified teachers, collaboration through
professional learning communities, a data-driven inquiry process including frequent
assessments, rigorous standards-based curriculum, and culturally relevant and responsive
instruction.
School Leadership
Principal leadership is a key factor in supporting student achievement and closing
the achievement gap (Marzano et al., 2005). Marzano et al. (2005) examined high-
performing schools and found a substantial relationship between leadership and student
achievement. The research was founded on 69 studies conducted since 1970 and a more
recent survey of 650 principals. Leadership and organizational practices were consistently
found in successful high-poverty, high-performing schools. Bambrick-Santoyo and Peiser
(2012) also concluded that principal leadership is a primary factor in closing the
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 35

achievement gap and increasing student achievement. When structures, systems, and
leadership practice are evident throughout the organization, effective schools can have a
positive impact on student achievement. According to Reeves (2003), there must be a
systematic reform of organizational and instructional practices to significantly and
positively affect school culture in high-poverty, high-performing schools.
Bolman and Deal (2008) affirm that great leaders know how to adopt structures
necessary to support systems that motivate teachers to influence improved academic
achievement. School leaders at low-performing schools must select the right work and
work smarter, rather than harder, as they focus on enhancing achievement (Marzano et al.,
2005). Additionally, it is essential for principals to have a vision and facilitate the
development of a plan to identify the focus of the work and steps to implement
systematically (Marzano et al., 2005; Reeves, 2003).
Every school has a culture, and the leadership plays a significant role in developing
that culture (Marzano et al., 2005). To promote a strong school culture, there must be a
shared vision for all stakeholders (Bambrick-Santoyo & Peiser, 2012; Marzano et al., 2005).
A clear vision and a shared focus will identify the learning to be achieved and will keep the
school staff and students on target to increase learning (DuFour, DuFour, Eaker, & Many,
2006). DuFour et al. (2006) emphasize that a vision provides a sense of direction and a
basis for assessing both the current reality of the school and potential strategies, programs,
and procedures to improve upon the reality. Similarly, according to DuFour and Eaker
(1998),
When educators have a clear sense of purpose, direction and the ideal future state of
their school, they are better able to understand their ongoing roles within the
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 36

school. This clarity simplifies the decision-making process and empowers all
members of the staff to act with greater confidence. Rather than constantly
checking with their bosses for approval, employees can simply ask, “Is this decision
or action in line with the vision?” And then act on their own. (p. 84)
Effective leaders see themselves as change agents in that they believe their personal
and professional image makes an influential contribution to transforming the school
(Fullan, 2014). Transformational leaders lead by example and are an integral part of
school improvement because they can build confidence in teachers and provide
opportunities for teachers to learn from each other (Northouse, 2007). Transformational
leadership is the manner whereby an individual connects with others and creates a bond
that raises the level of inspiration and morality in both of them (Bolman & Deal, 2008;
Northouse, 2007). In schools, these types of leaders tend to focus on empowering teachers
as they lead by example and provide a vision that instills pride, inspires trust, and elicits
respect (Bolman & Deal, 2013; Northouse, 2007).
A structural leadership approach is also observed in high-poverty, high-performing
urban schools (Marzano et al., 2003, 2005; Reeves, 2003). These schools had structures
and systems put in place by principals who provided a roadmap for teachers and students
to achieve goals. Bolman and Deal (2013) assert that structural leaders operate under the
assumption that structures must be designed to fit an organization’s current circumstances,
including its goals, workforce, and environment. At successful schools, these structural
practices include highly qualified teachers, rigorous curriculum, and data-driven
instruction (Marzano, 2003). Northouse (2007) described task behaviors as leadership
actions that facilitate goal accomplishment and help group members achieve their
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 37

objective. It is vital that the leadership at a school utilize every event and activity as an
opportunity to highlight the desired direction (Bolman & Deal, 2013). Having direction and
purpose helps facilitate goal attainment aligned with the school’s vision. Moreover,
successful principals develop optimal learning environments so that teachers can focus
their efforts on improving student achievement (Marzano et al., 2005).
A servant leadership approach emphasizes that leaders should be attentive to the
concerns of their followers and empathize with them; they should take care of them and
nurture them (Northouse, 2007). This type of leader tends to value collaboration and
everyone’s contribution and focuses on listening, empathy, and acceptance of others. In
high-performing, high-poverty schools’ teacher collaboration was a one of the key factors
attributed to students’ success (Kannapel & Clements, 2005). According to Northhouse
(2007), the leader-follower relationship is essential for leaders to consider the distinct
needs of their followers.
Highly Qualified Teachers
Studies conclude that the most critical factor affecting student learning is the
teacher (Haycock, 2001; Howard, 2010; Marzano, 2003). Teachers in high-performing,
high-poverty schools hold high expectations for all students and believe that schools make
a difference in student outcomes (Gay, 2010; Howard, 2010; Kannapel & Clements, 2005;
Marzano, 2003). It is imperative to attract and retain well-qualified teachers to improve
student achievement and close the achievement gap (Harris & Harrington, 2006; Howard,
2010; Ravitch, 2010). According to Darling-Hammond (2007b), if students attending high-
poverty minority schools receive instruction from competent teachers, then the
achievement gap would be reduced. Data shows that schools serving students of low
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 38

socioeconomic status that offer three consecutive years of effective teaching can close the
achievement gap (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010).
Ladson-Billings (2013) concurred that teachers must have high expectations and
implement means to facilitate students’ understanding of standards, skills, and concepts.
In addition, “teachers’ attitudes and expectations, as well as their knowledge of how to
incorporate the cultures, experiences, and needs of their students into their teaching,
significantly influence what students learn and the quality of their learning opportunities”
(Banks et al., 2005, p. 243). The effective teacher is vital to the future of a student and to
student achievement overall(Gay, 2000; Haycock, 2006; Marzano, 2003).
Professional Learning Communities
DuFour et al. (2006) contended that professional learning communities allow
teachers opportunities for effective professional development to enhance their teaching
skills by collaborating and building capacity in instruction. DuFour et al. (2006) also
asserted that professional learning communities or collaboration teams are an essential
part of organizational management and are committed to the idea that their organization
exists to ensure that all students learn. Schmoker (2006) indicates, “Professional learning
communities have emerged as arguably the best, most agreed-upon means by which to
continuously improve instruction and student performance” (p. 106). Ultimately, the goal
of a professional learning community is for teachers to collaboratively and systematically
work to improve instructional practices to increase student achievement (DuFour et al.,
2006; Schmoker, 2006). Teachers have opportunities for grade-level collaboration and
cross-grade-level articulation to reflect on and improve practice throughout the year.
Schmoker (2016) suggests that professional learning communities require teachers to
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 39

establish a common, concise set of essential standards and teach them on a universal
schedule. As indicated by Darling-Hammond (2007a), the capacity-building strategy of
schools has been to promote collaboration among teachers. Studies have shown a positive
effect on student achievement when schools devote time for teacher collaboration as
demonstrated with the 90/90/90 schools (Reeves, 2003). A team-based effort is the most
effective way to improve performance in any organization (DuFour et al., 2006; Schmoker,
2006).
DuFour et al. (2006) identified the following significant components of useful
professional learning communities: shared vision and values focused on learning, collective
data-driven inquiry process, collaborative teams, commitment to continuous improvement,
and being results-oriented. The members of a school’s professional learning community
share a clear vision and are committed to ensuring that all students learn (DuFour et al.,
2006). Collaboration allows members to share best practices and gain new skills to
improve instruction. According to Schmoker (2006), teachers’ professional learning
communities must frequently meet to decide what to teach and how to teach in
consultation with state standards and assessment data results. These learning
communities should focus on common curriculum and assessments while using data to
support students’ academic needs. Teams must also regularly analyze various assessments
results and utilize the information to plan rigorous standards-based lessons (DuFour et al.,
2006; Schmoker, 2006). By being action-oriented, members recognize that learning by
doing helps them become more effective teachers (Schmoker, 2006).

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 40

Data-Driven Inquiry Process
A rigorous, data-driven inquiry process allows teachers to describe the current state
of achievement and to identify gaps in achievement outcomes (Marzano, 2007). The
usefulness of inquiry in improving practice is significant and plays a large role in school
improvement. The data-inquiry process should regularly utilize multiple formative and
summative data points to screen, progress monitor, and evaluate the effectiveness of
teaching to ensure that resources match students’ needs (Marzano, 2007). Teachers should
frequently analyze various data to determine students’ academic needs and utilize the
information to differentiate instruction (Gill, Borden, & Hallgren, 2014). More importantly,
quality instruction is continually modified based on progress monitoring and assessment
results. Marzano (2007) contends that inquiry is the systematic process for uncovering
data that can lead to new information. A focus on data analysis to answer research
questions and solving problems of practice is common at high-poverty, high-performing
schools (Gill et al., 2014).
Rigorous Standards-Based Curriculum
Harris and Herrington (2006) indicate that providing students with a rigorous and
challenging curriculum aligned to standards has been proven to close the achievement gap.
Marzano (2007) also maintains that the most significant factor for increasing students’
levels of learning is ensuring a guaranteed and viable curriculum. In addition, Schmoker’s
(2011) research focused on instructional practices that should be regularly implemented in
a rigorous, standards-based program. Teachers must focus on the power of simplicity
when applying what and how to teach when selecting focus standards in all content areas
(Schmoker, 2011). What is being taught refers to the essential standards and elements of
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 41

literacy incorporating reading, writing, and talking. “How” signifies effective standards-
based lessons that are purposefully and deliberately taught in all content areas (Elmore,
2002; Marzano, 2007; Ravitch, 2010). Schmoker (2011) indicated that the alignment of
curriculum, instruction, and assessment in a high-poverty school will improve learning.
Culturally Relevant Instruction
Ladson-Billings (1995) affirms that another solution to closing the achievement gap
lies in culturally responsive pedagogy focused on empowering students intellectually,
socially, emotionally, and politically by using cultural referents to knowledge, skills, and
attitudes. Ladson-Billings (1995) specifically defines culturally relevant pedagogy as a
pedagogy of oppression not unlike critical pedagogy but specifically committed to
collective empowerment. Culturally relevant pedagogy rests on three criteria or
propositions: students must experience academic success, must develop and maintain
cultural competence, and must develop a critical consciousness through which they
challenge the current status quo of the social order (Ladson-Billings, 1995). Ultimately,
Ladson-Billings (1995) concludes, “culturally relevant pedagogy is a way for schools to
acknowledge the home-community culture of the students, and through sensitivity to
cultural nuances integrate these cultural experiences, values, and understandings into the
teaching and learning environment.” (p. 160)
Gay (2010) agrees that culturally relevant and responsive education is a very
different pedagogical paradigm than traditional instruction that teaches to and through
students’ strengths of by validating and affirming their culture. Gay (2010) offers the
following characteristics of culturally responsive teaching:
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 42

• It acknowledges the legitimacy of the cultural heritages of different ethnic groups,
both as legacies that affect students’ disposition, attitudes, and approaches to
learning and as worthy content to be taught in the formal curriculum.
• It builds bridges of meaningfulness between home and school experiences as well as
between academic abstractions and lived sociocultural realities.
• It uses a wide variety of instructional strategies that are connected to different
learning styles.
• It teaches students to know and praise their own and each other’s cultural heritage.
• It incorporates multicultural information, resources, and materials in all subjects
and skills routinely taught in schools. (p. 29)
Gay (2010) emphasizes that culturally responsive teaching makes academic success
a non-negotiable mandate for all students. Research shows that a culturally relevant
curriculum empowers students to master essential reading, writing and computational
skills (Campos, 2008; Coggins & Campbell, 2008; Gay, 2010). It is relevant for teachers to
have a knowledge of how students learn and understand the types of pedagogical
information and skills that can be used to tap into students’ prior knowledge to pique their
interest in learning, increase their levels of engagement, and encourage them to feel a part
of the learning process (Coggins & Campbell, 2008; Morrison, Robbins, & Rose, 2008). In
other words, when instruction is meaningful and relevant to students’ lives, they are more
likely to be motivated to learn (Campos, 2008; Gay, 2010).
Morrison et al. (2008) argue that culture is not bound exclusively by one’s race,
ethnicity, or place of origin, but formed by a myriad of factors. For the most part, African
American students are not being taught in school as they learn in their own communities.
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 43

Teachers must organize their interactions and use of vocabulary development in ways that
are consistent with many of the culturally formed communication modes that students
bring from home (Howard, 2010; Morrison et al., 2008). It is imperative that teacher
pedagogy is executed in a way that encourages students to use cultural forms of expression
and interpretation in ways that can have a positive influence on their perceptions of their
academic potential. In other words, teachers must understand the historical and social
context from their students’ background and not teach prescriptively (Gay, 2010; Jones,
2007). More importantly, educators must seriously ponder ways of improving instruction
and learning for students from culturally diverse groups while being cognizant of different
aspects that shape students’ learning (Howard, 2010).
Morrison et al. (2008) point out that the legitimacy and feasibility of cultural
diversity in teaching and learning for ethnically diverse students are far from being
universally accepted among educators. Nonetheless, there is a need for awareness,
sensitivity, appreciation, and respect for cultural diversity in classrooms. Ladson-Billings
(2009) notes that a fundamental aspect of using culturally relevant teaching is centered on
nurturing and supporting experiences in both students’ cultures and school cultures.
Positive recognition and attitudes toward ethnicity and diversity are necessary
components for creating a climate for learning in which students are validated, held in high
esteem, expected to achieve high performance, and supported in meeting expectations
(Ladson-Billings, 2009).
According to Jones (2007), infusing culturally relevant characteristics of learning
into rigorous, standards-based instruction with ongoing assessments producing data
utilized to improve teaching practices will increase academic achievement. Focusing on
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 44

culture alone will not improve student achievement. Culturally responsive, standards-
based instruction (CRSBI) has been defined as a teaching style that validates and
incorporates students’ cultural background, ethnic history, and current societal interests
into daily, standards-based instruction (Jones, 2007). It addresses socioemotional needs
and uses ethnically and culturally diverse material (Gay, 2010). One of the most critical
elements of CRSBI is guaranteeing that all teaching is aligned to the standards (Jones,
2007).
Coggins and Campbell (2008) emphasize that the key to closing the achievement
gap is to ensure students achieve academically and socially. It is crucial for teachers to
focus on four aspects when striving to close the achievement gap: integrating cultural
competence into learning, clearly understanding multicultural history, understanding
benefits that minority students receive from culturally relevant instruction, and knowing
that all students can benefit from multicultural education (Coggins & Campbell, 2008).
Through culturally relevant pedagogy, students maintain or develop cultural competence,
as their culture becomes a vehicle for learning, and they achieve academic success and a
strong sense of self-esteem (Gay, 2010; Jones, 2007).
Summary
This study explored schoolwide systems, structures, and programs that effective
leaders implement to promote academic achievement and close the achievement gap at a
high-performing, high-poverty Southern California urban elementary school. The overall
literature review focused on the history, possible causes for the academic achievement gap,
and characteristics of high-poverty, high-minority schools that are closing the gap. Even
after decades of reform measures, the achievement gap between affluent White students
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 45

and low-income African American and Latino students continues to exist in our nation.
While poverty and environmental influences are factors that contribute to the gap, schools
can make educational strides to increase student achievement and narrow it.
Schools with high-poverty, high-minority populations must have structures, systems,
and practices in place that enable them to close the achievement gap. The role of the
principal leader is an integral component to ensuring that teachers and staff are held
accountable for students learning regardless of the low-income environmental factors. In
addition, employing highly qualified teachers is critical in ensuring the implementation of
rigorous standards-based instruction in a culturally relevant learning environment
connected with students’ diverse backgrounds. Lastly, collaboration in the form of
professional learning communities and a data-driven process play a significant role in
closing the achievement gap.
This study sought to investigate how the factors discussed in the literature review
are present at the selected school site. The research contributes to current research and
depicts how the achievement gap is closing at a specific school site.

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 46

CHAPTER THREE: METHODOLOGY
The primary goal of this case study was to research a high-performing, high-poverty
urban public elementary school in Southern California that closed the achievement gap.
The researcher focused on the principal’s leadership strategies and practices. Secondly, the
researcher examined schoolwide systems, structures, and programs that promoted
academic achievement. Lastly, the researcher looked at strategies the principal utilized
and practices that teachers implemented.
This chapter describes the methodology employed to test the research questions,
select the participants, determine instrumentation and measures used, data collection
methods, and data analysis process. Also, the chapter presents theoretical framework
established along with a conceptual framework. Lastly, this chapter addresses validity,
reliability, and ethical issues related to the study.
Research Questions
It was important to determine how this school site closed the achievement gap and
what factors contributed to student achievement. To understand this high-poverty school’s
success, this case study focused on the following research questions:
● What strategies does the principal utilize in this high-performing, high-poverty
urban Southern California public elementary school to close the achievement gap?
● What schoolwide systems and structures promote student achievement and
contribute to closing the achievement gap?
● What schoolwide programs promote student achievement and contribute to closing
the achievement gap?
● What specific teacher practices contribute to closing the achievement gap?
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 47

Research Design
A qualitative case study design was used to study a specific school site. The
researcher collected qualitative data, integrated the information in the interpretation of the
overall results, and compared the results to determine whether the findings confirm or
disconfirm each other (Creswell, 2014). This qualitative approach utilized data collected
from a staff survey, a teachers’ focus group interview, an individual principal interview, and
document review of relevant information.
Using a case study design of inquiry allowed the researcher to develop an in-depth
analysis of the selected school (Creswell, 2014). According to Merriam and Tisdell (2016),
a case study is an in-depth description and analysis of a limited system where detailed
information is gathered using a variety of data collection measures over a continuous
period of time.
Sample and Population
The participants for this study were the principal and teachers at ABC Elementary
School, a pseudonym. There are 15 fully credentialed teachers. This sample afforded the
researcher the opportunity to examine the school’s systems, structures, and practices.
Also, the researcher focused on the strategies or practices that the principal and teachers
utilized to close the achievement gap.
ABC Elementary School is located in an urban area within the Los Angeles Unified
School District. The school has a population of 400 students in grades kindergarten
through sixth. The students’ demographic breakdown is as follows: 20.3% African
American, 0.3% American Indian or Alaska Native, 11.9% Asian, 3.2% Filipino, 50.3%
Latino, 1.1% Native Hawaiian or Pacific Islander, and 8.4% White. In addition, ABC
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 48

Elementary School is a Title I school where 52% of students receive free or reduced-price
lunch.
ABC Elementary School is a California Distinguished School and a National Blue
Ribbon School. California Distinguished School awards are given by the CDE to public
schools that best represent exemplary and quality educational programs. Only 5% of
schools are selected for this award based on their significant gains in closing the
achievement gap. The National Blue Ribbon Schools are public and non-public chosen
based on their state’s highest performing schools in closing the achievement gap between a
school’s subgroups and all students over a 5-year period. This award is considered the
highest honor an American school can achieve.
Sampling Procedures
For the selection process, the researcher searched the CDE website, the Great
Schools website, and the California Dashboard. Several schools were identified during this
process, and a list was compiled for an in-depth review of each school’s website and school
accountability report card (SARC) to narrow the search.
Purposeful sampling was used to employ specific criteria for selecting a school. A
particular set of selection criteria was considered to identify one elementary school from
districts and schools that varied in performance and poverty levels. A criterion utilized for
this case study was a high-poverty elementary school with a student population of at least
50% receiving free or reduced-price lunch. A second criterion was a high-performing
school with at least 50% of students in grades 3rd through 5th who met or exceeded
proficiency expectations in ELA on the 2017 SBAC.
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 49

ABC Elementary School was selected for the study because 52% of students receive
free or reduced-price lunch, and both African American and Latino subgroups scored above
the California average of 48% of students who met or exceeded proficiency expectations in
ELA on the 2017 SBAC (CDE, 2017). In the African American subgroup, 57.5% of students
met or exceeded proficiency expectations, and 56.06% of Latino students did as well.
Data Collection
The primary data sources for this study were the staff survey, teachers’ focus group
interviews, the principal’s interview, and review of the school’s SARC, Single Plan for
Student Achievement, California Distinguished School Application and SBAC data for ELA .
Once ABC Elementary School was selected, an introductory letter was emailed to the
principal requesting permission to study the school and sharing details of the study
(Appendix A). Upon consent to participate in the case study, dates were scheduled via
email with the principal to administer the surveys at a staff meeting, facilitate a focus group
interview, and complete a principal’s interview.
First, the researcher arranged for a date in January of 2019 to administer the survey
at the end of a staff meeting. At that meeting, the purpose of the study, the problem
statement, reasons for selecting the school, and how the study would benefit other high-
poverty schools seeking to close the achievement gap was shared with teachers.
Participants were assured that their responses would be confidential and were given a
consent form to read, sign and return (Appendix B). A 20-question survey was distributed
to all teachers who wanted to participate (Appendix C). The survey took about 10 to 15
minutes to complete. Participants responded to the behavior statements using a Likert
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 50

scale with options from “strongly agree” to “strongly disagree.” One significant advantage
of using a survey was the rapid turnaround in data collection (Creswell, 2014).
Next, the researcher arranged for a date in January of 2019 to conduct a teachers’
focus group interview. Before the focus group interview was conducted, participants
reviewed and completed a participation consent form which included authorization for
audio recording (Appendix B). Six teachers participated in a one-hour focus group
interview. The questions in the interview protocol addressed the research questions.
Creswell (2014) indicated that interviews are beneficial when participants cannot readily
be observed and also provide the interviewer with control over the flow of questioning.
Subsequently, the researcher scheduled a principal’s interview for the following day.
Prior to the interview, the principal reviewed and completed a participation consent form
which included authorization for audio recording (Appendix B). The principal participated
in a one-hour interview. The questions in the interview protocol addressed the research
questions from a school leader’s perspective.
Lastly, the researcher conducted a document review of the Single Plan for Student
Achievement (SPSA) and the school’s website. These documents provided the researcher
with information on the school’s background, ELA Assessment Scores on the SBAC,
professional development calendar, schoolwide programs, and other data.
Instrumentation
To ensure internal validity and strengthen the outcome of the study, a variety of
data sources were utilized to triangulate data (Merriam & Tisdell, 2016; Patton, 2002).
Careful consideration was given to selecting the most appropriate instruments for this
qualitative case study. The instruments developed for this research were a staff survey,
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 51

focus group interview protocol, principal interview protocol, and document review
protocol.
Survey
A survey was selected as a qualitative data collection method because the questions
were designed to understand experiences (Merriam & Tisdell, 2016). According to
Merriam and Tisdell (2016) qualitative researchers are interested in understanding how
people interpret their experiences, how they construct their worlds, and what meaning
they attribute to their experiences. A survey was employed to understand the participants’
perspectives on systems, structures, and programs in place that promoted academic
achievement. Additionally, the survey data revealed strategies and practices the principal
and teachers utilized that contributed to closing the achievement gap.
Interviews
The researcher also utilized the qualitative research method of interviewing to
understand participants’ experiences (Merriam & Tisdell, 2016). According to Merriam
and Tisdell (2016), the data collection technique of interviewing is a systematic activity
that is both purposeful and structured. Merriam and Tisdell further described the
interview process as a researcher and participant engaging in conversation focused on
questions related to a research question. The interviews facilitated the development of
rich holistic descriptions of the participants’ experiences (Merriam & Tisdell, 2016; Weiss,
1995). The interview design was emergent to allow the researcher to make changes to
better address the research (Creswell, 2014). Furthermore, qualitative research was
conducted in the natural setting to allow the researcher to view and speak to the
participants in their own environment (Creswell, 2014).
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 52

Document Review
Document review was selected as another qualitative method for this study. The
collection and analysis of school site documents provided the researcher an opportunity to
delve into relevant information not dependent on the participants’ cooperation or the
impact of an observer on the setting (Merriam, 2016). Document analysis compiled
information on the school’s background and profile. Also, the SPSA provided information
on student demographics, SBAC assessment scores, special programs, professional
development opportunities, and other data. Additionally, the review and analysis of the
website, California Distinguished School Application, SARC, SPSA, and SBAC data for ELA
(Creswell, 2014).
Theoretical Framework
This qualitative case study applied the Appreciative Inquiry theoretical approach to
gather relevant information about ABC Elementary School. The discover phase of this
approach allowed the researcher to focus on identifying schoolwide systems, structures,
and programs that promoted academic achievement. The researcher also identified
strategies that the principal and teachers implemented to close the achievement gap at this
high-performing, high-poverty elementary school. Then, in the dream phase, the researcher
considered data that might inform work at similar schools. Next, in the design phase, the
Appreciative Inquiry perspective identified what worked well at the school and contributed
to closing the achievement gap. Finally, in the deliver phase, inquiry focused on
understanding what works and focused on the positive.
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 53

Figure 1. Appreciative Inquiry process (Wikimedia Foundation, 2016)
Data Analysis
Data were collected and analyzed using a qualitative design approach. The data
from the survey, interviews, and document reviews were merged together in tables
showing the emerging themes. Creswell (2014) asserted that validity using the convergent
approach should be built on establishing qualitative validity for each database.
The surveys were transcribed into text and analyzed to determine themes and
patterns. In addition, the researcher coded and examined the interview responses to
identify salient points. Lastly, the documents reviewed were triangulated along with the
other data gathered and analyzed to gain a better understanding of how ABC Elementary
School closed the achievement gap. Triangulation consisted of using different methods as
checks on one another and verifying whether measures with different strengths and
limitations all supported a single conclusion (Maxwell, 2013).

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 54

Ethical Considerations
This case study was facilitated so that no individual was at risk of harm. Each
participant was fully informed of the purpose of the study and understood that his or her
participation was voluntary. All participants received an introductory letter explaining the
purpose and process of the study. Pseudonyms were used for participants and the school
site to ensure anonymity. Precautions were taken to ensure the privacy of each participant
and ethical treatment was given during the entire process.
Institutional review board approval was obtained before any data collection
through both this researcher’s university and the school district. All data collection
instruments and research methodology received full University of Southern California
Institutional Review Board and the district’s approval prior to conducting research. All
audio recordings, surveys, interviews, and data collected were secured under password
protection and in locked cabinets.
Summary
This chapter restated the purpose of this qualitative case study and described the
methodology for this research. The participants and school site were selected through a
purposeful sampling process. Data collection occurred through a staff survey, a focus
group interview with teachers, a principal’s interview, and document review of various
school data. The study’s design process allowed for analysis through an Appreciative
Inquiry theoretical framework to determine reasons ABC Elementary School was closing
the achievement gap. The following chapter focuses on the presentation and analysis of
data.

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 55

CHAPTER FOUR: FINDINGS
This chapter presents an analysis of the data collected from a case study which
examined a high-performing, high-poverty urban Southern California public elementary
school that is closing the achievement gap. The study identified schoolwide systems,
structures, and programs as well as the principal’s strategies and the teachers’ practices
that promoted academic achievement and contributed to closing the achievement gap.
This qualitative case study gathered data from an interview with the principal, a
staff survey, a teachers’ focus group interview, and a review of school documents. The
participants for this study were the principal and teachers at ABC Elementary School, a
pseudonym. Principal D has been principal for 8 years at this school site. There are 15 fully
credentialed teachers of grades K through 6. Fourteen teachers participated in the survey,
and six teachers participated in the focus group interview. This sample afforded the
researcher the opportunity to examine the perspective of the principal and teachers in
their natural setting.
Using a case study design of inquiry allowed the researcher in-depth analysis of the
data (Creswell, 2014). According to Merriam and Tisdell (2016), a case study is an in-depth
description and analysis of a limited system where detailed information is gathered using a
variety of data collection measures over a continuous period of time. All of the data
collected, coded, and analyzed aligned to Maxwell’s (2013) characteristics of case study
research and followed Creswell’s (2014) steps for data analysis and interpretation. Cross-
referencing the data from different collection methods allowed for triangulation, which
supported the validity and reliability of the findings. The findings and themes that
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 56

emerged from this study were discovered during data analysis and appeared as the key
factors that contributed to closing the achievement gap.
Surveys
Fourteen teachers responded to the survey, which represented 93% of the teachers
employed at the school. The large return rate was attributed to the fact that the survey was
administered at the end of a team-building professional development meeting. The
principal gained buy-in from the teachers and the majority willingly participated in the
survey. The survey may be found in Appendix C.
Principal Interview and Teachers’ Focus Group Interview
The focus group interview with six teachers was one hour in length. After the focus
group interview, the researcher conducted a one-hour interview with the principal. All
interviews were recorded and transcribed. The principal’s interview questions may be
found in Appendix D, and the focus group questions may be found in Appendix E.
Document Review
The documents reviewed were the SARC, SPSA, and SBAC data for ELA and the
California Distinguished School application. The documents reviewed were available from
the district website, the school’s website, and the CDE website. These documents provided
information regarding the school. Data from these documents were examined and sorted
to determine if there was a correlation between closing the achievement gap and the
school’s systems, structures, strategies, practices, and programs.

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 57

Appreciative Inquiry Theoretical Approach
The Appreciative Inquiry theoretical approach was utilized to gather relevant
information about ABC Elementary School. In the discover phase, the researcher focused
on identifying schoolwide systems, structures, and programs that promoted academic
achievement. The researcher also identified strategies that the principal and teachers
implemented to close the achievement gap. Then, in the dream phase, the researcher
considered strategies and processes could work at similar schools. Next, in the design
phase, the Appreciative Inquiry perspective identified what worked well at the school and
contributed to closing the achievement gap. Finally, in the deliver phase, the mode of
inquiry relied on understanding what works and focused on the positive.
The findings presented in this chapter answered the following four research
questions:
● What strategies does the principal utilize in this high-performing, high-poverty
urban Southern California public elementary school to close the achievement gap?
● What schoolwide systems and structures promote student achievement and
contribute to closing the achievement gap?
● What schoolwide programs promote student achievement and contribute to closing
the achievement gap?
● What specific teacher practices contribute to closing the achievement gap?
The following sections describe the findings of this qualitative case study at ABC
Elementary School. The findings are organized by research questions and addressed six
specific areas the researcher found that significantly contributed to closing the
achievement gap: school leadership, highly qualified teachers, collaboration through
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 58

professional learning communities, data-driven inquiry process, rigorous standards-based
curriculum, and culturally relevant and responsive instruction.
ABC Elementary School
ABC Elementary was selected for this study because it is considered a high-
performing, high-poverty urban public elementary school. For the purpose of this study, a
high-performing school is defined as a school where at least 50% of students are deemed
proficient in ELA based on SBAC scores. In addition, a high-poverty school is defined as a
school where more than 50% of students participate in a federally funded free or reduced-
price meal program for students from low-income families. In this school, 52% of students
receive free or reduced-price lunch, and both African American and Latino subgroups
scored above the California average of 48% of students who met or exceeded proficiency in
ELA on the 2017 SBAC, as 57.5% of African American students and 56.06 of Latino students
met or exceeded proficiency (CDE, 2017).
When arriving at ABC Elementary School, the researcher walked down an outside
corridor that led to the school office. The outside of the school was clean, well maintained,
and gave a message that the staff cared about their students. There were plants and
shrubbery in some areas near the front entrance. Between the sidewalk and the main
office corridor was a large grassy area with an electronic marquee anchored in the middle.
The school’s name and mascot were on the top portion of the marquee, and on the bottom
portion were dates and reminders of upcoming school events. There were banners on the
fence announcing that the school is a California Distinguished School, a National Blue
Ribbon School, a California Gold Ribbon School and a Title I Achievement School. The first
impression of the school portrayed a sense of pride and academic achievement.
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 59

Upon entering the office, an office clerk acknowledged the researcher with a warm
welcome and a friendly smile. The walls were newly painted with a soft yellow and pastel
blue. There were school recognition awards and plaques posted on the walls. The
principal’s office was located on the right side adjacent to the main office. Her office was
lined with bookshelves that contain professional books, educational resources, and several
family photos. The overall environment was neat, positive, and welcoming.
Results for Research Question One
The first research question asked, “What strategies does the principal utilize in this
high-performing, high-poverty urban Southern California public elementary school to close
the achievement gap?”
School Leadership
According to the findings collected from the survey, teachers’ focus group interview,
and the principal’s interview, the principal’s leadership has a positive impact on ABC
Elementary School. Principal D communicates a vision and mission focused on maintaining
a learning environment where each student can achieve academic success. She has high
expectations for all stakeholders and expects they will have high expectations for all
students. Research has shown that a clear vision and a shared focus will identify the
learning to be achieved and will keep school staff and students on target to increase
learning (DuFour, DuFour, Eaker, & Many, 2006). DuFour et al. (2006) emphasize that a
vision provides a sense of direction and a basis for assessing both the current reality of the
school and potential strategies, programs, and procedures to improve upon the reality.

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 60

Table 1
Results of Survey Questions #1 – 5 Responses

Survey Question

Strongly
Disagree

Disagree

Agree

Strongly
Agree
1-The principal communicates the
school’s vision and mission to all
stakeholders.
5 9
2-The principal communicates schoolwide
goals to all stakeholders.
7 7
3-The principal’s leadership style
positively influences school improvement.
4 10
4-The principal provides collaboration
opportunities for professional learning
communities to plan for instruction.
2 5 7
5-The principal provides data analysis
opportunities for teachers to review,
analyze, and utilize the data to drive
instruction.
6 8

The survey results shown in Table 1 indicated that nine (64%) teachers surveyed
strongly agreed that the principal communicates the school’s vision and mission to all
stakeholders. As seen in answers to the third question, 10 (71%) teachers strongly agreed
that the principal’s leadership positively influences school improvement.
Similar findings were shared by the teachers in the focus group interview. All six
teachers indicated that the principal was instrumental in closing the achievement gap and
concurred that the principal’s leadership styles have a positive impact on the school.
Teacher F said,
Our principal is both a transformational and a servant leader who engages us in
figuring out how we can close academic achievement gaps. She also motivates us by
providing professional development opportunities so that we can fill in those gaps
and help our students improve. She stays up on educational literature. When she
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 61

goes to principal meetings, she brings the information back. She also goes and gets
people to provide us professional development on effective research-based
strategies that we can use with our students. She gets money for resources that our
students need.
Teacher A added,
I also think she is a little bit of both. She engages us, connects, and motivates. She
also listens to what we want. She is very attentive to what we want. We go in and
ask for things and we get them. For example, we requested the Guided Reading
Program for our students, and we got it. We now have a collection of leveled books
worth thousands of dollars.
During the principal’s interview, Principal D shared that her transformational and
servant leadership styles have positively influenced teachers to close the achievement gap.
As a transformation leader, the principal motivated and inspired teachers to ensure all
students’ success. As a servant leader, the principal was attentive to teachers’ concerns and
empathized with them. Principal D stated, “I direct and facilitate by gathering information,
putting it together and sharing with teachers. I don’t claim to be the expert. I facilitate
conversation and look at the bigger picture for increasing student achievement.” Principal
D strongly believes that professional learning takes place through leading by example:
When I arrived to ABC Elementary School 8 years ago, the school was doing well
already. I didn’t see the need to adapt or change anything until the standards
shifted to Common Core State Standards and the CST [California Standards Test]
changed to the SBAC. At that point, I encouraged teachers to move with the times
and ensure that our instruction was aligned to the CCSS standards so that our
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 62

students’ needs were met. At the same time, I listened to the teachers and designed
professional development opportunities based on their needs while continually
coaching them to improve.
Leadership emerged as a key factor in supporting student achievement and closing
the achievement gap. These findings are closely aligned to several studies that found a
correlation between a shared vision for all stakeholders and increased student
achievement (Bambrick-Santoyo & Peiser, 2012; Marzano et al., 2005). Additionally, these
results are closely aligned with Marzano et al. (2005) and the study of high-performing
schools that showed a substantial relationship between leadership and student
achievement. The findings also support Bolman and Deal’s (2008) research affirming that
great leaders know how to adopt structures necessary to ensure systems that motivate
teachers to influence academic achievement.
Results for Research Question Two
The second research question asked, “What schoolwide systems and structures
promote student achievement and contribute to closing the achievement gap?” The
findings from the survey, focus group interview, principal’s interview and SPSA document
review were that high expectations, professional learning communities, and the data-
inquiry process played significant roles in promoting student achievement. These
schoolwide systems and structures appeared to be key factors that contributed to closing
the achievement gap.

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 63

Table 2
Survey Questions #6 – 10
Survey Question Strongly
Disagree
Disagree Agree Strongly
Agree
6-My school has high expectations for all
students to achieve academically.
2 12
7–My school provides opportunities for
collaboration and professional learning
communities to plan.

2

3

9
8-My school uses a rigorous data-inquiry
process to review, analyze, and identify
instructional needs.
5 9
9-My school provides opportunities for
teachers to analyze various student data
and utilize the data to drive instruction.
6 8
10-My school has highly qualified
credentialed teachers with more than
five years teaching experience.
3 11

High Expectations
As seen in Table 2, 12 (86%) survey respondents strongly agreed that their school
had high expectations for all students to achieve academically. High expectations are
defined as “the confident belief that all students can attain mastery of the essential learning
and that the staff has the capability to help all students achieve that mastery” (DuFour et
al., 2006, p. 216).
It was also evident through a review of the California Distinguished School
application that all staff had high expectations for all students. The application stated that
ABC Elementary School maintains a tradition of academic excellence and strives for all
students to meet high expectations. This document also indicates that all school personnel
are focused on enhanced learning opportunities for gifted and high-achieving students as
well as providing supports and interventions for at-risk and struggling learners.
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 64

This same pattern was seen in the focus group interview when all participants
reported that high expectations for staff and students were regularly communicated by the
principal. Teacher B stated, “A big part of our school culture is that everyone has high
expectations, and the kids know it. Principal D will make sure that we go above and
beyond for our students’ success,” and Teacher F said, “Principal D always pushes us to try
different research-based strategies whenever students are not learning. Even when we
resist, she drags us along and reminds us that all students deserve to achieve academic
success.” During the principal interview, Principal D reiterated that all stakeholders must
exhibit high expectations for all students. She also stressed the importance of holding
teachers accountable for ensuring that all students are given the opportunity to excel
academically: “I expect for all students to learn at ABC Elementary School. If a student is
struggling academically, it is our responsibility address their learning needs and take steps
to close the academic gap.”
These findings coincide with research that found teachers in high-performing, high-
poverty schools hold high expectations for all students and believe that schools make a
difference in student outcomes (Gay, 2010; Howard, 2010; Kannapel & Clements, 2005;
Marzano, 2003).
Collaboration/Professional Learning Communities
As indicated by Darling-Hammond (2007a), a capacity-building strategy is to
promote collaboration among teachers. Studies have shown a positive effect on student
achievement when school leaders devote time for teacher collaboration, as demonstrated
with the 90/90/90 schools (Reeves, 2003). A team-based effort is the most effective way to
improve performance in any organization (DuFour et al., 2006; Schmoker, 2006).
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 65

As seen in Table 2, nine (64%) teachers strongly agreed that they are provided time
to collaborate. During the focus group interview, all six teachers agreed they had
opportunities for grade-level collaboration on a regular basis. The participants also
indicated the principal allocated time for vertical articulation between grade-level teachers.
Teachers have opportunities for grade-level collaboration and cross-grade-level
articulation to reflect on and improve practice throughout the year. Although they did not
use the phrase “professional learning communities,” their explanations regarding how they
collaborated was aligned with that concept. Teacher F stated,
We all sit around the table looking at each other in our collaboration meetings. It is
like a tea party. We are all courteous and polite. We all listen and build off of each
other’s ideas. We collaborate with everything that we do regarding data and
planning. There is always someone in charge of the Amplify and other assessments.
While we are collaborating, the teacher leader types up what we say and shares with
us all via emails. We are usually clear on agreements.
Additionally, Teacher A mentioned,
Grade levels have done vertical articulation. Kinder talks to first grade and asks
them what the students are doing well or what do they need to improve. We also
ask what can the grade level below works on to fill in the academic gaps and make
our lives easier. We all collaborate and plan writers’ workshop and Guided Reading
lessons.
Lastly, Teacher E mentioned, “We have done vertical articulation in the past. We have all
been train in how to teacher Writer’s Workshop, Words Their Way, and Guided Reading.
We collaborate about how we are teaching, and we learn from each other.”
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 66

Principal D noted during the interview that teachers take ownership of their
planning and professional learning during collaboration meetings. The principal also felt
that, since there were only two teachers per grade level, planning was more powerful
whenever two grade levels articulated and collaborated together:
Although we don’t use the term professional learning communities, teachers do
collaborate every other week during the Banked Tuesday professional development
time. I believe it is extremely important to give teachers time to meet in grade levels
and for vertical articulation with two grade levels together.
These results support the research of DuFour et al. (2006) which asserted that
professional learning communities or collaboration teams are an essential part of
organizational management and are committed to the idea that their organization exists to
ensure that all students learn. The findings are also parallel to Schmoker’s (2006) research
which indicates “professional learning communities have emerged as arguably the best,
most agreed-upon means by which to continuously improve instruction and student
performance” (p. 106). Ultimately, the goal of a professional learning community of
teachers is collaborative and systematic work to positively affect instructional practices to
increase student achievement (DuFour et al., 2006; Schmoker, 2006).
Data-Driven Inquiry Process
The data collected from the survey, focus group interview, principal interview and
review of the SPSA suggested that decision-making focused on analysis of data to improve
academic achievement (Gill et al., 2014). According to Table 2, nine (64%) survey
respondents strongly agreed that their school used a rigorous data-inquiry process to
review, analyze, and identify instructional needs. During the focus group interview,
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 67

participants noted that staff at ABC Elementary School analyzed a variety of data. All six
teachers in the focus group indicated reviewing and analyzing informal and formal data
was regular practice that enabled them to improve their instructional practices. Teacher A
stated, “We analyze data from many assessments, such as Dynamic Indicators of Basic Early
Literacy Skills [DIBELS], RAZ Kids, and Amplify Reading throughout the year including
beginning of the year (BOY), middle of the year (MOY), end of the year (EOY) and progress
monitor as needed. We know which students need differentiated instruction and/or
intervention support,” and Teacher D said, “For ELLP [Early Literacy and Language Plan]
Academy, we use DIBELS data to group kids accordingly by academic levels, and teach
students based on their needs.”
In the principal interview, Principal D deemed analysis of data from multiple
sources as one of the most significant reasons that ABC Elementary School was closing the
achievement gap. At the beginning of the year, Principal D shared a data presentation with
teachers with the expectation that they would get to know their students’ academic needs.
By distributing the student data at the beginning of the year, teachers were able to take a
close look and really get to know their students. The principal also provided monthly
reports to teachers from various sources (e.g., Accelerated Readers, DIBELS, and RAZ Kids)
and gave them time to review, analyze, and strategically plan based on the data. Principal D
mentioned,
I held data conferences with each teacher to take a look at the data. We discussed
the students’ results from various data sources and what they planned to do to help
their students achieve or exceed proficiency. There are times when teachers drop in
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 68

to my office after school to informally dialogue about data and how to improve their
students’ achievement.
Additionally, the SPSA for ABC Elementary School included action steps for the
principal and staff to analyze ELA achievement data from various sources, such as SBAC,
DIBELS, interim assessments, and standardized measures to determine the effectiveness of
classroom instruction. The data from these assessments provide teachers with information
that can be used to ensure that students receive targeted differentiated instructional
support and intervention. These results are similar to research that has concluded
teachers should frequently analyze various data to determine students’ academic needs
and utilize the information to differentiate instruction (Gill, Borden, & Hallgren, 2014).
More importantly, quality instruction is continually modified based on progress monitoring
and assessment results. Based on the findings, the data analysis inquiry process is an
integral part of ABC Elementary School’s closing the achievement gap because it sheds light
on students’ gaps and helped teachers to identify students in need of intervention.
Highly Qualified Teachers
As seen in Table 2, eleven (79%) teachers strongly agreed that the teachers at this
school are highly qualified. According to NCLB, a highly qualified teacher must have a
bachelor’s degree, full state certification, and prove that they know each subject they teach
(Maleyko & Gawlik, 2011). Additionally, Darling-Hammond (2007b) found that teacher
qualifications were the strongest predictors of student achievement.
As indicated by the SARC, all 15 teachers employed at ABC Elementary School are
fully credentialed. The culture of furthering one’s learning is evident in the SPSA, which
included the professional development goals. Professional development opportunities for
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 69

teachers to attend workshops and/or training were offered during Banked Tuesdays, so
teachers gained knowledge for teaching CCSS, learned strategies to enhance the core ELA
program, and focused on providing differentiated instruction to targeted at-risk students.
During the focus group interview, all participants indicated that they understood the
need to stay current in professional development and recognized that this knowledge
benefited their students’ diverse academic needs. Teacher F shared, “We are experienced
teachers who seek PD [professional development ] opportunities to improve instruction.”
Teacher A added,
Anytime the district offers professional development on Saturdays and/or during
vacations, we go because we want to learn one or two extra things to implement in
the classrooms to spice things up. We have attended Benchmark, Heggerty, and
other trainings focused on improving English language arts instruction.
Teacher D said, “A lot of us took the New Generation Science Standards classes over the
summer which helped with the practice of inquiry to get the kids to ask more questions,”
and Teacher B stated,
I took some extended education courses to learn how to implement technology
effectively in the classroom. Also, I wanted to know how to deal with students who
have experienced trauma. We also are trying to implement restorative justice
circles in our classrooms.
As noted during the interview with Principal D, teachers’ many years of experience
also contributed to teachers’ being considered highly qualified. She stated,
Part of the power is that teachers don’t change grade levels. They stay where they
have been teaching and rarely move unless they are bumped. We do not have high
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 70

turnover rate with staff, so the teachers are not learning new curriculum every year.
Teachers like working here and tend to stay at our school. Two of our teachers were
students at this school.
The results show that teachers employed at ABC Elementary School are highly
qualified teachers who understand the need to stay current with instructional theories and
research-based strategies. In addition, the data gathered from the survey, document
review, focus group interview, and principal interview have shown a similar pattern when
compared to some studies that concluded that the most critical factor affecting student
learning is the teacher (Haycock, 2001; Howard, 2010; Marzano, 2003).
Results for Research Question Three
The third research question asked, “What schoolwide programs promote student
achievement and contribute to closing the achievement gap?” ABC Elementary School
offers a myriad of schoolwide programs to help students excel academically and contribute
to closing the achievement gap. The results from the survey, document review, focus group
interview and principal’s interview support research by Harris and Herrington (2006)
which specifies that providing students with a rigorous and challenging curriculum aligned
to standards has been proven to close the achievement gap. The data indicated that ABC
Elementary School provided rigorous curriculum based on the CCSS with fidelity and
targeted intervention support for struggling students.

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Table 3
Survey Questions #11 – 15
Survey Question Strongly
Disagree
Disagree Agree Strongly
Agree
11-The curriculum is aligned to the state
standards.
2 12
12-All students are challenged by
rigorous standards-based curriculum.
4 10
13–My school implements various
research-based programs to promote
academic achievement.
7 7
14-My school provides intervention
opportunities for students that need
additional academic support.
5 9
15–My school uses computer-based
programs to promote student
achievement.
6 8

Rigorous Standards-Based Curriculum
As seen in Table 3, 12 (86%) participants strongly agree that their curriculum is
aligned with the state standards. Also, as reported in Table 3, 10 teachers (71%) indicated
that all students are challenged by rigorous standards-based curriculum.
According to the California Distinguished School application, ABC Elementary
School maintains a proud tradition of excellence, and successes can be credited to quality,
standards-based instruction provided in all content areas. Also stated in the application,
“Early literacy rates for second grade students reflect that 96% of students have met or
exceeded benchmark standards. This average is 19% higher that the district average and
16% higher than the district’s goal.” Additionally, as indicated in the SPSA, this school
offers many standards-aligned programs focused on ELA:
While using core materials as a foundation, we blend the following Tier 1 supports
in the instruction: Early Literacy and Language Plan Academy groups TK – 2nd
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 72

grade across grade level and students are provided targeted instruction according
to skill deficits on DIBELS/TRC assessment; Accelerated Reader is a computer-based
program used to monitor comprehension; RAZ Kids is an online, leveled,
independent reading program for TK – 2nd graders.
During the focus group interviews, teachers indicated that standards-aligned
programs such as Accelerated Reader, RAZ Kids, and Words Their Way promoted academic
achievement because they enhanced ELA instruction. Teacher B explained,
Accelerated Reader and RAZ Kids are computer programs that we use to improve
students’ reading. With Accelerated Reading, students earn points for reading
independently and the books that they allowed to read are based their reading level.
With RAZ Kids, students have lots of genres of books to read.
Teacher A added,
The principal also encourages us to utilize computer educational programs like RAZ
Kids and Accelerated Reader. We have an Accelerated Reader Program where the
students earn points for reading independently. That is very important and
promotes reading fluency and comprehension. You may not think the low students
are not always benefitting from instruction. When we put them on the computer,
maybe there will be a spark. We are encouraged to diversify and embed technology
into our instruction to ensure that all students are learning.
Teacher F said,
Words Their Way helps students that are not on grade level. I had some students in
second grade that were really low and couldn’t do grade level work. However, after
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 73

implementing Words Their Way along with standards-based instruction, these
students learned how to read.
Lastly, Teacher C stated, “My students love Accelerated Reader. To motivate them, I give
incentives based on how many points students have grown.”
Additionally, the principal stated that, besides providing a schoolwide rigorous
standards-based curriculum, several schoolwide programs also increased student
achievement. The Early Literacy and Language Plan (ELLP) Academy was identified as
significant increasing academic achievement. Principal D explained, “the early literacy rate
for our students has increased due to the implementation of ELLP Academy with fidelity.”
Principal D added,
Our ELLP Academy was developed for grades kindergarten through second. After
students in kindergarten through second grade are grouped based on their DIBELS
score, they rotated to ELLP Academy groups daily for 40 minutes from 10:20 to
11:00. During ELLP, students receive targeted differentiated English language arts
instruction in foundational skills: oral language, phonological awareness, phonics,
and word study, fluency, and comprehension. This data-driven multitiered system
of support addresses students’ academic needs. The teachers collaborate to provide
skills-based instruction within flexible student groupings and included teacher aides
support under the guidance of the classroom teachers.
Intervention for Students
A second significant schoolwide program mentioned in the California Distinguished
School application, staff survey, focus group interview, and principal’s interview was the
targeted intervention support provided to struggling students.
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 74

As seen in Table 3, nine (64%) teachers surveyed strongly agreed that intervention
opportunities are provided for students that need additional academic support. Also,
based on the documents reviewed, ABC Elementary School has a variety of intervention
programs to support students who have not achieved proficiency in ELA. According the
SPSA, students receive multi-tiered systems of targeted support during the school day in
the form of push in by the intervention coordinator and teacher assistants or pull out to the
learning center. As found in the California Distinguished School application, the school’s
tiered support model is based on the Response to Instruction and Intervention approach in
which “struggling learners are provided interventions at increasing levels of intensity to
accelerate their rate of learning.”
Similar data were shared during the teachers’ focus groups, as all six teachers
agreed that students are provided with intervention support as needed. Teacher F stated,
We hired an Intervention Teacher, with the Title I funds, who provides
differentiated academic support to students by pushing in and pulling out of the
classrooms. In addition, the resource specialist teacher pushes in and pulls out to
support low-performing students.
Principal D concurred with the fact that intervention support for struggling students was
an important schoolwide program that contributed to closing the achievement gap.
Principal D explained how out-of-classroom intervention is provided:
Our school funded an intervention coordinator to support English learners in a
targeted pullout intervention program. The focus for the first semester is to prepare
the ELs [English learners] for testing. The second semester intervention is for SBAC
preparation to support students that have nearly met the standards. In addition, we
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 75

have the learning center in which the resource specialist teacher and teacher’s
assistant provide at-risk students intervention 2 to 3 days per week for 30-minute
increments.
The two programs that emerged as a theme in this case study for increasing student
achievement and closing the achievement gap were implementation of standards-based
curriculum and the targeted multi-tiered intervention support provided to struggling
students. The findings were similar to Marzano’s (2007) finding that a significant factor for
increasing students’ levels of learning is ensuring a guaranteed and viable curriculum.
Results for Research Question Four
The fourth research question asked, “What specific teacher practices contribute to
closing the achievement gap?”
Table 4
Survey Questions #16 – 20
Survey Question Strongly
Disagree
Disagree Agree Strongly
Agree
16-Teachers use data to guide
instruction.
2 4 8
17-Teachers use culturally relevant and
responsive resources and strategies.
7 7
18-Teachers encourage students to
relate their own experiences or ideas to
the lessons being taught.
5 9
19-Teachers display diverse cultural
materials, books, art, and other items
that represent cultural diversity.
6 8
20-Teachers differentiate instruction to
meet students’ diverse needs.
4 10

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Differentiating Instruction
As seen in Table 4, 10 (71%) teachers strongly agreed that teachers differentiated
instruction to meet students’ diverse needs. Review of the California Distinguished School
application indicated that teachers worked with small groups of students to target specific
skills and differentiated support to at-risk students. In addition, teacher assistants worked
with students to provided tiered assistance under the direct supervision of classroom
teachers:
To support ELA proficiency in all grades, teachers use supplemental materials in
small groups during Universal Access Time in the general classrooms. Also, teacher
assistants work with small groups of targeted students to provide focused
interventions in reading and writing.
All of the teachers interviewed during the focus group interview agreed that differentiating
instruction for flexible, small groups of students was a key strategy for closing the
achievement gap. Teacher A said,
We all teach small groups, so we all teach differentiated instruction a lot. We let
assessments guide our instruction more than anywhere I have taught. It helps close
the achievement gap because we are teaching to whatever the students need.
Teacher I added, “We use small group practices throughout the day to give kids a chance to
self-reflect. This is important to group students based on levels and provided targeted
instruction for the small groups.”
As noted by Principal D during the interview, it is essential for teachers to provide
consistent differentiated support in flexible, fluid groupings to close the achievement gap:
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All teachers are required to differentiate instruction with small flexible groups of
students on specific targeted skills. By progress monitoring, teachers identify the
gaps and strategically work to increase students’ proficiency level. They adjust their
teaching strategies, adjust the pace of the lesson, re-teach lessons, and modify the
size of the group to make sure students are successful.
These findings are aligned to research that suggests teachers should frequently
analyze various data to determine students’ academic needs and utilize the information to
differentiate instruction (Gill, Borden, & Hallgren, 2014). More importantly, quality
instruction is continually modified based on progress monitoring and assessment results.
Culturally Relevant and Responsive Instruction
As seen in Table 4, nine (64%) teachers encourage their students to relate their own
experiences and ideas to the lessons being taught. Some research has shown that, when
instruction is meaningful and relevant to students’ lives, they are more likely to be
motivated to learn (Campos, 2008; Gay, 2010).
In the focus group interview, teachers shared that they have many culturally
relevant books in their classroom libraries that they have utilized to enhance their
instructional program and acknowledge their students’ cultural heritages. Teacher A said,
“I get the kids to speak their home languages to us all and teach us about their culture. The
students love to learn from each other, about each other. We are a very diverse school and
it is great.” Teacher E mentioned,
Before I came to this school, I was at a school that focused on culturally relevant and
responsive instruction. I utilize some of these strategies with the students at this
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 78

school. I read to the kids and help them to feel included in culturally relevant
instruction.
Teacher F noted, “Principal D gives us books and things for our classroom libraries to share
with students during instruction. Students are able to learn about each other’s culture and
experiences as we read culturally relevant books and implement activities with students.”
Throughout the interview, Principal D shared that ABC Elementary School is a very
diverse school, and that gives them many great opportunities to learn about each other’s
cultures: “There has been limited professional development in that area of culturally
relevant and responsive instruction. However, teachers attended mandatory trainings the
district provided to promote EL strategies.” Principal D felt that all students benefit from
these strategies. All classrooms have classroom libraries with books and materials
pertaining to different cultures. Since it is a very diverse school, it is a natural thing to
share these materials and experiences to enhance learning because everyone is
represented already.
These findings revealed that teachers find culturally relevant and responsive
instruction beneficial and concur with the research that it is relevant for teachers to have
knowledge of how students learn and understand the types of pedagogical information and
skills that can be used to tap into students’ prior knowledge to pique their interest in
learning, increase their levels of engagement, and encourage them to feel a part of the
learning process (Coggins & Campbell, 2008; Morrison, Robbins, & Rose, 2008). The
results also demonstrated that positive recognition and attitudes toward ethnicity and
diversity are necessary components for creating a climate for learning in which students
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 79

are validated, held in high esteem, expected to achieve high performance, and supported in
meeting expectations (Ladson-Billings, 2009).
Summary
This chapter reviewed the findings compiled at a high-performing, high-poverty
urban Southern California public elementary school based on four research questions. The
results for this study were triangulated based on data collected from surveys, principal
interview, focus group interview, and document review.
School leadership emerged as one significant factor in promoting academic
achievement. The principal clearly communicated a vision for all stakeholders to have high
expectations for students. The principal’s leadership style was viewed by teachers as
transformational and servant. All teachers were motivated and inspired by holding them
accountable for students’ learning and by being listened to and provided support as
needed.
Schoolwide systems and structures were overall high expectations, ongoing
collaboration in professional learning communities, regular use of a data-inquiry process,
and employment of highly qualified teachers. A culture of high expectations for all
stakeholders was evident. Teachers received frequent opportunities to collaborate and
utilize a data-driven inquiry process by regularly analyzing formative and summative
assessment data and using data to drive instruction. Highly qualified teachers were
provided professional development focused on providing all students with a rigorous
standards-based curriculum.
Another significant factor that emerged from this study was the implementation of
schoolwide programs that focused on a rigorous standards-based curriculum and targeted
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 80

multi-tiered intervention support inside and outside of classrooms based on students’
academic needs. Additionally, the results show that effective teacher strategies, such as
differentiating instruction in flexible small groups during the instructional day and infusing
culturally relevant instructional materials into their lessons, were emerging themes.
Chapter Five presents a discussion of the research, conclusions, and implications of
the research. Additionally, recommendations for future research are shared.

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 81

CHAPTER FIVE: CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS
The first four chapters of this qualitative case study provided an introduction,
review of current research, methodology and research design for this study, and the study’s
findings gathered from an interview with the principal, a staff survey, a teachers’ focus
group interview, and a review of school documents. This chapter presents a discussion of
the research, conclusions, and implications of the research. Additionally, recommendations
for future research are shared.
Purpose of the Study
The purpose of this qualitative case study was to examine a high-performing, high-
poverty urban Southern California public elementary school that was closing the
achievement gap. The study identified schoolwide systems, structures, and programs as
well as the principal’s strategies and the teachers’ practices that promoted academic
achievement and contributed to closing the achievement gap. This study was significant
because the findings can be used by staff in other school settings to promote student
academic achievement. Also, by utilizing the qualitative case study triangulated method,
leaders at other schools will learn how to close the achievement gap.
The achievement gap has negative educational implications for minority students,
which makes it a significant problem and worth addressing. The achievement gap
decreases opportunities for low-income minority students to finish high school, to be
eligible for higher education, and to earn a college degree. As a result, the achievement gap
significantly affects the chances for underrepresented minorities to become successful and
contribute to society.

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Research Questions
The qualitative case study was guided by the following four questions:
1. What strategies does the principal utilize in this high-performing, high-poverty
urban Southern California public elementary school to close the achievement gap?
2. What schoolwide systems and structures promote student achievement and
contribute to closing the achievement gap?
3. What schoolwide programs promote student achievement and contribute to closing
the academic achievement gap?
4. What specific teacher practices contribute to closing the achievement gap?
Summary of Findings
This qualitative case study gathered data from a staff survey, a teachers’ focus group
interview, a principal’s interview, and a review of school documents. The participants for
this study were the principal and teachers at ABC Elementary School, a pseudonym.
Fourteen teachers participated in the survey, six teachers participated in the focus group
interview, and the principal was also interviewed. This sample afforded the researcher the
opportunity to examine the perspective of the principal and teachers in their natural
setting.
Research Question One
The first research question asked, “What strategies does the principal utilize in this
high-performing, high-poverty urban Southern California public elementary school to close
the achievement gap?” School leadership emerged as a significant theme, revealing that the
principal had a positive impact on student achievement and closing the achievement gap at
ABC Elementary School. These findings were closely aligned with Marzano et al. (2005)
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 83

and the study of high-performing schools that showed a substantial relationship between
leadership and student achievement. The principal utilized effective strategies such as
regularly communicating a clear vision of high expectations and focused on maintaining a
learning environment where each student achieved academic success. These findings are
closely aligned to several studies that found a correlation between a shared vision for all
stakeholders and increased student achievement (Bambrick-Santoyo & Peiser, 2012;
Marzano et al., 2005).
In addition, the principal executed transformational strategies to motivate and
inspire teachers by strongly encouraging them and holding them accountable for students
learning. Transformational leadership occurs when an individual connects creates a bond
with another that raises the level of inspiration and morality in both (Bolman & Deal, 2008;
Northouse, 2007). At the same time, the principal employed servant leadership strategies
by listening to teachers and providing support as needed to ensure that they are equipped
to teach a rigorous standards-based curriculum. Servant leadership values everyone’s
involvement in community life and places emphasis on listening, empathy, and acceptance
of others (Bolman & Deal, 2008; Northouse, 2007).
Research Question Two
The second research question asked, “What schoolwide systems and structures
promote student achievement and contribute to closing the achievement gap?” Data
analysis revealed that high expectations by all stakeholders, teachers’ collaboration in
professional learning communities, utilization of a data-inquiry process, and employing
highly qualified teachers play significant roles in promoting student achievement. These
factors were key in promoting student achievement and to help close the achievement gap.
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 84

High expectations for all stakeholders were apparent in the overall schoolwide
systems and structures. High expectations are defined as “the confident belief that all
students can attain mastery of the essential learning and that the staff has the capability to
help all students achieve that mastery” (DuFour et al., 2006, p. 216). Teachers at ABC
Elementary School continually promoted student achievement by exhibiting high
expectations for all students to succeed. These findings coincide with research that found
teachers in high-performing, high-poverty schools hold high expectations for all students
and believe that schools make a difference in student outcomes (Gay, 2010; Howard, 2010;
Kannapel & Clements, 2005; Marzano, 2003).
The culture of collaboration by grade levels and cross-grade-level articulation was
consistently evident. Studies have shown a positive effect on student achievement when
school leaders devote time for teacher collaboration, as demonstrated with the 90/90/90
schools (Reeves, 2003). At ABC Elementary School, teacher collaboration allowed for
jointly focusing on data analysis and planning standards-based lessons.
Teachers utilized a data-driven inquiry process to regularly analyze formative and
summative assessment data which was utilized to guide instruction. Frequent assessments
and progress monitoring helped identify at-risk students and allowed for targeted
intervention based on students’ specific academic needs. A team-based effort is the most
effective way to improve performance in any organization (DuFour et al., 2006; Schmoker,
2006).
At ABC Elementary School, students were taught by highly qualified teachers with 5
or more years of experience. Some research has concluded that the most critical factor
affecting student learning is the teacher (Haycock, 2001; Howard, 2010; Marzano, 2003).
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 85

At this school site, the teachers sought opportunities to attend ongoing professional
development focused on improving their instructional practices and gaining knowledge on
how to provide an effective rigorous standards-based curriculum. According to Darling-
Hammond (2007b), if students attending high-poverty minority schools receive instruction
from competent teachers, then the achievement gap would be reduced.
Research Question Three
The third research question asked, “What schoolwide programs promote student
achievement and contribute to closing the achievement gap?” Another significant theme
that emerged was the myriad of schoolwide programs that were available to help students
excel academically. These programs focused on providing a rigorous standards-based
curriculum as well as offering targeted multi-tiered intervention support to address on
students’ academic needs. The principal required teachers to provide CCSS instruction
with fidelity. In addition, the implementation of multi-tiered intervention programs for
students who were not meeting proficiency was also a key factor in promoting academic
achievement because all students were expected to succeed. The findings were similar to
Marzano’s (2007) finding that the most significant factor for increasing students’ levels of
learning is ensuring a guaranteed and viable curriculum.
Research Question Four
The fourth research question asked, “What specific teacher practices contribute to
closing the achievement gap?” Two themes regarding teacher practices were differentiating
instruction among small groups during the instructional day and infusing culturally
relevant instructional materials into standards-based lessons.
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 86

In-class intervention for students who were not making adequate progress had a
positive effect on student achievement. Teachers strategically provided flexible, small-
group differentiated instruction focused on students’ academic needs. More importantly,
quality instruction was continually modified based on progress monitoring and assessment
results. These findings are aligned to research that suggests teachers should frequently
analyze various data to determine students’ academic needs and utilize the information to
differentiate instruction (Gill, Borden, & Hallgren, 2014).
A second teacher practice identified as significantly promoting academic
achievement was that teachers shared many culturally relevant books in their classroom to
enhance their instructional program and acknowledge their students’ cultural heritage.
Positive recognition and attitudes toward ethnicity and diversity are necessary
components for creating a climate for learning in which students are validated, held in high
esteem, expected to achieve high performance, and supported in meeting expectations
(Ladson-Billings, 2009). Students can about each other’s culture and experiences as
teachers embed culturally relevant books and implement students’ cultural experiences
into the standards-based instructional program. Ladson-Billings (2009) notes that a
fundamental aspect of using culturally relevant teaching is centered on nurturing and
supporting experiences in both students’ cultures and school cultures.
Implications
This qualitative case study highlighted critical steps that school leaders and teachers
can take to promote academic achievement. The findings of this study have significant
implications for high-poverty schools with large populations of disadvantaged minority
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 87

students that are striving to close the achievement gap. This study identified emerging
themes that correlate with high-poverty, high-performing schools.
For school leaders, this study offers insight in key strategies that effective principals
use to communicate a clear vision and create a culture of high expectations for all
stakeholders. In particular, the findings suggest that leaders who possess transformational
and servant leadership qualities motivate and encourage staff members while also
responding to their needs. As a result of this study and prior research, effective school site
leadership is crucial. The leader must have a clear vision and require that all stakeholders
exhibit high expectations for all students to succeed. Additionally, school leaders must
recruit highly qualified teachers who are willing to provide students with a rigorous
standards-based curriculum and differentiate instruction as needed for struggling students.
Furthermore, a school site must support teachers to become highly qualified by providing
professional development to learn how to effectively teach all students.
For teachers, this study is beneficial because it identified significant practices that
positively promote academic achievement. This study presents the importance of schools
guaranteeing that teachers receive time for regular collaboration opportunities focused on
analyzing data, planning a standards-based curriculum, and using the data to differentiate
instruction to meet students’ academic needs. These results align with DuFour’s (2004) key
principles that collaboration must be a part of school culture to ensure that all students
learn. The information compiled in this study indicated the importance of providing a
rigorous standards-based curriculum as well as differentiated intervention support to
ensure academic success for all students. Also, teachers should understand how embedding
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 88

culturally relevant and responsive instruction into the instructional program makes a
difference in closing the achievement gap.
Recommendations for Future Research
The goal of this study was to examine a high-performing, high-poverty school to
identify factors that increased student achievement and closed the achievement gap. The
following recommendations for future research are based on the findings from this study:
• Expand research and replicate this study with a larger sample of high-performing,
high-poverty elementary schools in urban, public school districts to determine the
alignment of the findings.
• Further research is needed to focus on the implications of different leadership styles
at high-poverty, high-performing elementary schools to determine how different
styles affect student achievement and contribute to closing the achievement gap.
• Further research should examine the impact of school leadership strategies and
teachers’ practices coupled with significant parent involvement at high-poverty,
high-performing school sites.
• Additional research should look at the impact of effective research-based ELA
intervention programs that increase student academic achievement and close the
achievement gap at high-poverty, high-performing elementary schools.
• Further investigation should compare two similar high-poverty urban, public
elementary schools in the same district. A school comprised of highly qualified
credentialed teachers should be compared to another school with new,
inexperienced teachers to determine the differences in student academic
achievement and in closing the achievement gap.
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 89

• A final recommendation is for districts to examine high-poverty schools that are
high-performing as compared to low-performing schools in the same community to
determine factors that affect student achievement and contribute to closing the
achievement gap.
Conclusions
At ABC Elementary School, the following themes were found to be factors that
significantly contributed to closing the achievement gap: school leadership, highly qualified
teachers, collaboration through professional learning communities, a data-driven inquiry
process, rigorous standards-based curriculum, and culturally relevant and responsive
instruction. These themes are important to consider because they can assist similar
schools with strategically replicating effective systems, structures, programs, strategies,
and practice.
This study demonstrated that ABC Elementary School is a model for other high-
poverty schools facing an achievement gap. Findings from this case study provided
worthwhile information to consider when addressing variables that support increasing
student academic achievement. Similar schools should focus on factors which make this
high-poverty school a high-performing school because these factors could make the same
difference for other school sites.

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 90

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CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 97

APPENDIX A
Introductory Letter

January 10, 2019

Dear School Staff,

I am currently a doctoral candidate at the Rossier School of Education, University of
Southern California. My dissertation is studying a high-performing, high-poverty school
that is closing the achievement gap. The purpose of this study is to examine the principal
and teachers’ practices and schoolwide systems, structures and programs that contribute
to closing the achievement gap. I am working under the guidance of Dr. David Cash as my
dissertation chair. Along with Dr. Cash, Dr. Rudy Castruita and Dr. Rosalinda Lugo serve as
committee members.

Your participation will require you to complete a brief survey on an agreed-upon date. The
survey will take about 10 to 15 minutes to complete. Some participants will also be invited
to participate in a one-hour focus group interview to gather information that may not have
been asked on the survey. The interview will take place after school at an agreed-upon
date and time.

I have included a link to a 20-question survey in which your participation is kindly
requested. I have received institutional review board approval from USC to proceed with
my researcher. You as the participant will remain anonymous in my dissertation.

There are no known risks associated with participating in this study, and your
identification, as well as the name of the school, will be kept confidential and will not be
included in the final document. Your participation is voluntary, and you may discontinue
participating at any time.

I appreciate your consideration of this request. Should you have any questions or seek
clarification, I can be reached at 310-259-3672 or via email at choyce@usc.edu.

Sincerely,

Tina Choyce
Doctoral Candidate

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 98

APPENDIX B
Participation Consent Agreement

University of Southern California
Rossier School of Education
Waite Phillips Hall
Los Angeles, CA 90089-4038

Dear Study Participant,

You are invited to participate in a study conducted by Tina Choyce, doctoral student
currently at Rossier School of Education, University of Southern California. You were
selected as a possible participant in this study based on your status as an employee at this
school. Your school was selected because it is a high-performing, high-poverty elementary
school based on the School Accountability Report Card and the 2017 Smarter Balanced
Assessment Consortium in English language arts.

Purpose of the Study

The purpose of this qualitative case study is to identify schoolwide systems, structures, and
programs that are closing the achievement gap at a Southern California high-performing,
high-poverty urban public elementary school. The study will also examine strategies and
practices employed by the principal and teachers to promote student achievement and
contribute to closing the achievement gap.

Procedures

If you agree to participate in this study, you will be asked to do the following during non-
work hours:

1. Complete one survey focused on systems, structures, programs, strategies and
practices that contribute to closing the achievement gap at your school. The survey
will take 10 to 15 minutes to complete.

2. Selected teachers will participate in a focus group interview and the principal will
participate in an individual interview. All interviews will take no more than one
hour and will be audiotaped.

Potential Risks/Discomfort

There are no known risks involved in this study. You may withdraw at any time, and you
may choose to not answer any question that you feel uncomfortable answering. You will
not be identified in any part of this study by name.
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 99

Potential Benefits

You may not benefit from your participation in this research study. However, your
knowledge will provide insight into systems, structures, programs and strategies that may
prove helpful to other schools, which, in turn, may benefit the students at these schools.

Cost / Compensation

There will be no financial cost to you for participation in this study. You will not receive
payment for your participation.

Confidentiality

All information compiled will be confidential and will be disclosed only with your
permission. When results of the research are published for educational purposes, no
information will be included that would reveal your identity. Pseudonyms will be used
whenever referring to individuals and the school. Audio recordings will be secured and
stored in the researcher’s home and will be erased once a verbatim transcript has been
completed. Personal, research data, and related documents will be coded, stored and
secured in the researcher’s home and then destroyed three years after the study.

Voluntary Participation and Withdrawal

Your participation in this study is voluntary and you may withdraw at any time without
consequences of any kind.

Contact and Questions

If you have any questions or concerns about this study, you may contact the researcher
Tina Choyce at choyce@usc.edu. You may also contact the dissertation chair, Dr. David
Cash, at dcash@usc.edu.

Statement of Consent

I have read the above information and understand the conditions of my participation. I
agree to participate in this research study. My signature indicates that I agree to
participate in the study. A copy of this form has been given to me for my records.

_____________________________________________________________ ________________________
Signature of Participant Date

_____________________________________________________________
Participant Name (Please Print)

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 100

APPENDIX C
Survey

Please reflect about your school as you complete the survey. Read each statement below
and circle the answer that best describes how much you agree with the statement.
1. The principal communicates the school’s vision and mission to all stakeholders.
a) Strongly disagree b) Disagree c) Agree d) Strongly Agree
2. The principal communicates schoolwide goals to all stakeholders.
a) Strongly disagree b) Disagree c) Agree d) Strongly Agree
3. The principal’s leadership style positively influences school improvement.
a) Strongly disagree b) Disagree c) Agree d) Strongly Agree
4. The principal provides collaboration opportunities for professional learning communities
to plan for instruction.
a) Strongly disagree b) Disagree c) Agree d) Strongly Agree
5. The principal provides data analysis opportunities for teachers to review, analyze, and
utilize the data to drive instruction.
a) Strongly disagree b) Disagree c) Agree d) Strongly Agree
6. My school has high expectations for all students to achieve academically.
a) Strongly disagree b) Disagree c) Agree d) Strongly Agree
7. My school provides opportunities for collaboration and professional learning
communities to plan.
a) Strongly disagree b) Disagree c) Agree d) Strongly Agree
8. My school uses a rigorous data-inquiry process to review, analyze, and identify
instructional needs.
a) Strongly disagree b) Disagree c) Agree d) Strongly Agree
9. My school provides opportunities for teachers to analyze various student data and utilize
the data to drive instruction.
a) Strongly disagree b) Disagree c) Agree d) Strongly Agree
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 101

10. My school has highly qualified credentialed teachers with more than five years of
teaching experience.
a) Strongly disagree b) Disagree c) Agree d) Strongly Agree
11. The curriculum is aligned to the state standards.
a) Strongly disagree b) Disagree c) Agree d) Strongly Agree
12. All students are challenged by rigorous standards-based curriculum.
a) Strongly disagree b) Disagree c) Agree d) Strongly Agree
13. My school implements various research-based programs to promote academic
achievement.
a) Strongly disagree b) Disagree c) Agree d) Strongly Agree
14. My school provides intervention opportunities for students that need additional academic
support.
a) Strongly disagree b) Disagree c) Agree d) Strongly Agree
15. My school uses computer-based programs to promote student achievement.
a) Strongly disagree b) Disagree c) Agree d) Strongly Agree
16. Teachers use data to guide instruction.
a) Strongly disagree b) Disagree c) Agree d) Strongly Agree
17. Teachers use culturally relevant and responsive resources and strategies.
a) Strongly disagree b) Disagree c) Agree d) Strongly Agree
18. Teachers encourage students to relate their own experiences or ideas to the lessons being
taught.
a) Strongly disagree b) Disagree c) Agree d) Strongly Agree
19. Teachers display diverse cultural materials, books, art, and other items that represent
cultural diversity.
a) Strongly disagree b) Disagree c) Agree d) Strongly Agree
20. Teachers differentiate instruction to meet the students’ diverse needs.
a) Strongly disagree b) Disagree c) Agree d) Strongly Agree
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 102

APPENDIX D
Principal’s Interview

I. Preparation

• Informed consent form
• Tape recorder

II. Welcome

• Greet the principal and invite her to enjoy the refreshments
• Distribute informed consent form

III. Introduction

Thank you for agreeing to meet with me. I am a doctoral candidate with Rossier School
of Education at University of Southern California. My research is focused on schoolwide
structures, systems, and practices that are closing the achievement gap at a Southern
California high-performing, high-poverty urban public elementary school.
The purpose of this interview is to learn about what practices you implement that
contribute to closing the achievement gap. Also, I would like to learn about the systems,
structures, and programs in place that contribute to closing the achievement gap. Lastly, I
would like to learn more about what strategies your teachers utilize to promote learning
and close the achievement gap.
The information that I obtain from this study will be shared to motivate staff at high-
poverty schools to improve student achievement and close the achievement gap. The
interview will take about 1 hour.

IV. Participants Consent Form

Please review and sign the consent form. Do you have any questions about the consent
form? (Collects signed form from principal.) I would like to audio tape this discussion so
that I am able to capture your responses.

V. Principal Interview Questions

1) How many years have you been the principal at this school?
2) Have you been a principal at any other schools?
3) How many years of experience do you have as an educator?
CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 103

4) What do you consider your role in closing the achievement gap at this
school?

5) Which type of leadership style do you possess? Explain why.
o Transformational - a leader who engages with others and establishes
a connection that increased the level of motivation and morality
o Servant – a leader that is attentive to concerns of their followers and
empathize with them

6) What strategies do you use to promote student achievement, and what have
you noticed contributes to closing the achievement gap?

7) Which systems, structures, and programs are in place at this school that
promote student achievement, and contribute to closing the achievement
gap?

8) Do your teachers participate in professional learning communities?

9) What does collaboration look like?
o How often?
o What type of groups (i.e. grade level, vertical articulation, etc.)?

10) Does your school use a data-inquiry process?
o Describe the process.
o How frequently?

11) Which specific instructional strategies do your teachers implement to
promote student achievement?
o What type of professional development have they received in those
strategies?
o How have these strategies contributed to closing the achievement
gap?

12) How do your teachers implement culturally relevant and responsive
pedagogy and instruction?
o What type of professional development have they received in this
area?
o How have these strategies contributed to closing the achievement
gap?

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 104

APPENDIX E
Teachers’ Focus Group Interviews

I. Preparation

• Pick up refreshments and drinks
• Chart paper
• Informed consent forms
• Masking Tape
• Name tags
• Pens / Markers
• Post-it Notes
• Tape recorder

III. Welcome

• Greet teachers and invite them to enjoy the refreshments
• Distribute name tags (no names will be attached to the study; the name tags
are to be used only for focus group purposes only)
• Distribute informed consent forms

III. Introduction

Thank you for agreeing to meet with me. I am a doctoral candidate with Rossier School
of Education at University of Southern California. My research is focused on your
schoolwide structures, systems, and practices that promote academic achievement and are
closing the achievement gap?
The purpose of this focus group interview is to learn more about what strategies you
utilize to promote learning and close the achievement gap. Also, I would like to learn about
the systems, structures, and programs in place that contribute to closing the achievement
gap. Lastly, I would like to learn about what practices your principal implements that
contribute to closing the achievement gap.
The information that I obtain from this study will be shared to motivate staff at high-
poverty schools to improve student achievement and close the achievement gap. The
interview will take about 45 minutes.

IV. Participants Consent Form

Please review and sign the consent form if you would like to participate in this focus
group. Do you have any questions about the consent form? (Collects signed forms from
participant.) I would like to audio tape this discussion so that I am able to capture each of
your responses.

CLOSING THE ACHIEVEMENT GAP: A CASE STUDY 105

V. Teachers Focus Group Interview Questions
1) How many years have you taught at this school?
2) What grade level do you teach?
3) How many years have you taught altogether?
4) What do you consider the principal’s role to be in closing the achievement
gap at this school?

5) Which type of leadership style does your principal possess?
o Transformational - a leader who engages with others and creates a
connection that raises the level of motivation and morality
o Servant – a leader that is attentive to concerns of their followers and
empathize with them

6) Which leadership practices and strategies does the principal utilize to
promote student achievement, and contribute to closing the achievement
gap?

7) Which systems, structures, and programs are in place at this school that
promote student achievement, and contribute to closing the achievement
gap?

8) Do you participate in professional learning communities?

9) What does collaboration look like?
o How often?
o What type of groups (i.e. grade level, vertical articulation, etc.)?

10) Does your school use a data-inquiry process?
o Describe the process.
o How frequently?

11) Which specific instructional strategies do you implemented to promote
student achievement?
o What type of professional development have you received in those
strategies?
o How have these strategies contributed to closing the achievement
gap?

12) How do you implement culturally relevant and responsive pedagogy and
instruction?
o What type of professional development have you received in this
area?
o How have these strategies contributed to closing the gap?

Abstract (if available)

Abstract Historically, high-poverty schools have not met standards for proficiency, resulting in an academic achievement gap. The purpose of this qualitative case study was to examine a high-performing, high-poverty urban public Southern California elementary school that is closing the achievement gap. Qualitative data was collected through a staff survey, a principal interview, a teachers’ focus group interview, and document review of the relevant school information. ❧ The Appreciative Inquiry theoretical framework was used in this study, as it focuses attention on what works, the positive core, and on what people really care about. Using this approach ensured a focus on effective schoolwide systems, structures, and programs, as well as principal strategies and teachers’ practices utilized to promote high academic achievement and close the achievement gap. This research focuses on six specific areas that contribute to closing the achievement gap: school leadership, highly qualified teachers, collaboration through professional learning communities, data-driven inquiry process including frequent assessments, rigorous standards-based curriculum, and culturally relevant and responsive instruction.

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Asset Metadata

Creator Choyce, Tina (author)

Core Title Schoolwide structures, systems, and practices that are closing the achievement gap at a Southern California high-performing, high-poverty urban public elementary school: a case study

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/17/2019

Defense Date 03/18/2019

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

Tag closing the achievement gap,OAI-PMH Harvest,public urban elementary school

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Cash, David (committee chair), Castruita, Rudy (committee member), Lugo, Rosalinda (committee member)

Creator Email choyce@usc.edu,tchoyce3333@aol.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-138727

Unique identifier UC11675636

Identifier etd-ChoyceTina-7199.pdf (filename),usctheses-c89-138727 (legacy record id)

Legacy Identifier etd-ChoyceTina-7199.pdf

Dmrecord 138727

Document Type Dissertation

Format application/pdf (imt)

Rights Choyce, Tina

Type texts

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

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

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA