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A case study: one successful elementary school that reduced the achievement gap

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A case study: one successful elementary school that reduced the achievement gap

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A CASE STUDY:
ONE SUCCESSFUL ELEMENTARY SCHOOL THAT REDUCED THE
ACHIEVEMENT GAP

by

Michele Taney Doll

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

May 2009

Copyright 2009 Michele Taney Doll

ii

Dedications

I have been very fortunate to have many people who have shaped my life and
these people have taught me something about myself and they all have given me
inspiration to push ahead and make a difference in many unique ways.
This dissertation is dedicated to those individuals who have been positive
influences on my life and have taught me the following:
• To Bart, my husband, for teaching me not to worry until I really must and for
teaching me how to have a positive outlook on life!
• To Taney and Kade, my wonderful girls, for bringing back “awe” and “wonder”
in my life and for teaching me to appreciate the small things in life!
• To Bruno and Ellen, my parents, for providing me with a strong foundation of
family love and instilling a strong work ethic in me!
• To Ted and Sally, my husband’s parents, for supporting me and being wonderful
second parents!
• To Carolyn, my sister, Bob and Billy, my brothers-in-law and all of my friends
for teaching me the true meaning of friendship, loyalty and listening skills!
Without the support and help of so many, I would not be the person that I am
today. I am thankful. So, I dedicate parts of this dissertation to all of you because as I sat
and researched and wrote over the seventeen months all of your strengths helped me.

iii

While so many individual traits assisted me in my journey, one person in
particular was always there and kept me going! GRAM….your inner strength, wisdom,
patience and belief is truly amazing and admirable. I am amazed, honored and humbled
by your life and your commitment to always DO what is right. Whenever I thought I
could not go on, I thought of you and kept going. You are a woman of worth and an
individual who is the model for how we all should live our lives: humble, honest, loving,
supportive, loyal, committed and sincere! Gram, this was written for you because I love
you!

iv

Acknowledgements

I started this journey three years ago unsure of what to expect and where it would
lead. A lot has transpired in my personal and professional life since the process began.
Without the support and assistance of so many individuals this road trip would not have
been successful.
I would like to thank, most especially, Bart, Taney and Kade, for supporting me
through this entire process. Thank you for allowing me to take the time, the loan and for
enduring through the stressful moments the process created. The three of you have been
my safe haven, my stability and my strength. I love you all more than anything in this
world.
I also want to thank my parents, my in-laws, my sister and my brothers-in-law
who have listened to me, given me words of support and have helped Bart out with
“Taney and Kade supervision” while I went back to school to attend classes, research,
collect data and complete the road that leads to the doctorate degree. All of your
unconditional support has been much appreciated.
I want to thank Dr. Gothold for his patience, guidance and constant support over
the seventeen month period of time while I researched, wrote, re-wrote, collected data,
wrote some more and edited my “achievement gap” dissertation. Your wisdom and
attention to detail was helpful and awesome.
I want to thank all eight of my colleagues, Kathy, Karen, Mark, Ed, Matt, Mary,
Vicki and Tammi, who stood by me, helped me, picked me up when I thought I could not
v

continue and always, always had smiles on their faces every time we met. This was a
group effort and the support from all of you was amazing.
I want to thank Dr. Michael Escalante, Dr. Dennis Hocevar and Dr. Pedro Garcia
for taking the time out of their busy schedules to elect to be members of my dissertation
committee. Your expertise, support, educational questions and comments helped guide
me and extend my thinking.
I want to extend thanks to the USC Rossier School of Education, the professors
and the advisors who taught me so much over the past three years. The educational
experience has been academic, challenging and worthwhile. I am sad that it has all come
to an end.
I want to thank my school district, Glendale Unified, for allowing me to take time
to go back to school to receive my doctorate from USC and for the constant support and
encouragement to get the dissertation finished on time! Also, a big thanks to the Glendale
High School AP’s (past and present) who let me leave early on school days and covered
my supervision☺.
I also want to thank my data site for allowing me to take so much of their precious
time while I fully explored the “achievement gap” and collected data.
I want to thank all of my friends over the past seventeen months who had to listen
to me talk about the importance schools and parents play towards eliminating the
“achievement gap.” Your nods, smiles and “go for it” comments helped so much!

vi

Lastly, I want to thank Morgan! You stayed up late at night, many nights, and
kept my feet warm while I wrote and researched. Your presence, while non-verbal, was
the best. You are the best giant schnauzer ever!

Thank you everyone! I must say, “It is Great Being a Trojan!”

vii

Table of Contents

DEDICATION ii

ACKNOWLEDGEMENTS iv

TABLE OF CONTENTS vii

LIST OF TABLES x

ABSTRACT xi

CHAPTER ONE: Overview of the Study
Introduction 1
Statement of the Problem 4
Purpose of the Study 4
Research Questions 4
Significance of the Study 5
Methodology 5
Assumptions 6
Limitations 6
Delimitations 6
Definitions of Related Terms 7
Organization of the Study 11

CHAPTER TWO: Review of the Literature
Introduction 13
Definitions of the Achievement Gap 13
Historical Perspectives and National Reform Efforts of the Achievement Gap 16
Variables that Contribute to the Achievement Gap 23
Internal Variables 23
External Variables 27
Practices Schools Have Implemented to Close the Achievement Gap 33
Summary 42

CHAPTER THREE: Research Methodology
Introduction 46
Conceptual Base and Model 47
Figure 1: Conceptual Base 48
Research Questions 49
Research Design 50
viii

IRB 51
Criteria 52
School Site, Participants and Sampling 53

Instruments 58
Document review 60
Validity and Reliability 62
Data Analysis 63
Ethical Considerations 64
Summary 64

CHAPTER FOUR: Findings
Introduction 65
First Observation of the School Site 65
Research Questions 68
Criteria 68
Methodology 69
Participants 70
Responses to Research Questions
Data for Question 1 71
Data for Question 2 80
Data for Question 3 86
Emergent Themes 93
Collaboration 93
School Wide Instructional Focus on Reading Comprehension 95
School Wide GLAD Strategy 97
Site Leadership 98
Themes through the Lenses of Bolman and Deal 99
Summary 101

CHAPTER FIVE: Conclusions and Recommendations
Introduction 104
Purpose, Significance and Methodology of the Study 105
Themes 105
Conclusions 106
Recommendations 108
Summary 110

References 111

Appendices:
APENDIX A: ADMINISTRATIVE SURVEYS 115
APPENDIX B: TEACHER SURVEYS 120
ix

APPENDIX C: STAFF INTERVIEWS 125
APPENDIX D: ADMINISTRATIVE INTERVIEWS 126
APPENDIX E: DOCUMENT REVIEW 127
APPENDIX F: OBSERVATION TOOLS 129

x

List of Tables

Table 1: School Ethnicity 55

Table 2: CST Scores Over Four Years 57

Table 3: API Results by Subgroups Over Four Years 57

Table 4: Survey Questions #1-6 72

Table 5: Survey Questions #7-22 81

Table 6: Survey Questions #23-37 87

xi

Abstract

Schools are focused on raising test scores for ALL students. There is a sense of urgency
to ensure that scores for ALL students: especially, minority, poverty stricken, special
education and English Language Learners increase and catch up to the White, Asian and
affluent peers. Because not all schools and not all student scores in the schools are
increasing at the same rate, the achievement gap is a major concern for educators across
the nation. While there are many internal and external reasons why students are not
achieving academically, the focus for this qualitative case study was on the internal
factors specifically the programs, practices and strategies that one elementary school
implemented within their instructional program. What came out of the data and the
research suggest, for findings, schools need site leadership that work in tandem with
teachers to provide time for laser like, focused collaboration on pacing guides, lesson
development, common, frequent assessments and data analysis. School also benefit from
a school wide instructional focus that incorporates a common instructional theme
throughout all content areas. When a school has programs, practices and strategies in
place, all student scores increase especially the scores of the minority, poverty-stricken,
and English Language Learner students. The gap is shrinking and all student scores are
increasing and more students are proficient.
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Chapter One
Overview of the Study

Introduction

Leadership is a “process whereby an individual influences a group of individuals
to achieve a common goal.” (Northouse, 2004, p. 3) There is growing concern amongst
educators over the achievement gap between groups of students, particularly between
White and/or Asian students and students of color, poverty-stricken students and second
language learners. Why can some schools with high numbers of low socioeconomic
students and students of minority populations successfully close the gap and why are
other schools with the same demographics not successful in closing the gap? This sense
of urgency for schools to find practices to implement to close the achievement gap for
students is the focus of schools nationwide.
Closing the achievement gap is not an easy task, but a task that must be
addressed. Schools need to focus on the factors that cause the achievement gap (internal
and external) and focus on programs, strategies and practices that other successful
schools have implemented. While addressing the gap school wide is one way to create
the sense of urgency amongst all stakeholders, teachers cannot be left on their own to
implement practices one by one. A school wide focus must be implemented. Michael
Fullan and Richard Elmore, two recognized educational researchers, focus on the role the
principal plays in moving the school and teachers forward towards implementing practice
school wide which closes the gap. Per Fullan (2006) and Elmore (2004), successful
schools
2

have a strong and effective principal. Their research has found that principals are the
direct link between successful and non successful schools.
Fullan’s research focuses on principal leadership as the central force driving a
school forward; “when principal leadership is strong even the most challenged schools
thrive” (Fullan, 2006, p. 1). Per Elmore’s (2004) research stresses that schools need a
principal who can lead the school and create a school wide instructional focus while
maintaining and instilling a school environment where all staff is accountable for
academic performance of all students. A principal also needs to create and implement
time for teachers to collaborate with one another to enhance student academic
performance. Creating school environments that alter the “traditional” ways in which
schools have operated for many years is the challenging part of leadership. No longer
can some students have access and others not have access. All students need to have open
access to high level, rigorous courses and curriculum. In order to make sure that quality
education is open to all students, the principal is the direct link to implement a school
wide instructional focus that promotes high level thinking, collaboration and equity for
all students.
Successful schools have principals that close the achievement gap. Research
states (National Association of Secondary School Principals (NASSP), 2001) successful
school principals have the following characteristics:
• Instructional – the principal focuses on teaching and learning, professional
development, data driven decision making and accountability

3

• Community – the principal is aware of the school’s role in the greater
society, with shared leadership among educators, community partners, and
residents; close relations with parents and others; and advocacy for school
capacity, building, and resources.
• Visionary- the principal demonstrates energy, commitment,
entrepreneurial spirit, values, and conviction that all children will learn at
high levels, as well as inspiring others with this vision both inside and
outside the school building (p.8)
Like NASSP, Senge’s (1990) research has found that effective leaders who make
educational differences possess the following characteristics:
• System Thinking – recognizing the hidden dynamics of the systems and to
find leverage.
• Personal Mastery – continuing to learn and deepen one’s understanding, to
enrich one’s self and to constantly reflect.
• Mental Modes – recognizing the differences within the systems and
addressing the needs through reflective dialogue and understanding the
impact of decisions.
• Building Shared Vision – modeling that the learners are the focus as
opposed to an authoritarian type leader.
• Team Learning – bringing groups together to act, lead and learn together.
A principal who implements a school wide focus that addresses the need to eliminate
the achievement gap and provide access and equality for all students is key and
4

one of the first steps towards quality education. Schools need to close the gap and
principals are the individuals who need to lead schools in the direction towards success
for all students.
Statement of the Problem

Most urban schools have not been successful in closing the achievement gap. The
problem is that schools are not making strides in closing the gap for student subgroups:
specifically Hispanic, low socioeconomic and ELL. The research studied (in Chapter 2)
focused on the various internal and external causes for the achievement gap. The
research (in Chapter 2) also studied the various practices schools implement to reduce or
eliminate the achievement gap. Schools make a difference in the educational lives of
students and they have a large effect on student academic performance.
Purpose of the Study

The purpose of the study was to examine a school which has successfully closed
the achievement gap and to identify factors that have contributed to its success through
programs, practices and strategies.
Research Questions

The study focused on the implementation of programs, practices and strategies
schools utilize to successfully close the achievement gap. The research questions which
guided the study are:
• Which school wide programs promote student achievement in particular; the
closing of the achievement gap?

5

• Which school wide practices promote student achievement in particular; the
closing of the achievement gap?
• Which strategies were implemented to target closing of the achievement gap?
Significance of the Study

The sense of urgency, nationwide, to develop and implement practices in schools
to address the growing achievement gap is a major concern for school leaders. Based on
the information in this chapter, there is a need to explore the programs, practices and
strategies implemented that assisted in closing the achievement gap for so many minority
students and students of low socioeconomic backgrounds
The study will also contribute to the current literature by studying programs,
practices and strategies that successful schools have implemented in closing their own
achievement gap. What is learned through the qualitative study, while it cannot be
generalized because it only focused on one school, it can to be replicated and used as a
catalyst to assist other “like” schools. Overall, the case study will help other schools with
an achievement gap develop a school wide vision and practices that lead to
implementation to close the achievement gap and create school structures that are
rigorous and promote open access for all students.
Methodology
While only one school was examined in this case study, the study was conducted
as part of a group of thematic dissertation group case studies, along with nine other
colleagues. The study was examined through a qualitative case study approach with a
qualitative case study design and a thorough document review. The qualitative case
6

study also included interviews, observations and surveys. All nine colleagues in the
thematic dissertation group utilized the same qualitative case study design and research
questions aimed at the different programs, practices and strategies implemented that
significantly reduced the achievement gap at each school site.
Assumptions
• The school was truthful and provided accurate information.

• The API scores were valid.

• The findings were limited to this one elementary school.

• The staff had knowledge of all programs and practices utilized at the school site.
Limitations
• Only one school was studied.

• The findings could not be generalized

• The findings could be subject to other interpretations.

• There was a limited sample size.

• The study took place over a brief period of time.

• It was a voluntary study.

Delimitations

• The thematic group set a specific set of criteria that the study school had to adhere
to in order to be considered.
• Geographically, the school is in Southern California and focused on Hispanic,
English Language Learners and Socioeconomic Disadvantaged Students.

7

• The data gathered is only from the site and school district personnel and not from
outside people.
Definitions of Related Terms

The following terms are stated and discussed in the dissertation. To be clear for the
reader all terms are defined in an understandable and precise manner.
The first term, listed below, was defined by the thematic dissertation group:

• Achievement Gap: According to the University of Southern California’s thematic
dissertation group, the achievement gap is the persistent disparity in academic
performance particularly between affluent, White and/or Asian students and
minority, poverty and second language learners.
The next set of terms, listed below, is defined per the California Department of
Education Website:
• API (Academic Performance Index): The Academic Performance Index is the
cornerstone of California's Public Schools Accountability Act of 1999 (PSAA).
The purpose of the API is to measure the academic performance and growth of
schools. It is a numeric index (or scale) that ranges from a low of 200 to a high of
1000. A school's score on the API is an indicator of a school's performance level.
The statewide API performance target for all schools is 800. A school's growth is
measured by how well it is moving toward or past that goal (California
Department of Education (CDE), 2006).

8

• AYP (Adequate Yearly Performance): The federal No Child Left Behind (NCLB)
Act of 2001 requires that California determine whether or not each public school
and local educational agency (LEA) is making Adequate Yearly Progress (AYP).
(An LEA is a school district or county office of education.) AYP criteria
encompass four areas: participation rate, percent proficient (also referred to as
Annual Measurable Objectives or AMOs), API as an additional indicator for
AYP, and graduation rate. Each of these four areas has specific requirements.
Participation rate and percent proficient criteria must be met in both English-
language arts (ELA) and in mathematics (CDE, 2006).
• CST (California Standards Test): The California Standards Tests in English-
Language Arts, mathematics, science, and history-social science are administered
only to students in California public schools. Except for a writing component that
is administered as part of the grades 4 and 7 English-Language Arts tests, all
questions are multiple choice. These tests were developed specifically to assess
students' performances on California's Academic Content Standards. The State
Board of Education adopted these standards that specify what all California
children are expected to know and be able to do in each grade or course (CDE,
2006).
• ELL (English Language Learners): English learner is defined as an English
learner or as a reclassified-fluent-English-proficient (RFEP) student who has not
scored at the proficient level or above on the CST in ELA for three years after
being reclassified (CDE, 2006).
9

• Growth Targets: Schools must meet their annual school wide API growth target
as well as API growth targets for each numerically significant ethnic/racial, socio-
economically disadvantaged, English learner, and students with disabilities
subgroup at the school. If the school's (or subgroup's) Base API is between 200
and 690, the growth target is 5 percent of the difference between the school's (or
subgroup's) Base API and the statewide performance target of 800. If the school's
(or subgroup's) Base API is between 691 and 795, the growth target is a gain of
five points. If the school's (or subgroup's) Base API is between 796 and 799, the
growth target is the following; API of 796 - a gain of four points, API of 797 - a
gain of three points, API of 798 - a gain of two points or API of 799 - a gain of
one point. If the school's (or subgroup's) Base API is 800 or more, the school (or
subgroup) must maintain an API of at least 800 (CDE Website).
• SARC (School Accountability Report Card): In November 1988, California voters
passed Prop.98, also known as The Classroom Instructional Improvement and
Accountability Act. This ballot initiative provides California's public schools with
a stable source of funding. In return, all public schools in California are required
annually to prepare SARCs and disseminate them to the public. SARCs are
intended to provide the public with important information about each public
school and to communicate a school's progress in achieving its goals (CDE,
2006).
• SED (Socio-economic Disadvantaged): Socio-economically disadvantaged is
defined as a student whose parents have not received a high school diploma
10

OR a student who participates in the free or reduced-price lunch program (also
known as the National School Lunch Program) (CDE, 2006).
• Similar Schools Ranking: The similar schools rank compares a school to 100
other schools of the same type and similar demographic characteristics (CDE,
2006).
The next term, is defined per the USDA governmental website.
• National School Lunch Program: The National School Lunch Program (NSLP) is
a federally assisted meal program operating in public and nonprofit private
schools and residential child care institutions. It provides nutritionally balanced,
low-cost or free lunches to children each school day. The program was
established under the National School Lunch Act, signed by President Harry
Truman in 1946 (United States Department of Agriculture (USDA), 2008).
The last set of terms, listed below, is defined by working knowledge and discussions
from the thematic dissertation group set forth by the research conducted.
• Four Frames: Research focuses on the four frames or aspects/traits that a leader
may or may not encompass; structural, human resource, symbolic or political
(Bolman and Deal, 2003).
• High Performing School: A high performing school that is scoring above an 800
on the CST and 2 points or higher from “like” similar schools. Students perform
in the upper deciles of the CST’s and the CAHSEE (California High School Exit
Exam).

11

• Outperforming School: An outperforming school is a school that has
outperformed in the upper deciles of similar schools for two or more years. It is
outperforming other schools “like” them.
Organization of the Remainder of the Study
The study is divided up into the following sections.
Chapter one first describes the problem of most urban schools that have not
closed the achievement gap. Then, it outlines the significance and the purpose of the
study being conducted. The focus of the study is on successful schools that have closed
or decreased the achievement gap.
Chapter two focuses on the review of the current literature on the achievement
gap. The review outlined definitions of the achievement gap, historical perspectives and
national reform efforts of the achievement gap, variables that contribute to the
achievement gap, and practices schools have implemented to make strides in reducing or
eliminating the gap for minority students and low socioeconomic students across the
nation.
Chapter three discusses the methodology and the research design used in the
qualitative case study directed at the programs, practices and strategies the school
implemented to promote student achievement.
Chapter four provides a detailed description of the school site through the lens of
the four instruments (observations, survey, interviews and document review). The
chapter also presents the findings from the study in relation to the research questions

12

focused on the programs, practices and strategies implemented as well as a conclusion of
the case study.
Chapter five presents the findings from the document review in relation to the
main research questions and provides recommendations and overall conclusions.

13

Chapter Two
Review of Literature

Introduction

The achievement gap is a matter of great concern for many schools throughout the
United States. The purpose of this study was to identify programs, practices and
strategies that schools have implemented to successfully close the achievement gap
particularly between affluent, White and/or Asian students and minority, poverty-stricken
students and second language learners. Furthermore, this study identifies strategies for
school leaders, and teachers to implement to support students who are failing to improve
academic proficiency. The chapter of the current literature will focus on the achievement
gap.
The chapter will outline definitions of the achievement gap, historical
perspectives and national reform efforts of the achievement gap, variables that contribute
to the achievement gap, and practices schools have implemented to make strides in
reducing or eliminating the gap for minority students and low socioeconomic students
across the nation.
Definitions of the Achievement Gap
Studying the definitions of the achievement gap will enable the literature review
to provide a clear understanding of the various definitions. Also, it will allow the review
to compare and contrast the different studies and show all perspectives.
Four different studies define the achievement gap as a difference in performance
among two or more groups of students. Lee (2002) defines the gap between racial and
14

ethnic groups based on academic performance outputs and Haycock (2001) defines the
achievement gap in the school setting between the students of color and low
socioeconomics and their White, affluent counterparts. Slavin and Madden (2006)
defines the gap in academic performance between African American and Latino students
and White students starting school in the elementary years. Anderson, Medrich and
Fowler (2007) defines the various gaps within school settings based on students of color
and White students as seen on national test scores
While all four researchers define the achievement gap in terms of race and/or
ethnicity, each researcher has a slightly different focus on the achievement gap. Lee
(2002) and Haycock (2001) focus on the gap between ethnic groups within school
settings. The focus is on what is happening in the schools and on the practice schools
implement to close the gap. Lee (2002) defines the achievement gap as the difference
between the academic performance outputs of White students versus those of color within
the school setting. It is crucial to examine the educational conditions and practices that
may be effective in eliminating the gap for students of color in the school context.
Haycock (2001) acknowledges outside and inside factors as a means to define the gap.
The home, parents and living arrangements of the children of color and poverty are stated
as external reasons for low academic performance. Haycock also recognizes the school,
teachers, counselors and courses provided by the school are watered down or not
available for students of color compared to White students and this is another reason for
low educational attainment for students of poverty and color. All of Haycock’s studies on
the achievement gap within educational settings though are solely focused on the school
15

setting; what the schools can control, the internal factors and not the external factors.
Therefore, her definition is clearly on “the students who have less to begin with and then
systematically get less in school,” hence creating the gap.
In comparison to Lee and Haycock who define the gap solely on what is
happening in the schools at a specific time, Slavin and Madden (2006) define the gap as a
difference between the White students and students of color starting before Kindergarten.
Minority students, for the most part, do not attend preschool, which then translates into
an achievement gap through the elementary, middle and high school years. Per Slavin
and Madden (2006) resources need to be poured into low socioeconomic communities
with predominately minority populations before Kindergarten to start the education
process in preschool programs which are targeted for students of color and low
socioeconomics.
Anderson, Medrich and Fowler (2007) take a completely different approach to
define the achievement gap as compared to the other researchers. Anderson, Medrich
and Fowler’s (2007) definition of the gap focuses on national and local test score
difference between students of color and their White counterparts. The focus is on the
gap between students on the SAT and the National Assessment of Education Progress.
Also, they look at NCLB and the disaggregated data between racial subgroups compared
to their peers of non ethnicities in terms of performance on such tests.
Ultimately, the definitions align between most researchers. They base the
achievement gap as a gap between the White, non-Asian students and students of color,

16

low SES and English Language Learners. Some researchers look at the factors schools
can control and the educational performance of students. Others look at the early years of
a student’s education and the programs set in place to reduce the gap from the onset of
schooling. Lastly, some researchers only focus on test scores and NCLB and
disaggregated data as a way to define the gap. Although the focus of researchers is only
slightly different as a way to define the gap, most researchers look at White, non-students
of color compared to students of color and the gap within education performance and
outputs. For the purpose of this study it is important to recognize how all researchers
define the achievement gap. Understanding how a researcher defines the gap allows the
study to be clear, focused and direct. For the purpose of this study, the achievement gap
is defined as the persistent disparity in academic performance among groups of students,
particularly between White and/or Asian and affluent students and students of color,
minority, poverty and second language learners.
Historical Perspective of the Achievement Gap and National Reform Efforts
Outlining the historical perspective of the educational achievement gap
throughout the United States shows the impact that educational trends have had over the
years since Brown v the Board of Education in 1954. With the reversal of Plessey v
Ferguson which opened non-segregated education and throughout the 1970’s and 1980’s
with the assistance of Federal Programs such as Title 1 and Head Start the gap began to
narrow. And, with a Nation at Risk Report and NCLB mandates, many schools have
been successful in closing the gap for students of color. The review provides a detailed
history to make the achievement gap study understandable and clear.
17

Prior to 1954, the achievement gap was wide due to court sanctioned
discrimination in schools based on race, language and geographical locations of students
of poverty and affluence (Darling-Hammond, 2007). The national court case Brown vs
the Board of Education (1954) overturned the ruling of Plessey vs Ferguson, which stated
that schools could be “separate but equal.” No longer could schools be “separate but
equal.” Schools had to be homogeneously mixed academic institutions with open access
for all; however, educational access did not change overnight.
The Equality of Educational Opportunity report, a federal task force chaired by
Senator James Coleman, otherwise known as The Coleman Report (1966), studied
student outcomes between White and African American students in American schools.
Amongst the findings, the report concluded that after the end of “separate but equal,”
there still were racial inequalities between student educational outcomes. The report
acknowledged the presence of an achievement gap between White students and students
of color in terms of student performance on test scores and achievement in school. The
gap was furthered by school districts continuing racial segregation in the American public
schools stemming from student socioeconomics. The report also acknowledged that
while schools play a role in schooling, the family background, home life and parent
education play a part as well.
Slavin and Madden (2006) agree that for African American students who had
received poor education in the past, the education at this point in the 1970’s “for African
American students went from abysmal to merely bad” (p. 389). Some gains were made
due to Federal Title I and Head Start programs but overall, educational achievement gaps
18

were still present. In studying schools, African Americans, on average, still attended
schools that were far less well funded than those attended by Whites; their teachers were
less qualified and their families were more likely to suffer from the ills of poverty.
In the article Black and White Achievement Differences and Governmental
Intervention, Hanushek’s (2001) argues that the gap did not stay constant in the 1970’s,
but the gap narrowed for a short period of time. The government enacted legislative and
legal actions that provided more resources to pour into the schools and most importantly
changed the way in which schools received funds. The emergence of Head Start
Programs and Title I monies were provided specifically to minority schools to assist with
bringing the education up to standard compared to White, non-minority schools. During
this time, there were significant changes within family settings. Hanusek also notes from
his research that there was an increase in minority students’ parent education levels and a
decline of family size in African American households. According to Hanusek, “the
combined effects of the family changes could explain the 15 percent of the narrowing of
the gap in the 1970’s and 1980’s.”
While Slavin and Madden (2006) assert the gap remained constant and Hanusek
alleges that the gap narrowed due to Federal monies and a decline in African American
households. Harris and Herrington (2006) studies during the 1970’s and 1980’s focused
on public concern that education was watering down the academics and schools were
becoming “cafeteria style schools” that were catering to the wants of the students instead
of providing an academic rigorous environment that encouraged high levels of
proficiency. Because of this watering down, their claim is that the gap never went away
19

even with Federal monies but narrowed because the entire system compressed standards
for all students. This idea of cafeteria style schools aligns with the findings from Nation
at Risk (1983).
The Nation at Risk (1983) report evaluated all educational outcomes of students.
The NAR’s focus was on the average graduate and not the minority or diverse student
(National Commission on Excellence in Education, 1983). Regardless of ethnicity or
race, NAR (1983) found that American schools were providing students with a curricular
smorgasbord and allowed for extensive student choice rather then set requirements. NAR
discovered that out of 19 academic tests, American students scored last seven times and
never scored first or second. Also, 13% of all 17-year-old students were illiterate and
scores on the SAT since 1968 continued to decline through 1980 – verbal went down
50% and mathematics down 40%. In response to the dismal findings, NAR
recommended that all schools strengthen graduation requirements by implementing what
was called the Five New Basics. Schools needed to create and use higher level,
measurable standards for instruction, devote time to instruction and strengthen the
teaching standards for teachers. The NAR findings and recommendations were important
because it created an educational system of accountability for students, teachers,
administrators and schools. All students had to have access to rigor and had to show
performance on standardized tests.
In alignment with NAR’s focus on accountability, President Bill Clinton signed
Goals 2000 (H.R. 1804) Educate American Act (1994). This framework set goals for

20

Standard-based reform. The purpose was for schools to identify standards, measure
progress and provide support for struggling students. The purpose was to improve
teaching and student learning. It was structured on outcome based education; meaning
students will do more when more is expected of them. While not all of the goals were
accomplished under Goals 2000, it did create the foundation for NCLB.
Like Goals 2000, No Child Left Behind’s (2001) central focus is on standards
based education reform. NCLB (2001) covers all schools, increases standards and
accountability and revitalized the 1965 federal government ESEA – Elementary and
Secondary Education Act – for reading education. The main areas of NCLB (2001)
mandate teacher quality, increase accountability through standards based education,
testing and assessments and clearly states that data must be disaggregated to address the
achievement gap between White students and students of color. For the first time
schools, administrators, teachers, and students are accountable for rigorous learning and
access and data is disaggregated for all groups.
Presently, schools are working under NCLB mandates and focus on the
achievement gap. Before moving on to what causes the gap and what practices schools
can implement to close the gap, it is important to show the internal and external
responsibilities for student’s outcome and performance.
Some external factors that are cited as examples for low student performance
include poverty, parental educational levels and homelessness. Per Rothstein (2004),
closing academic achievement gaps requires not only better schools, although those are
certainly needed, but also reform in the social and economic institutions that prepare
21

children to learn in different ways. Burris and Welner (2005) agree that schools may
have little impact over the educational attainment of students of color or of poverty
and much of the gap is due to factors unrelated to schooling. Their study on detracking
found that for African American students academic performance increased when students
are not tracked and provided open access to all courses and curriculum. Therefore, the
internal aspects of what happens inside the walls of the schools plays a crucial role in
student performance outputs. Gordon (2000) In Bridging the Minority Achievement Gap,
agrees that all students have “opportunities to learn” and when students are given open
access to challenging curriculum and rigorous courses success for all students is
achieved. Burris and Welner (2005) and Gordon (2000) conclude that what schools
provide is crucial for the success of all students; especially those of low socioeconomics
and color.
Other internal factors for low performance include quality of teachers, instruction,
curriculum and leadership. While there are many children of color, children of poverty
and children with limited English skills that are performing well in our schools, for this
study, the focus will be on what schools do to make an impact. Internal factors that make
an impact are through an emphasis on high-quality instruction, qualified teachers and
schools that stand for nothing less then academic proficiency, and a drive that all students
can achieve and do well academically (Haycock, 2002).
Katie Haycock (2002) discusses one example of a high-poverty school
outperforming affluent counterparts. Wrigley Elementary School in the Appalachian
Mountains is one of the poorest schools in Kentucky. Eighty percent of the children are
22

poor, live in homes with no electricity or other public services. Yet these children are the
3
rd
highest performing in reading and the highest performing in writing in the state. This
same story can be seen in Baltimore and many other cities and states nationwide.
Doug Reeves (2003) observations of schools in Milwaukee, Wisconsin, where
schools had been identified with 90% or more of the students eligible for free and
reduced lunch, 90% or more of the students were members of the ethnic minority groups,
and 90% or more of the students met the districts or state academic standards in reading
or math, history or science. This sheds light that low SES and ethnic or minority students
can achieve and perform when quality teaching, quality instruction and high expectation
levels are taught and placed on all students in the school setting.
Who or what is responsible for student outcome and performance and the
widening of the achievement gap is debated among the outside, home and life factors as
the reason for the gap compared to what happens in the school on how students perform.
For the purpose of this study the focus will be on practices that schools implement to
close or eliminate the gap. It is crucial to find answers to stop the data from the Justice
Policy Institute (2005) that shows low educational achievement is associated with higher
unemployment, lower earnings, higher crime, and a greater dependency on welfare, and
other social services. Between 1998 and 2000, three times as many African Americans
were added to the nation’s prison systems than were added to our colleges. Most inmates
are high school dropouts, and more then half the adult prison population has literacy
skills below those required by the labor markets. Schools need to find practices to close

23

the gap because the minority populations are not decreasing; on the contrary, “the
minority population is growing faster than the white population” (Rumberger, 1992).
Variables Contributing Towards the Gap
Internal and External
There are many variables, internal and external, which contribute to the
achievement gap. Some internal factors related to schooling conditions that are
contributors are a lack of quality instruction, tracking, not offering rigorous courses and
not hiring highly qualified teachers for students (Lee, 2002). The external factors that are
strong variables contributing to the gap revolve around the household structure, social
class and neighborhood characteristics.
Internal Factors
Linda Darling Hammond’s (2007), research on reasons for the achievement gap
lies within the schools themselves and the lack of high quality education. Within the
schools lacking high quality education, Hammond also found that students have unequal
access to qualified teachers, they do not have access to high quality curriculum, and they
are more likely to experience widespread tracking into lower level classes. When
students do not have access to well qualified teachers, this can determine their future
success on state tests as well as classes that are required for promotion from grade to
grade, placement into more academically challenging classes and graduation from high
school. Furthermore:

24

effective teachers provide active learning opportunities involving student
collaboration and many uses of oral and written language help students
access prior knowledge that will frame for them the material to be learned,
structure learning tasks so that students have a basis for interpreting the
new experiences they encounter, provide hands on learning opportunities,
and engage students higher order thought processes, including their
capacities to hypothesize, predict, evaluate and synthesize ideas
(Hammond, 207, p. 325).

Hammond also found that since the late 1980s, when teacher demand began to increase
while resources were declining in LAUSD’s predominantly minority schools, not only
were the schools overcrowded and less well funded than other schools, the schools were
also disproportionately staffed by inexperienced and unprepared teachers hired on
emergency credentials.
The lack of highly qualified teachers penetrates the school structure. When
teachers are not qualified, the amount of college preparatory and advanced classes that a
school can offer are limited. Hammond’s (2007) research has found that schools with
large minority and low income populations, have more inexperienced teachers and the
schools do not offer many, if any, advanced or college preparatory courses. This unequal
access to rigorous, high quality curriculum increases the gap between White and minority
and economically disadvantaged students.
While schools cannot completely fix the poverty issues for so many children,
schools can address other issues that affect student academic performance by hiring
quality teachers, offering rigorous courses and curriculum. Slavin and Madden (2006) in
their research on the achievement gap, aligns with Hammond’s research. Per, Slavin and
Madden (2006), minority and economically disadvantaged students, on average, attend
25

schools that have received less funding and the teachers for the most part were
inexperienced and considered not highly qualified. These schools also offer less
advanced college bound classes and students, usually are placed in lower level tracks. If
the gap is not reduced or eliminated, the effect of continuing the cycle of low performing
is translated into differences in high school graduation rates, success in college and
college graduation, and it ultimately becomes a societal concern with inequalities
between social class and economics between African American and Latinos compared to
their White counterparts.
The gap continues to widen in schools with limited advanced and college
preparatory classes and teachers who are not qualified to teach the higher level classes
through tracking. Minority students who come to school already lacking resources are
usually placed in low level, less rigorous and non college track classes. Carol Burris,
(2005) a high school principal in the Rockville Center High School District, a suburban
district in New York on Long Island in the late 1990’s found that the reason for the
achievement gap was due to that fact that a large number of minority students were
overrepresented in low track classes and did not have access to move out and into high
level, rigorous college bound classes within her school district. Through her research she
found that tracking,
Stems from the fact that tracking is grounded in values, beliefs, and
policies within the school setting as much as it is in technical, structural
and organizational needs and that many school staffs fear the detracking
and heterogeneous grouping will result in a watered-down curriculum and
lower learning standards for all students (Burris, 2005, p. 594).

26

In line with Burris’s idea that not only does the curriculum need to be altered but
the school cultural perspective on tracking needs to change, in the late 1990’s, an urban,
multiracial high school in California piloted a three year longitudinal study on detracking
students in the ninth grade year in English and history classes. The organizational
structure was changed as students were heterogeneously placed in English and history
classes as well as on an emphasis of curriculum and instructional practices implemented
by the teachers. Robert Cooper (1997) researched the study and found that minority
students were successful in the mixed, non tracked classes by enriching the classroom
cultural setting. Many students stated that the classes were “comfortable, cooperative,
friendly and they experienced high levels of engagement.” But, the overall findings
showed that due to institutional, organizational and cultural norms of the school climate
and expectations, the minority students still scored lower then their White and Asian
peers. Because of the belief system and the structural systems that stay within the
historical status quo of school systems from the 1950’s, tracking continues to be a major
problem, thus allowing the achievement gap to continue.
Schools do play a part in causing the achievement gap between White students
and minority and economically disadvantaged students. The school environments do not
allow for equal access for all students into high level, challenging classes with qualified
teachers that collaborate and follow “common practices.” The research while
comprehensive, does not also account for other potential causes of the gap within the
walls of the school setting. If ineffective teachers account for some causes of the gap,
what do ineffective leaders and principals play in causes for the gap? Without
27

leadership and vision to end tracking for students and creating schools that create the
sense of urgency for teachers to begin to collaborate and follow set practices, the
achievement gap will continue to expand instead of decrease.
External Factors
Studying the family structure of African American students compared to the
family structure of White students plays a role in student achievement. In one study the
family structure examined was African American students who lived in single family
environments in which the head of the household was a female. The study looked at the
achievement of African American students living in a female-headed home compared to
their White counterparts. Bankston and Caldas (1997) studied 18,310 African American
and White student in Louisiana specifically on the 10
th
grade administered Louisiana
Graduation Exit Exam. The study looked at the 1989 and 1990 test administrations and
focused on the main, dependent variable of “student achievement” and also looked at
females as the head of the household, parent education level, poverty and student
classmates in relation to the outcome of the three parts tested on the Louisiana
Graduation Exit Exam: math, English Language Arts and written composition.
Bankston and Caldas (1997) found after studying the sample of 18,310 students
that 71% of African American students scored below average on the state exit exams as
compared to only 34% of the White students. They also noted in the findings that
students who lived in a single family situation where the head of the household was
female scored the lowest. And, for classmates who have schoolmates that came from

28

female head households, they too scored lower on the exit exam. Female head
households counted for the second largest negative effect on student achievement after
poverty.
Bankston and Caldas’s (2007) study also covered a large enough sample of
students that allowed the findings to be able to be generalized to make a statement for the
entire population. The area that is not fully covered or explored in the study was how
special education students or any other race/group of student is affected by the same
variable of living in a home where the female is the head of the household because the
study only focused on African American and White students. It also did not made
reference on how students who live in a household where the male is the head of the
family perform in school academically.
While conditions of home life are an important factor towards the achievement
gap, another factor for the gap lies within the city or neighborhood where a student
resides. Social influence plays a part in schooling and academic performance. Ainsworth
(2002) studied how neighborhood characteristics influence student educational outcomes
in creating a gap academically between students who live in a neighborhood lacking
social capital, social control and economics compared to students who reside in a
neighborhood with resources and information and economics which provide stable social
capital networks.
Using the National Educational Longitudinal Study with the 1990 census, and a
random sample of eighth grades in over 1000 middle schools in the nation tracked by zip
codes, Ainsworth (2002) studied 13,196 tenth graders between 1990 and 1992. He did
29

not study students who did not have standardized test scores and he only looked at
students who had lived in the same zip code for a number of years. His area of focus
centered on collective socialization, social control, social capital, occupational
opportunities and institutional characteristics. Using test score data and a questionnaire,
he gathered data on the adult influence, peer influence, the amount of exposure to social
networks, information and resources, the job opportunities and the quality of the schools
in the neighborhoods where the students attended. Ainsworth also studied the
characteristics of the neighborhood in terms of social class status, economics, diversity as
well as the home structure.
Ainsworth (2002) found that for socio-economically disadvantaged and minority
youth, family structure and neighborhood characteristics and peers play a factor in
determining how well students will perform academically in schools. Ainsworth’s study
gave a clear picture that minority students coming from economically deprived areas with
less social capital and resources perform lower in school than their peers who come from
advantaged areas. His study, like Bankston and Caldas (1997) who studied the home
structure and found that students coming from single family headed households or who
had classmates from this type of family structure, scored lower academically.
Ainsworth’s (2002) study found similar outcomes within his neighborhood
characteristics. The social environment for the neighborhoods with a concentration of
minority and economically disadvantaged youth also had large single family households
and parents with little social capital to provide opportunities for growth. Thus, students
turned to like peers coming from similar environments to create a social network.
30

Schools that focus on the outside parental involvement per Slavin and Madden’s (2006)
research on Success for All Schools make gains academically for most students.
Another variable that is important to study in regards to finding reasons for the
achievement gap is socioeconomic status of students and the onset of minority student
academic performance levels already behind their White counterparts during the
preschool years. Haskins and Rouse (2005) looked at two studies, The Family and Child
Experience Survey and Early Childhood Education Longitudinal Study Kindergarten
Cohort, to uncover the disparities between poor and minority children already struggling
and far behind White children as they enter the public schools.
The Early Childhood Education Longitudinal Study Kindergarten Cohort studied
over 23,000 Kindergartners across the entire United States. All students were
administered an IQ test and a test on math and reading skills at the start of their
Kindergarten year. The Kindergarten Cohort found that African American and Hispanic
students, nationwide, scored eight points lower on the test compared to the White
students.
The Family and Child Experience Survey studied low income and minority
children in Head Start programs. Head Start programs are tailored to low income and
minority three-and four-year olds to jump start their education. The assessment
administered to the children in the Head Start programs at the onset of the program
centered on early vocabulary, early reading, letter recognition and basic math concepts.
The study found that low income and minority students were fifteen points lower than
White peers starting in non Head Start preschool programs.
31

Based on the two studies above, Haskins and Rouse (2005), found that these
students were not genetically predispositioned to do poorly in school, but that
socioeconomics played a huge factor for why low income and minority children entering
school scored far behind the same age non low income and non minority students. While
Head Start and early pre-school programs help students improve academically, social
capital issues for the parents of low socioeconomics plays a factor in defining the
expected norms and social goals for the children. Developing programs for parents to
“learn the behaviors that promote child development and school readiness and those that
directly teach poor and low income children school readiness skills, both intellectual and
behavioral” will begin to address the social capital issues and strengthen school
readiness.
The study clearly showed that low income and minority students are starting
school without equal access as compared to their White counterparts and that economics
plays a major role. If the achievement gap is not reduced or eliminated after the pre-
school years, per Slavin and Madden (2006), the effect is translated into differences in
middle school and then high school graduation rates, success in college and college
graduation, and it ultimately becomes a societal concern that continues the inequalities
between social class and economics between African American and Latinos compared to
their White counterparts.
Haskins and Rouse (2005) also assert that educating the parents is a way to
change the social capital norms and expectations of the family of low income and
minority children. While the studies talked about creating programs to educate the
32

parents through government funding, nothing was mentioned about government funding
after the early school years and into the middle and high school years. Other than
creating educational programs for the parents, no other ways to address the social capital
issues were mentioned.
In agreement with Haskins and Rouse, Richard Rothstein (2004) agrees that the
gap lies within the difference in educational outputs between White students and students
of color and/or poverty. However, fixing the schools is not the only answer according to
his studies. Rothstein states “if as a society we choose to preserve big social class
differences, we must necessarily also accept substantial gaps between the achievement of
lower-class and middle class children. Closing those gaps requires not only better
schools, although those are certainly needed, but also reform in the social and economic
institutions that prepare children to learn in different ways.”
While some of the literature states that the variables creating the achievement gap
are from inadequate resources, including inexperienced teachers and the lack of enough
counselors and college prep classes (Blume, 2007) other literature states that that lack of
complementary investments in early childhood preparations and other social and
economic supports (Rothstein, 2004) are the reasons for the gap. Specifically, the study
will focus on the gaps in the literature that do not completely cover the programs,
practices and strategies in guiding the school and the staff in the direction of reducing the
gap school wide.

33

Practices Implemented to Reduce or Eliminate the Achievement Gap in Schools
The literature review covers both internal and external causes for the achievement
gap. Specific practices explored focus on hiring well qualified teachers, offering
challenging and rigorous curriculum, detracking students, and implementing programs
targeted towards asset building and for students not achieving at proficiency levels and
creating PLC’s (professional learning communities).
Hiring quality teachers is a challenge for most urban, inner city, high minority and
poverty schools. Most teachers who are qualified and experienced go to more desirable
schools and districts and if any highly qualified are hired in an urban, inner city school
with high minority population the turnover rate is extreme. Inner city schools have a hard
time recruiting highly qualified teachers and usually are faced with shortages and are
required to hire substitutes and have teachers teaching classes outside of their qualified
field. The likelihood of California students to be taught by under-credentialed teachers is
four times greater for students in high poverty schools and ten times greater for students
in high minority schools (Shields, et al 1999).
If schools are to make a change, per Darling-Hammond (1999) the quality of
teachers does make a difference for minority and poverty students especially in the areas
of math and reading. And, to close the achievement gap, hiring quality teachers is a
must. Research on data from a fifty state survey focused on whether teacher qualification
makes a difference in closing the gap. One study in her research from the data in fifty
states studied Ronald Ferguson’s Texas Schools.

34

Ferguson (1991) studied teacher expertise, scores on licensing exams and master
degrees in 900 schools throughout Texas. Ferguson (1991) found that, “districts with
initially high performing first graders (presumably affluent) who hired from the bottom of
the teacher pool and districts with initially low performing first graders (presumably low
income) who hired from the upper tiers of the teacher pool by the time their students
reached high school, the districts swapped places in student achievement.” He also
noted that when districts hired teachers with high scores on licensing exams, master
degrees and some experience in the field the percentage of all students (minority and
poverty included) performed better academically as compared to students who had
teachers that were not as highly qualified. Therefore, districts should invest in recruiting
quality teachers because investing resources in teacher recruitment gave more “bang for
the districts buck” compared to spending resources on lowering class size or hiring
teacher assistants. Fuller (1999) also studied Texas schools and the effects of hiring
quality teacher possessing experience and licensing. Like Ferguson’s study, Fuller
(1999) found that teachers who came qualified with licenses had a positive influence on
student test scores and performance.
While hiring experienced and highly qualified teachers is one way in which to
close and eliminate the achievement gap for minority students, a focus on curriculum
aligned to standards also plays a key role. Educators need to know “what” to teach
(Cash, 2007). In order to teach the “what” teachers need to align curriculum, develop
pacing guides, identify essential standards, develop common formative assessments and
common summative assessments, collaborate and offer tutoring. Anderson (2002), like
35

Cash, feels a “what” students are taught is more valuable to academic proficiency than
“how” they are taught. A focus on content coverage, providing students with an
opportunity to learn and overall curriculum alignment that links objectives to assessments
provides open access to high level rigorous curriculum.
DuFour (2004c), like Cash (2007) and Anderson (2002), feels that teacher
Professional Learning Communities (PLC’s) or collaboration team should be part of the
entire organizational management. Schools should have leaders who encourage, foster
and develop collaboration and give the gift of time for teachers to collaborate. All PLC’s
should focus on the school wide focus; should be on the same subject with a common
curriculum, give common assessments and look and talk about data to support individual
student academic growth.
The professional learning community concept does not offer a short cut to
school improvement, and it does not present a program or a recipe. The PLC
does provide a powerful, proven conceptual framework for transforming
schools at all levels. Schools must focus on learning rather than teaching,
work collaboratively on matters related to learning and hold itself accountable
for the kind of results that fuel continual improvement (DuFour, 2004c, p. 5).

In alignment with DuFour, Cash and Anderson, Katie Haycock’s (2001) research on high
quality, high performing schools for all has implemented standards, challenging
curriculum and tutoring for the students who need intervention.
One of the most powerful aspects of aligning curriculum is the use of common
formative assessments (CFA’s). While not new, CFA’s are key to student success and a
way for teachers to re-teach valuable information. Per Guskey (2007), CFA’s allow for

36

students to receive constant feedback on their performances over short, intervals of time.
The CFA’s when used as a dip stick to measure what was taught through curricular
alignment to standards and the use of pacing guides assist teacher performance as well as
student performance. As students are assessed with CFA’s every three to four weeks,
teachers can then assess if “what” was taught was learned. And, if not, teachers can go
back and re-teach and provide extra intervention and tutoring to students who need extra
assistance. While CFA’s allow teachers to have a direct link between what was taught
and what was learned, Guskey (2007) asserts that the time after the CFA’s are
administered and scored and teachers collaborate with one anther as well as figure out
how to re-teach the “what” to those who missed the “opportunity to learn” is when true,
academic learning towards proficiency takes place.
Providing students with highly qualified teachers, high-quality and challenging
curriculum aligned to state standards reduces the achievement gap. But, it is also
important to look at the structure of the school organization and make sure that all
students have equal access to courses that enable students to go to college. Offering high
quality and challenging courses to all students stops tracking. As tracking is one of the
causes for the gap. Carol Burris (2005), a principal in Rockville Center School Centre
District in Long Island, New York studied her own district and found that most schools
were still stuck in the past and tracking students as a way to separate the lower level
students from the upper level students. While it is done unconsciously, schools do not
realize that they are tracking most of the minority and economically disadvantaged
students into the lower level and non-college bound courses. This paradigm of tracking
37

is a means of gate keeping and perpetuating the achievement gap. From Burris’s studies
she implemented multi-year detracking reform in late 1990’s as well as increasing
learning expectations for all students. All students were provided rich, challenging
courses. Burris found that when the schools detracked, the district saw an increase in
students graduating; especially African American and Hispanic. Per Burris (2005),
“When all students were taught the high track curriculum, achievement rose for all
groups of students - - majority, minority, special education, low SES and high SES.”
In San Diego, California, the Learning Forum, an education group, found progress
in closing the gap between White and Latino students by targeting the students’ learning
modalities that include: visual, auditory and kinesthetic. Ricardo Cooke (2002), a
teacher in Sweetwater Union High School, took high quality teaching for all students a
step further. He found making connections with students through targeting their learning
style as well as building rapport and asset building with students closed the gap within his
classrooms. According to Cooke, this targeted style “creates a learning environment that
is inclusive and chunking information, or breaking it down for students, and learning the
lingo of the students, and encouraging parents to be involved”, assists with attaining
positive student performance outcomes. Belinda Williams, a research psychologist,
would concur with Cooke. In an interview with Williams, Kali Saposnick (2002) it was
noted that through studies, Williams has found positive turnaround with the gap when,
educators help urban students reach their full potential by learning more about children
and their culture, working their daily experiences into lessons that connect curriculum
content with students’ existing knowledge and interests, and exploring solving skills.
38

Williams talks about taking students to the zoo and allowing them to share “what” they
see through their perspective in order to connect the learning.
In alignment with hiring quality teachers, teaching high quality curriculum,
incorporating standards, opening access for all students and making connections with
students implementing targeted programs also helps to close the gap between White
students and students of color. The Success for All Program (SFA) (Slavin and Madden
2006) that began in 1987 in the schools in Baltimore was utilized in high poverty, Title 1
schools with at least 50 percent African American students. The focus was on reading,
research-based curriculum, instructional strategies, extensive professional development,
one-on-one tutoring, and active parent involvement. Overall, positive results came about
for the students.
Success for All designed by Slavin and Madden in the late 1980's has shown to be
an effective intervention program for students in grades Kindergarten through eighth
grade as compared to other programs such as Head Start and Title I (Borman and Hewes,
2002). While Head Start and Title I provide early prevention and intervention
opportunities, the programs do not sustain lasting effects. Success for All has
demonstrated over the course of years that students finish eighth grade earlier and are
ahead of other eighth graders nationwide who have not gone through the Success for All
program in schools due to common formative assessments, curricular alignment, cross
grade and teacher teaming and outside parental support.
Borman and Hewes (2002) examined the Success for All Program that was
created and implemented by Slavin and Madden in the late 1980's in the Baltimore City
39

Public Schools System, otherwise known as BCPSS. The pilot school (Slavin et all,
1989) was Abbottson Elementary in the BCPSS. The school had 440 students of which
all were African American and 76% qualified for free and reduced lunch program. The
goal of Success for All is to make sure that all students who entered kindergarten were
academically on track to enter third grade and then the program continues to build on the
acquired skills through third up to eighth grade.
Borman and Hewes (2002) study on the comprehensive reform model
implemented from the expansion of Success for All was on the at-risk students with a
focus on social and behavioral issues and promoting links between the school and the
home environments; specifically targeting parental involvement. The program relies on
the leadership and economic support of the district and school administration. The
program places all students, heterogeneously into classes and eliminated all tracking into
groups, assesses students every eight weeks with common formative assessments linked
to essential state standards and intervenes for struggling students with one-on-one
tutoring. Along with specific curriculum changes, teaching strategies alter so the
environment is more of team building and student-to-student collaboration. Lastly, the
school creates "family support teams" that have parents spending more time at the school
setting.
Slavin’s (Slavin et all, 1989) findings as well as Borman and Hewes (2002) on the
study for Success for All Program found positive effects on language development for
Kindergarteners and similar effects for first through third graders in reading development.
The students that were involved in the Success for All Program scored 50
th
percentile as
40

compared to the control students who scored in the 28
th
percentile. The program was also
found to be quite costly. Borman and Hewes (2002) felt that because of the success of
the program, that although costly, the money spent in the upfront years, will translate in
students performing better in the later years, hence not needing to spend more money in
the later years. But, is it? One gap in the literature is that the program does not study the
students after eighth grade to show if the program carried forward to success through the
high school years. So, did the cost upfront lessen the cost later on? The program is easy
to replicate and transfer to any school setting and environment as along as there is strong
leadership support from the district office to the principal’s office. It would be
interesting to study the students moving into high schools that implement such reform
efforts described by Katie Haycock's (2001) research which focus on implementing
standards, challenging curriculum, interventions and hiring quality teachers. Another gap
in the literature on the program does not account for school culture when teacher union
collective bargaining agreements might create environments that hinder opportunities for
collaboration and/or implementation of aspects of the program. While there are gaps in
the literature, the Success for All Program has proven to be successful with public, inner
city schools with large minority populations specifically due to the use of common
formative assessments, curricular alignment, teacher teaming and parent support and
influence.
Haycock’s (2001) research on standards, curriculum, interventions and the
process of hiring quality teachers illustrates that for the most part schools can make huge
academic differences and reduce or eliminate the gap when clear and focused steps are
41

taken that allow open access for all students. What goes on inside the walls of a school
has a direct correlation to student academic achievement. Doug Reeves (2003) in 1995
studied elementary through high schools in Milwaukee, Wisconsin. The studies in the
schools took place over a four-year period of time. Over the four years Reeves collected
data from over 130,000 students in 228 school buildings. His data covered inner city
urban schools, suburban and rural schools. The populations ranged from schools that
were predominately White to predominately poor and minority students.
Reeves (2003) found that all schools with the high demographics minority
students and low socioeconomics followed a set of “common practices” that enabled all
students to achieve high levels of academic proficiency. The schools utilized “a laser-
like focus” on academic achievement, clear curriculum choices, frequent assessment of
student progress and multiple opportunities for improvement, an emphasis on non-fiction
writing and collaborative scoring of student work.
Based on the findings, Reeves (2003) developed the phrase “90/90/90.” This
meant that the schools he studied with 90% minority students and 90% low SES students
had 90% of the minority and low SES students meeting the state or district academic
standards in reading or another area. Reeves makes no attempt to say that external
factors do not play a role in student performance, but his findings clearly show that
despite low socioeconomics, students of all race and ethnicities can perform and do well
with high quality education. What is not completely discussed in his studies is the direct
role of the principal guiding the teachers towards following and implementing the
common practices. Also, it would be interesting to uncover what role the teachers union
42

played with teachers not wanting to implement the common practices within their
departments or within their own classroom settings.
While there are external as well as internal factors for the causes of the gap,
schools play a huge role in closing the gap for low socioeconomic and minority youth.
Schools cannot control the external factors, but they can control the internal factors.
Therefore, making a clear, driven focus on instruction that allows open access for all
students through aligning curriculum, developing assessments that allow for re-teaching
and tutoring and creating academic learning environments that are open, friendly and
rigorous make academic difference, for the better, for all students regardless of their
external lives and factors
Summary
The literature review focused on the achievement gap that is present in schools
across the nation. The overall literature reviewed stated that there are many differing
ways to define the achievement gap that spans across the educational system. The gap
can be between various racial or ethnic groups, or between socioeconomic levels. The
gap can also be seen on national test scores based on race, ethnicity, or socioeconomic
levels. Furthermore, the gap can be a combination of all of the above. But, in education,
one clear way to define the achievement gap found in our schools is an educational gap
within the academic proficiency attainment between one group of students and their
counterparts, specifically between the White and Asian students and the students of color,
high poverty and limited English speaking skills.

43

After the overturned ruling of Plessey vs. Ferguson, “separate but equal” was no
longer the standard mode of operation in the educational setting. Students of all
ethnicities and levels of socioeconomics were educated in one equal educational arena.
Since the 1960s through the early 1980s, the achievement gap somewhat narrowed and
progress was made in reducing but not eliminating the gap. When the standards based-
education movement began in the 1980s, schools were more accountable for data and the
data disaggregated, the gap became more evident.
The literature reviewed touched on both internal and external factors as reasons
for the achievement gap. Internal factors included Reeves (2003) studies that found what
takes place inside the school and not offering high quality education and implementing a
set of common practices makes a difference for students. Hammond (2007) found that
schools hiring unqualified teachers, not offering rigorous courses and curriculum allow
the gap to continue and Slavin and Madden (2006) agree that inexperienced teachers are
the main cause for the gap. And, tracking, according to Burris (2005), within the school
setting also places more minority and low socio economically students into lower level
and non-college bound classes.
Externally, Bankston and Caldas (1995) found that the family structure plays a
key role in educational attainment. In alignment with their findings, Ainsworth (2002)
studied neighborhood characteristics of disadvantaged, minority youth playing a role in
academic performance. Haskins and Rouse (2005) studies show that the gap exists
before students even come to school because of social class and economics. The entire
external focus is looking at how the economics of society plays into the achievement gap.
44

The focus to closing the gap should be on a focus on raising the minimum wage,
stabilizing housing, reforming health care, creating summer programs and starting early
in pre-school programs (Rothstein, 2004).
While poverty and outside factors are present with many students in the school
setting, schools can make educational strides in student outcome and performance. All
students can learn. As Hammond (1999) and Ferguson (2001) found, it is critical for
schools to hire quality teachers. Cash (2007), Anderson (2002) and Haycock (2001)
research on creating schools that raise academic proficiency is through a clear focus on
curriculum alignment between standards and assessments. Detracking (Burris, 2005)
opens access for all students to take college bound and rigorous courses instead of
tracking some students into watered-down, low level courses. Ending tracking opens the
doors for all students to be successful. Cooke (2002) research showed that teachers that
create environments that build rapport and asset building between students and teacher
helps academics and Slavin and Madden’s (2006) and Borman and Hewes (2002) show
that a clear focus on standards, curriculum and assessments along with tutoring and
parent support programs raises scores for all students, but especially as seen in the
Baltimore Schools for low income and minority students. From the research that has
shown that what goes on inside the walls of the schools proves to make huge academic
gains for economically disadvantages minority youth. It is clear that what schools do,
does make a difference.
While there is a lot of research and data that proves what schools do makes a
difference, gaps in the research are on what is the role of the principal or leader at the
45

school sites ensuring that all teachers and staff are accountable and responsible for
educating all of the students regardless of the multitude of outside factors. This case
study examines the internal factors, the programs, practices and strategies implemented at
one school site, and takes a look at the role of the principal leader in establishing and
developing curricular practices aimed at closing the gap with a focus on accountability
and involving all stakeholders in increasing test scores for the entire school as well as the
subgroups. The case study will contribute to current research and depict how the
achievement gap can be reduced and academic performance for all students can be
achieved.

46

Chapter Three
Research Methodology

Introduction

The purpose of the study was to examine a school that has successfully closed the
achievement gap and to identify factors that have contributed to its success. The first two
chapters provide an introduction and a thorough literature review defining and examining
factors that contribute to the gap as well as practices that are reducing and eliminating the
achievement gap within schools nationwide. This chapter will discuss the methodology
and the research design used in the thematic qualitative case study directed at the
programs, practices and strategies the school implemented to promote student
achievement.
The thematic dissertation group at the University of Southern California consisted
of nine colleagues who met regularly from November of 2007 through May of 2008 with
a central focus to study schools which have successfully reduced and/or eliminated the
achievement gap through programs, practices and strategies. As a thematic dissertation
group, the group decided that the achievement gap could be clearly defined as the
persistent disparity in academic performance between groups of students, particularly
between White and/or Asian and affluent students and students of color, minority,
poverty and second language learners. As each colleague selected a school to study, each
school selected needed to align to the group’s definition for the achievement gap and
adhere to the set criteria that the school must have at least 30% of all students qualifying
for the federal free and reduced lunch program and the school must have shown
47

significant growth over the past few years not only on its overall API, but growth over
the years in one or more of its traditionally underperforming subgroups. In our group of
nine colleagues, high schools, middle schools and elementary schools in California were
selected.
As a thematic dissertation group, the literature, conceptual design and
methodology were discussed, shared and reviewed. While the group collectively decided
on the topic for the case studies and the criteria that each school should follow, each
dissertation colleague studied their own school and collected and analyzed the data.
Conceptual Base and Model

Because most urban schools have not been successful in closing the achievement
gap between groups of students and nationwide there is a sense of urgency to increase
student achievement the thematic dissertation group focused all of the case studies on the
achievement gap. As a group we came to the conclusion through our literature reviews
that there are many outside/external factors that help and/or hinder student achievement.
And from these outside pressures there are many internal moving parts of the school
structure that are significant towards student achievement. We wanted to know what
programs, practices and strategies internally or inside the schools promote student
achievement.
The conceptual model (figure 1) below illustrates the literature review on research
gathered.

48

Figure 1: Conceptual Model

The figure above, based upon the literature reviewed, depicts the various outside
factors pressing in on the internal components of the school organization that ultimately
make or break overall achievement performance for all students. The outside pressures
of the federal NCLB mandates, California State Accountability, State Testing,
Globalization and factors that other countries are surpassing our own students in
education and jobs globally, School Populations and Community Expectations press in on
a school organization. The school, along with the outside pressures, must look at their
personnel, leadership, teacher instruction and practices, school programs, school culture

School
Personnel
Practice

School
Programs

School
Culture
School-wide
Professional
Development
School
Teacher
Instruction
and Practice

School
Leadership

Achievement
Performance
Federal
NCLB
State
Testing
Community
Expectation
s
Global
Community
School
Population
Accountability
Achievement
Gap
Parent
Communication

Improve Teacher
Quality

Early
Intervention

Collaboration/
Data
Student
Achievement
49

and school wide professional development as means to close the achievement gap and
affect student performance and achievement for the better.
From the literature review, factors found include but are not limited to, parent
communication, teacher quality, early intervention for students struggling rather than
waiting until it is too late and teacher collaboration on curriculum and student data.
Theses factors assist student achievement in a positive manner thus addressing the gap. It
is the constant input and output between the factors and student progress that affects how
schools close the gap for all students.
Research Questions

In order to fully grasp the external and internal pressures, the case study focused
on the implementation of the programs, practices and strategies the school utilized to
successfully close the achievement gap. It was important to look at “what” was instituted
at the school site through an organized effort that had a purpose and see what was going
on at the school site to get an idea of “how” the school made significant change to
promote student achievement. Lastly, the study addressed the strategies that staff and
administrators utilized in the classrooms and on the campus that reduced the achievement
gap. To address the external and internal pressures and to look at what the school did in
terms of programs, practices and strategies that raised student achievement and close the
achievement gap, the following research questions were developed:
• Which school wide programs promote student achievement and contribute to
the closing of the achievement gap?

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• Which school wide practices promote student achievement and contribute to
the closing of the achievement gap?
• Which strategies were implemented to target closing of the achievement gap?
Research Design

In Michael Patton’s (2002) book on qualitative case studies, a qualitative case
study is a study in which the researcher utilizes a variety of methodological approaches
that are accurate and credible when studying a real-world situation as it “unfolds
naturally” within non manipulative and non-controlling factors and looking at the
situation with no predetermined constraints or notions. Per John Lofland, a sociologist,
there are four mandates when conducting a true qualitative case study. Per Lofland,
there needs to be a qualitative case study approach in which the researcher
must get close to the people and the situation being evaluated and the
researcher must personally understand in depth the details being studied.
It is also crucial for the researcher to capture what actually takes place and
what the people actually say. There also is a need for a great deal of
“pure” descriptive observational analysis of the people, the situation, the
activities and people to people interaction. And lastly, it is crucial to
interview and speak with people and write direct quotes of what people
actually say (as cited in Patton, 2002, p.28).

This qualitative case study was designed to examine how schools have closed the
achievement gap and to identify factors that have contributed to the schools success. The
study was a “process of discovery” (Patton, 2002) and a purposeful sampling of one
school that has made improvement through school wide programs to close the
achievement gap. “The logic and power of purposeful sampling lies in selecting
information-rich cases for study in depth. Information-rich cases are those from which
one can learn a great deal about issues of central importance to the purpose of the inquiry,
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thus the term purposeful sampling” (Patton, 2002, p. 230). The case study conducted is
considered “purposeful” because the information and data found and analyzed is solid
information that will assist other schools in eliminating their own achievement gap.
This “information rich” study was conducted through observation, interviews,
surveys and a thorough document review and analysis process. The purpose was to
gather as much information needed to thoroughly examine how the school has dealt with
the outside/external pressures of federal NCLB, state accountability and testing,
globalization, community expectations and school populations and demographics and
how internally the leadership of the school re-focused and re-directed their school to meet
all student needs and raise student achievement for all. In adherence with Michael
Patton research on high quality qualitative case study and Howard Becker’s, a leading
practitioner of qualitative method studies, research on qualitative case study designs of
this study focused on data, surveys, interviews and observational analysis. Per Becker
(1970),
the most complete form of the sociological datum, after all, is the form in
which the participant observer gathers all information: an observation of
some social event, the events which precede and follow it, and
explanations of its meaning by participants and spectators, before, during,
and after its occurrence. Such a datum gives us more information about
the event under study than data gathered by any other sociological method
(as cited in Patton, 2002, p. ).

IRB

As a thematic dissertation team of nine, we met in March of 2008 to set up our
IRB (institutional review board) account and we all completed the CITI training. All
dissertations must go through a formal process that outlines the study, research question
52

and overall aim. The instruments used as well as the process for how participants will be
surveyed, interviewed and observed must be done in an ethical and above board manner.
The IRB process allows for the intent of the study to be reviewed before the study
actually takes place. Once the thematic group completed the IRB forms the application
was submitted in early May of 2008. In July of 2008, the IRB was approved and all team
members were permitted to study their individual selected site.
Criteria
In alignment with the IRB, each school site selected to be a part of the study had to
align to the following agreed upon criteria:
• The school must have at least 30% of its students qualifying for the free and
reduced lunch program
And at least 1 or more of the following 3 criteria:

• Score 20 points higher than the statewide API for at least two of the following
traditionally underperforming subgroups (minority, lower socio-economic status,
students with disabilities and English Language Learners) for at least two or more
years
OR

• School has shown significant growth in their API for two or more years in one or
more of its traditionally underperforming subgroups.
OR
• The school must receive a similar school ranking, as defined by the state, of at
least a 7 or higher over two years.
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School Site and Participants

The school selected for this case study, North Valley Elementary in the Mountain
Unified School District, was selected because the school met the criteria determined by
the thematic dissertation group. The school has shown significant growth in their API for
two or more years in one or more of its traditionally underperforming subgroups and 30%
of the student population qualify for the free and reduced lunch program. Since the
2003/2004 school year, the school has seen a slow and steady increase overall in their
API as well as an increase within all four subgroups on the API. Major growth over the
past years has been documented with the Hispanic subgroup; specifically in 2004 the
Hispanic subgroup API was 618 and now, over four years to the fall of 2008 it has grown
94 points to 712. Overall, since 2004, the school has increased 68 points overall.
While there once was a gap between the Hispanic and the low socioeconomic
students AND the White students; the gap over the years has decreased. Of the 760
students’ school wide, 30% qualify for the NSLP or free and reduced lunch program.
The current school API is 798 and broken down by subgroups it is 835 for White, 712 for
Hispanic, 701 for SES and 664 for English Learners. Since 2004, the Hispanic subgroup
has gained 94 points, the SES subgroup has gained 93 points and the ELL sub group has
gained 77 points. The White subgroup has also gained since 2004 by 35 points. The
school is considered an outperforming school because of its significant gains in the API
overall as well as with each significant subgroup. More impressing the data illustrates

54

that while all groups in the school continue to grow, the Hispanic, ELL and SES groups
at North Valley Elementary are gaining more points, thus narrowing the gap.
North Valley Elementary School is located in the Mountain Unified School
District in the northwestern corner of Los Angeles County. The diverse school serves
about 760 students in grades kindergarten through fifth grade on a traditional calendar
system. The vision of the school is to provide each and every student with a firm
foundation of academic excellence balanced with personal character development. Per
the SARC (School Accountability Report Card), the school aims to accomplish the vision
through their dedication:
• Delivering a sequential, comprehensive curriculum aligned with
established State Standards of Instruction, and a commitment to
measurable standards.
• Establishing an environment that is safe, caring and supportive of all,
where everyone is valued, encouraged, and treated with dignity and
respect.
• Pledging our support to the efforts of all students as they grow and
participate within the Mountain Unified School District community.
• Recognizing that learning takes place on multiple levels and providing
opportunities for every child to meet his or her maximum potential.
• Attracting highly qualified teachers who put forth their best effort and
promote leadership and a passion for learning.

55

• Understanding the importance of parent participation, making every effort
to provide effective communication and well-planned activities to involve
our community.
• Sustaining a collaborative organization that is open, honest and believes in
shared decision making.
The school feels that accomplishing this vision will ensure that their students will
become responsible, productive and ethical citizens who will make positive
contributions to their community and gain the skills necessary for academic,
interpersonal and technological success in higher education.
The diverse student population of 760 students can be broken down, per the
SARC (School Accountability Report Card), by the following groups:
Table 1: School Demographics
African American 4%
Asian 4.4%
Filipino 5.7%
Hispanic or Latino 37.2%
Pacific Islander .03%
White (non Hispanic) 48.3%
Multiple or No Response 4%

There are 40 teachers in the school. Of the 40 teachers, 39 have full
credentials and one teacher does not have a full credential. Three of the teachers
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are miss-assigned according to NCLB mandates within the area of teachers for
English Language Learner students. Therefore, 92.1% of the teachers are NCLB
compliant teachers and 7.9% are non-NCLB compliant. The school also has one
school psychologist, one school nurse, nine instructional assistants, one at-risk
counselor, one library/media technician, one principal and one assistant principal.
The class size in the school for Kindergarten through third grade is 20 to 1
with a ratio of the whole school at 19 or lower. In grades 4 and 5 the ratio is 30 to
1. And, the school suspension and expulsions in 2004/2005 was 1.2% and in
2005/2006 was 1.6% and in 2006/2007 was 1.5% and last year was 2007/2008
1.5%.
North Valley Elementary School’s CST (California Standards Tests)
scores, which are the state tests given to all students in grades 2-11 in English
Language Arts, Math, Science and Social Science assess each student’s
performance on the state standards in each area, show that the percent of students
achieving at the proficient or advanced level (meeting or exceeding the state
standards) school wide in the areas of English Language, Mathematics and
Science for the past four years are as follows:

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Table 2: CST Scores Over Four Years
CST 2004 2005 2006 2007
ELA 44% 48% 48% 51%
Math 38% 47% 57% 56%
Science 28% 38% 41% 45%

School wide over the past four years, the percentage of students at or above grade
level has increased.
And, the school API (Academic Performance Index), which is the school
overall score between 200 and 1000, 800 being the state goal, on the CST tests,
school wide and for the significant subgroups (White, Hispanic, SES and ELL)
over the past four years are as follows:
Table 3: API Results by Subgroups Over Four Years
2004 2005 2006 2007 2008
School wide 730 752 777 786 798
Hispanic 618 650 678 693 712
White 800 815 819 831 835
SES 608 631 650 657 701
ELL 587 587 632 664

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Each of the four significant subgroups has seen growth over multiple years on the
CST’s which has resulted in growth on the school’s API as well and the API for
each subgroup.
Instruments
The qualitative case study included interviews, observations, surveys and
thorough observation. As North Valley Elementary School was explored and
examined, looking at the school and their success on diminishing the achievement
gap through the four frames of Bolman and Deal provides insight and purpose for
the study. Bolman and Deal’s (2003) research on organizations depicts the multi-
frame perspective of structural, political, symbolic and human resource
management aspects and shows how any organization, or school for this case, can
benefit when one or more of the frames are utilized by a leader or principal or the
organization as a whole.
The instruments utilized in the study focused on interviews, observations,
surveys and document review. Looking at each instrument through the frames of
Bolman and Deal (2003), sheds light on the importance and purpose of how the
school organization and principal were able to transform the school into holding
themselves accountable for increasing student API scores and promoting
academic achievement thus reducing the achievement gap between the White
subgroup of students and the Hispanic, ELL and low SES students.
Bolman and Deal (2003), explore leadership through the four frames of
structural, political, human resource and symbolic. The instrument tools touched
59

upon each area within the four frames to get a sense of which frame was used
more than another and to examine if or how all four frames worked in tandem to
move the school and the students forward academically and as a school
collectively. The structural frame looks at operations, routine, facilities, and
generally, how things are run. The political frame studies agendas (paper and
opinion/though related), school district and school board regulations and the
mandates that trickle down through administration to teachers and staff. The
human resource frame studies contracts, qualifications for all staff, course
offerings and curriculum taught and addressed. And lastly, the symbolic frame
looks at the history, culture and traditions of the school, the people and entire
organization. It provides a sense of history.
Using the four frames within the instruments will allow the study to show
how the school functions as a whole. Observation of the school site, students and
school staff allow for the researcher to touch upon the symbolic and structural
frames of Bolman and Deal. As a researcher walks on and around campus and
walks in and out of buildings and rooms, one is able to get a feel and a sense of
the culture and tradition of the school and the manner in which the school runs
and operates. Interviews with school personnel on the programs that have been
implemented to promote student achievement allow the researcher to touch upon
all four frames per Bolman and Deal. The four frames when touched upon
during the interview process, allowed one to gain a sense of history and culture
(symbolic frame) of the school along with how the school runs and operates
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(structural frame) and what the agenda of the school board, district and site
administration has in terms of academic proficiency for all students (political
frame). It also provided an open door to get a glimpse of the teacher contract and
qualifications and courses and curriculum taught by each teacher (human resource
frame). The surveys that staff members took touch upon Bolman and Deal’s
(2003) frame of human resource as staff were able to see how they implemented
practices and or procedures that the school felt were necessary in order for
students to be productive and achieve academic improvement. And lastly, the
document review that encompassed the entire school structure, allowed for the
researcher to categorize how the school utilized their resources in order to make
an academic environment that is conducive for students to have open access to
rigorous curriculum which allows for all to achieve at high levels.
Document review
All of the research instruments were developed by the entire thematic
dissertation group in February and March of 2008 aimed at studying what
practices do successful schools implement that promote student achievement and
thus eliminate the achievement gap. The tools developed, aligned with the
findings from the research literature, were developed in order for the researcher to
get a thorough and detailed description of what was taking place at Live Oak
Elementary School. The thematic group felt that staff surveys, aligned to
Marzano’s survey framework, (appendix A and B), staff interviews (appendix

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C), document review (appendix D) and observation of the school site (appendix
E) would provide ample information to conduct a thorough review.
On March 24, 2008, initial contact was made with the Superintendent of
the Mountain School District. The conversation started with an introduction of
me and my current role within the thematic dissertation group at the University of
Southern California. A conversation took place with a discussion regarding the
achievement gap nation wide and within our local school in southern California
and the purpose of the thematic dissertation group study which is to examine a
school that has successfully closed the achievement gap and to identify factors
that have contributed to its success. North Valley Elementary School falls into
this study because over the past four years there has been significant growth with
the overall API and the subgroups and the goal is to learn what practices and
programs the school has developed and implemented to narrow their achievement
gap. The conversation continued talking about the achievement gap problem and
the thought that there is a persistent disparity in academic performance between
groups of students, particularly between White and or Asian and affluent students
and students of color, minority, poverty and second language learners. The
Superintendent was happy to have one of his schools thoroughly studied and
examined as a means for other schools to learn from. Permission was granted to
contact his principal at North Valley Elementary School to perform the
“Achievement Gap” study.

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On April 23, 2008, contact was made with the Principal of North Valley
Elementary School. On April 29, 2008, a visit was made to North Valley
Elementary to received written confirmation via the IRB consent letter.
Permission was granted by the principal for the study to be conducted at the
school site over a two-week period of time in the fall of 2008 and for the data to
be collected through thorough data analysis, administrative and teacher
interviews, administrative and teacher surveys and school site observations all
aimed at looking at the programs, practices and strategies developed and
implemented to promote student achievement and close the achievement gap.
Validity and Reliability
All of the data collected and analyzed in the case study aligned to Gall,
Gall and Borg’s (2003) characteristics of case study research. The study can be
considered a “phenomena, in-depth and from an “emic perspective.” The study
is interesting because the findings came from a natural setting” and the
“perspective” came from the participants or the teachers and staff at the school
site where the programs and strategies utilized to reduce the achievement gap was
implemented.
The qualitative case study consisted of interviews, surveys, observations
and document review. All information and findings were triangulated meaning
that the findings from each instrument was coded by theme and cross checked to
see if the same findings and themes were seen in multiple instruments (Gall, Gall
and Borg, 2003). Also, the dissertation team developed research questions that
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were aligned to the conditions set for the case study schools that had shown API
gains over the past two to four years in their overall API as well as within their
subgroups. The process of triangulation and using multiple document review
methods allows the findings and the conclusions to be considered valid and
reliable.
Data Analysis
As the various data instruments (surveys, interviews, data, and
observations) were collected, the information was organized following Creswell’s
(2003) steps for data analysis and interpretation:
• Information collected was organized. All surveys were tabulated,
interviews were taped and then transcribed, observations were
classified and coded into groups and all materials and data were
scanned and coded by groups.
• Time was devoted to get a “general sense” of what was taking
place at the school site.
• All information was “chunked” and coded/group by a color coding
system.
• The big picture themes that emerged that contributed to reducing
the achievement gap at North Valley Elementary School were then
completely described in “thick and rich description.”

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• Within the descriptions, details centered upon “how” the school,
staff and administration got to where they currently were and the
school was viewed through the lenses of Bolman and Deals’ four
frames (symbolic, human resource, structural and political).
• Lastly, from what was discovered, “interpretation” of the data was
discussed.
Ethical Consideration
The qualitative triangulated case study was conducted in a manner that
honored the school and staff being looked at as well as kept all information
private and secure to maintain confidentiality. All information will be destroyed
and discarded in fall of 2011.
Summary
Chapter three focused on the research methodology utilized at the North
Valley Elementary School while collecting and analyzing data to study the
programs, practices and strategies implemented at the school that promoted
student achievement and closed the achievement gap.

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Chapter Four
Findings

Introduction

The sense of urgency, nationwide, to develop and implement programs, practices
and strategies in schools to address the growing achievement gap is a major concern for
school leaders. While schools are progressing, not all students in the school settings are
performing well academically. There is a need to explore what schools have
implemented that assist in closing the achievement gap for so many minority students and
students of low socioeconomic backgrounds
The first three chapters of this study provided an introduction, a thorough
literature review and the methodology and research design that was used to examine the
programs, practices and strategies North Valley Elementary School implemented to
promote student achievement and reduce the achievement gap. This chapter provides a
detailed description of the qualitative case study of the school site through the lenses of
the four instruments (observations, surveys, interviews and document review). The
chapter also presents the findings from the study in relation to the research questions
focused on the programs, practices and strategies implemented as well as conclusions of
the case study.
First Observation of the School Site
The first visit to North Valley Elementary School took place on April 29, 2008, in
order to gain formal permission through the signed IRB consent letter. Driving through
the neighborhood to the school site, the school appeared situated next to a local
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neighborhood park. The front of the school had a small but ample parking lot along with
a half moon like driveway that allowed for easy flow for drop off and pick up of students.
There was a natural flow, once parked, that led to the front of the school and the main
office that was clearly marked.
It was apparent that the school was friendly, focused on student achievement and
communicative for all parents and school and community stakeholders. There was a
large marquee with the school name “North Valley Elementary School” along with the
name and picture of the school mascot, “Leopards,” visible. On the marquee there were
dates and reminders for CST testing, trimester grades, yearbook sales and upcoming book
fair. There also were three separate outdoor bulletin boards. One bulletin board posted
student writing samples on “PEACE,” another posted school pictures from recent events
such as the “father daughter dance, the school assembly and the school sleepover.” The
last bulletin board, posted right by the main office door, posted the school calendar,
upcoming events and other pertinent school and district communication. The outside of
the school was clean, orderly and gave off a message that the people here cared about
their students.
Upon entering the main office, the two secretaries smiled and offered warm
friendly greetings. All visitors must sign in on the visitor log and were provided with a
seat until business can be addressed. Student work was posted on the walls in the main
office as well as a lot of school mascot “leopard” paraphernalia. The walls were painted
in a dark cardinal color and all of the office furniture was dark oak. The whole
atmosphere seemed warm and cozy and anything but sterile and cold.
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A kindergarten student was sitting in a small room adjacent to the main office in the
“nurses” room and periodically the student would run through the office to “chitchat”
with the secretary. The small conversation was nurturing and assuring that his parent was
on the way to come take care of him.
The principal’s office was connected to the main office and the decorations, paint
color and furniture resembled the atmosphere from that of the main office. The
principal’s office had a small conference room within and was full of CST testing
material and binders on the school wide ExCEL program, grade level standards and
benchmark testing.
The first meeting with the principal was brief and ended with a signed IRB
consent letter as well as a general overview of herself, the school and some general
thoughts on why she feels the school has been successful with student achievement over
the past few years. Also, the meeting provided time to calendar dates in September of
2008 for the study to be conducted through an introduction to all faculty, meeting the
leadership team, survey distribution, interviewing and school wide observations. Overall,
the first visit to North Valley Elementary was positive and exciting.
Research Questions
The research questions to set the stage focused on the implementation of
programs, practices and strategies North Valley Elementary school utilized to
successfully close the achievement gap. The questions were:
• Which school wide programs promote student achievement and contribute to
the closing of the achievement gap?
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• Which school wide practices promote student achievement and contribute to
the closing of the achievement gap?
• Which strategies were implemented to target closing of the achievement gap?
The research questions focused on the programs, practices and strategies North Valley
Elementary School implemented. The questions were aligned to the overall purpose of
the study, which was to examine a school that has successfully closed the achievement
gap and to identify factors that have contributed to its success through programs,
practices and strategies.
Criteria
North Valley Elementary was selected because the school met the criteria
determined by the thematic dissertation group. The school has shown significant growth
in their API for two or more years in one or more of its traditionally underperforming
subgroups and 30% of the student population qualify for the Federal Free and Reduced
Lunch Program. Over the past years, since 2004/2005, the school year has seen a slow
and steady increase overall in their API as well as an increase within all four subgroups
on the API. Major growth over the past years has been documented with the Hispanic
subgroup, the low socioeconomic subgroup and the English Language Learner subgroup.
Since 2004 the Hispanic subgroup’s API has grown 94 points to a current API of 712 and
the socioeconomic disadvantaged subgroup has gone from an API of 608 to an API of

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701 showing a 93 point gain. The ELL subgroup has also seen a gain of 77 points in their
subgroup API since 2005. These gains are huge especially since the White subgroup has
only seen a 35 point gain since 2004.
Methodology
The findings and themes that emerged from the qualitative case study
were found throughout the data analysis and emerged as the main factors that
contributed to the success and the reduction of the achievement gap at North
Valley Elementary School. All of the data that was collected and analyzed during
the study followed Gall, Gall and Borg’s (2003) characteristics for analysis. The
findings came from a “natural setting” and the “perspective” came from the
participants or the teachers and staff at the school site where the programs and
strategies utilized to reduce the achievement gap was implemented. All of the
data was collected, coded and analyzed following Creswell’s (2003) steps for data
analysis and interpretation and the data was triangulated to look for consistency
and emerging themes. This allowed for reliability and validity of the findings.
The data that was collected consisted of hard data from the site; the
school SARC, the school site plan, the school writing plan, the CDE website
information, CST scores and data, the school website, the map of the school, and
the ExCEL program curriculum. Other data collected and “triangulated” included
surveys, interviews and school/classroom observations. All the data was looked

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at individually and then coded and chunked to determine what programs, practices
and strategies were utilized that assisted in reducing the achievement gap between
the Hispanic and the White students.
Participants

After meeting with the principal in April, four days were spent on site to gather
data. Surveys were completed by 30 staff members or 97% of the staff at North Valley
Elementary. Three formal teacher interviews took place as well as two formal
administrative interviews. An extensive data analysis and three full days of classroom
observations also contributed to the thorough analysis of the school site and the
programs, practices and strategies that were utilized.
Two formal administrative interviews were conducted and three written
administrative surveys were administered. The two administrators interviewed were the
current principal at North Valley Elementary and the former principal of the school site
who now serves as the Assistant Superintendent of Education Services in the district.
Both the principal and the former principal completed the survey. A retired Deputy
Superintendent from an outside district also completed an administrative survey. The
Deputy Superintendent has and still is working with the North Valley Elementary current
and former principal in the capacity as a “coach.” This outside perspective and data
added a rich value towards a deeper look at the school site.

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Responses to Research Questions

Data for Question 1

The first research question posed to guide the study was:
• Which school wide programs promote student achievement in particular; the
closing of the achievement gap?
ExCEL emerged as a school wide program that supported all students and staff.
ExCEL is a reading comprehension program targeted for all students in kindergarten
through fifth grade. All students receive 52 minutes a day, five times a week, targeted
reading comprehension instruction at their skill level.
The data analysis consisted of looking through school documents to get an idea of
what programs might support student achievement. Hard data that supported school wide
programs was the “adjunct duties for 2008/2009.” This form clearly focused on the
ExCEL program at the school site. On the duty form, ExCEL support leaders were listed,
as well as grade level leaders with a listing of dates for the entire staff to meet at grade
levels and ExCEL levels. Also, posted in the main office, was the school’s ExCEL
Schedule that listed the meeting times, grade level and support staff. ExCEL dates (which
were every day starting in the third week of school) and Wednesday planning times for
teacher collaboration were posted on the school calendar, outside of the school on the
community bulletin, school marquee and sent via PTA notices.
In order to grasp more information on the programs at North Valley Elementary
and gauge the staff opinions and thoughts, the second step in the document review and
analysis process consisted of staff and administrative surveys. During the August 19,
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2008, staff meeting surveys were distributed. 30 out of 31, or 97% teachers responded to
the survey. Below are the survey responses to research question number 1:
Table 4: Survey Questions #1-6
Survey Question Strongly
Disagree
Disagree Agree Strongly
Agree
1- My school has a school-wide
professional development program or
programs for teachers to enable all
children in the school to meet the
state academic content standards.
9 21
2- My school has school-wide
program or programs to increase
parental involvement through means
such as family literacy services.
1 13 16
3- My school has a school-wide
programs or programs providing
training to teachers in effective
instructional methods and strategies.
15 15
4- My school has a school-wide
program or programs that provide
effective, timely assistance for
students who experience difficulty in
attaining the proficient or advanced
level of the academic content
standards.
13 17
5- My school has a school-wide
programs or programs to assist
teachers in the use of academic
assessments to provide information
on and to improve, the achievement
of individual students and the overall
instructional program.
1 10 19
6- My school has a school-wide
program or programs that provide
teachers training in effective
classroom management and discipline
strategies.
3 22 5

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Based on the survey responses, question number one had 21 out of 30 teachers
strongly agreeing that the school has a professional development plan which enable the
teachers to ensure that all students meet the California academic standards. The next
question, number five, had 19 out of 30 teachers strongly agreeing that there is a school
wide program to assist teachers. Lastly, question four showed 17, more than half of the
teaching staff, strongly agreeing that the school has a program that provides effective and
timely assistance for teachers to get data on where students are performing and then re-
teach material and assist each individual student’s academic need and level.
Based upon the data analysis from the surveys ExCEL emerged as the one sole
program that all staff and students are connected to. To delve deeper into the ExCEL
program two administrative and three teacher interviews were conducted to find out more
about the ExCEL program that was implemented and used in the school to help reduce
the achievement gap. Out of the five interviews, all stated that the one school program
that promoted student achievement and reduced the achievement gap at North Valley
Elementary was ExCEL.
One teacher at the school stated that students are placed or grouped into different
ExCEL classes, by grade level, based upon the following criteria:
“We use their CST scores, their benchmarks scores from last year and in
the first part of the year we test their fluency and we level them based on
all that data. Then we place them in groups for reading and we have the
lowest numbers in the lowest classes.”

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This same teacher went on and explained how they create the different ExCEL classes
and the assistance students are provided;
“We have seven classes in grade four and we put 15 students in the lowest
ExCEL level classes with one teacher and three aides so the ratio is almost
a 1 to 3 ratio. As the classes/levels go higher, the top class has 20 to 1
with no assistance. For an hour a day we do reading instruction at their
level. They all do the core curriculum. The higher levels move more
quickly. The higher can move on and then read a novel, where the lower
may take two weeks to complete one unit and then move on.”

All five staff members interviewed felt that ExCEL played a huge part in reducing
the achievement gap because it allowed for all teachers to utilize common unit exams and
then meet every week to collaborate and talk about the data, what students are learning or
not learning and then talk about what and how to change to meet all students’ needs. In
all five interviews, all stated or made reference to the importance collaboration plays in
using ExCEL effectively. When asked to elaborate about collaboration at the school site
in relation to ExCEL, one teacher stated, “The weekly collaboration time is the time we
talk about our ExCEL classes, focus on ExCEL, look at exams, benchmarks and talk
about what we think we did well and what we did not do well.” Another staff member
stated that during our weekly collaboration time, “We plan for ExCEL, we see where we
are at and we figure out where we are going. We constantly collaborate to help our kids.”
All five interviewed also felt that because ExCEL was school wide, targeted for
all and measurable the program was successful. One staff member stated, “Success was
measured through CST scores, trimester benchmark exams, and data inputted to edusoft.”
Another supported this statement and added that, “We look at the data from our end of
unit exams and benchmarks exams and plan instruction.”
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All five staff members interviewed also felt that ExCEL is the reason the gap has
been reduced and the reason for the overall school improvement over the past three years
since it was implemented at the school site. Once administrator stated, “I would say it
(ExCEL) is the biggest thing that helped us.” Another staff member stated, “ExCEL,
more than anything it is ExCEL that made the difference” And a third staff member
interviewed stated,
“Very much so, because every year we have fewer and fewer kids that can
not read. This year we did not have any 3
rd
graders that came in this year
who could not read. These kids have been in ExCEL for 2 years. So it is
working, they can all read. It is working and reducing the gap.”

Lastly, a staff member stated that;

“Everyone is really concerned with every kid. And since we implemented
ExCEL, we know everyone’s kids because they go to everyone’s classes
so we really have a vested interest rather than look at just your class. We
take more interest in everyone’s kids and that is why it has been so
successful.”

Once the hard data, survey data and interview data came out supporting ExCEL as
the school wide program that assisted and promoted student achievement, observations
took place to support the document, the survey and the interview findings. On August
19, 2008, during an observation of a school wide staff meeting, teachers were asked what
the core values at North Valley Elementary school were. As many items were stated and
listed on the chart paper/easel, more than once the “ExCEL” program was stated as a
school value and reason for student success. And, as the conversation continued, it was
stated by teachers that in order to sustain success, the Wednesday planning days that
allowed for collaboration on the ExCEL program needed to continue at the school site.
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On September 10, 2008, an observation of a Wednesday collaboration
meeting/planning session was conducted. While many issues were discussed, the
majority of time was spent on planning and developing ExCEL units and discussing
student placement in the various ExCEL leveled classes and student performance on
common assessments.
School at North Valley Elementary let out at 1:30pm. Teachers walked their
students out of the classrooms and assisted all children in getting to their appropriate
locations for school parent/guardian pick-up or took students to the after-school care
facility on site. Promptly at 1:45pm, all teachers, by grade, reported to the lead teacher
classroom to begin their weekly, scheduled collaboration planning session. On this day
September 10, 2008, the 3
rd
grade team of seven teachers met. An agenda was provided
by the lead teacher. The agenda was bright and colorful and consisted of two parts: an
informational section on the nuts and bolts of what was going on at the school site and
within the 3
rd
grade team and an instructional section that covered ExCEL, math, science,
and social science units, lessons, pacing guides and planning.
After the nuts and bolts section, the conversation turned and ExCEL was the main
item discussed. The lead teacher began the conversation and started by asking each 3
rd

grade teacher to state how the first assessment went last week and post the questions that
their students did poorly on. All seven teachers shared their assessment results. The
group then decided on what needed to be re-taught before they moved on they then
planned when the second assessment would be given and what data/results needed to be
brought back to the team. Individual students that were right on the cusp of moving
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forward one level were discussed. The team agreed that after the third assessment if
these same students were still progressing, then they could move up a level. The team
also talked about the need for more chapter books to be purchased for the ExCEL classes
and they all shared what books they currently have and what books they still need.
The entire conversation during the collaboration time centered on what is best for
students, how can we, as teachers on the 3
rd
grade team, tweak what we do to improve
performance and how can the work that the 3
rd
grade team does help students succeed.
The collaboration time was well used, focused on the school and student needs and
allowed for all ideas and thoughts to be presented and discussed in an academic and
professional dialogue.
On September, 12, 2008, four ExCEL classroom observations were conducted to
get a glimpse of how the students were placed, what type of teaching instruction was
taking place and how the students were engaged and involved in the learning. The first
ExCEL class that was observed was a third grade, at grade level, grouping of 15 students.
The 15 students were placed into groups of five and the teacher assisted one group, the
teacher aide assisted the second group and the reading specialist assisted the third group.
The focus for the 52 minute slot of time was reading comprehension, fluency and
grammar skills. The first group, led by the teacher, worked on creating sentence
statements that depicted the “facts” of the story they reviewed (they had read the story the
day prior during ExCEL). As the students write “fact” statements about the story, the
teacher reminded them to look at grammar and she referred back to the lesson two days
prior on classifying sentences. She kept asking them to create sentences that were factual
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and have four different types of sentences; statement, question, command and
exclamation. The second group that was with the teacher aide used the Houghton Mifflin
Series Reading Practice book for the grade three level and worked on sentence order and
classifying sentences. As the lesson was completed, the aide checked the work and found
that 2 of the 5 students were still not clear on command and statement sentences. She re-
taught the lesson until the students mastered the concepts. The third group was re-
reading the story out loud for a second time and they were picking out sentences from the
story and stating if the sentences were statement, command, question or exclamation.
The next ExCEL class observed was another third grade class, but this ExCEL
grouping of students was not at grade level like the other class. There were ten students
and three adults assisting the groupings of 3 to 1. All of the groups of students were
doing the exact same lesson, reading the story, “Off to Adventure” from the Houghton
Mifflin Reader’s Library Series. In each group of 3 students, the students took turns
reading paragraphs out loud. Once the story was finished the teacher, aide or teacher
specialist that was assisting each group, asked end of story questions. To assist students
with finding the information, students were lead back to the exact page number or picture
in the story and all were shown where the answer was located. There was a full
discussion on who were the main characters, what was taking place throughout the story
and a discussion on the pictures and the maps and charts that were depicted in the story.
Students were then asked to re-read the story silently. Time was provided for students to
re-read. As the students completed silent reading, as a group they reviewed the story

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elements and created a pictorial with the title, author, illustrator, main characters, and
main events and ending written around the picture they began to draw to illustrate the
picture from their own learning.
All of the time, all of the focus and all of the instruction that took place during the
ExCEL time in the classrooms was focused, time on task and tailored to assist students
with reading comprehension and English Language Arts skills. The small student to
teacher ratio groupings allowed for the teachers to make sure all students were taking part
in the standards based program of EXCEL tailored to address and improve reading
comprehension. All of the students were accountable for taking part of the activity and
because of the small size student engagement was monitored and it was high. Teachers
could easily address where gaps were with student learning and they had time to re-teach
and focus on ensuring that all student learning lead to mastery of the concept and skill.
The 52 minute time was focused, structured and was working.
From the school data, survey data and results and the interview conversations and
observations, ExCEL emerged as the one school program that is driving the school, the
students and the teachers forward academically. School scores show that ExCEL has
assisted with improved CST proficiency levels for all students. The lessons and
instruction during ExCEL also has contributed to increase with the school API scores.
Overall the school has increased 68 points and the Hispanic population has increased 94
points. This type of improvement does not happen without a reason, as the staff has
stated, ExCEL, they felt is the reason.

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Data for Question 2
The second research question that assisted in the study was:
• Which school wide practices promote student achievement in particular; the
closing of the achievement gap?
To get an idea of what practices support student achievement, North Valley
Elementary School’s SARC (school accountability report card) was reviewed. On the
SARC under the school description and mission statement, one part of the school vision
states that North Valley Elementary is committed to “sustaining a collaborative
organization that is open, honest and believes in shared decision making.” This statement
alone shows the value and the commitment the school and staff have to ensure
collaboration takes place and time is provided. The school calendar also supported
teacher/grade level and ExCEL collaboration. On each month of the school calendar that
went out to all parents and community members, teacher collaboration days on every
Wednesday was posted. The school wide collaboration was part of the school structure
and culture. No one seemed to question the schedule, the time or the idea. Collaboration
was built into them seamlessly.
Once documents were reviewed and collaboration emerged as part of the school
system, surveys were distributed to the staff to gauge their perception. 30 out of 31 staff
members took part in the survey. The survey responses to research question number 2
are listed below:

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Table 5: Survey Questions #7-22
Survey Question Strongly
Disagree
Disagree Agree Strongly
Agree
7 – Teachers are encouraged to
collaborate with other teachers on
instructional matters on a regular
basis.
3 27
8 – Teachers have an active role in
identifying and implementing
professional development goals and
objectives for the school.
13 17
9 – I regularly discuss my teaching
with my administrator(s).
4 17 9
10- The evaluation feedback I receive
from my administrator(s) assist me to
improve my teaching effectiveness.
13 17
11- I am aware of specific areas of
interest that my administrator(s) look
at when visiting my classroom.
2 14 14
12- Assessment of student learning is
accomplished to improving, rather
than just monitoring student
performance.
6 24
13- The assessment of student
learning is based on specific, clearly
identified academic standards for
student performance.
5 25
14- Teachers seek feedback to
improve their teaching.
1 14 15
15- Decisions about school
improvement are always based upon
school improvement plan.
4 13 13
16- Teachers at this school have
comparable expectations regarding
student academic performance.
16 14
17- Professional development
training over the past year has
provided useful information helping
me increase my teaching
effectiveness.
1 13 16

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Table 5 Continued

18- Teachers at this school are
encouraged to use the same or similar
instructional strategies.
1 19 10
19- There is an intentional effort to
improving home school relations and
parent participation.
10 20
20- Academic content you expect
your students to learn is dictated by
districts adopted curriculum.
1 2 11 16
21- Academic content you expect
your students to learn to do (or you
and your colleagues) select.
2 5 11 8 4 n/a
22- Academic content you expect
your students to learn is selected by
your students.
5 11 2 4 8 n/a

Based on the surveys questions for the second research question number seven
had 27 out of 30 teachers or 90% of the staff strongly agreeing that teachers are
encouraged to collaborate the school site. Question number thirteen had 25 out of 30
strongly agreeing that assessment of student learning is based on specific, clearly defined
academic standards. And, question twelve had 24 out of 30 strongly agreeing that
assessment is to improve rather than monitor student learning.
Collaboration as a practice that all staff members took part in and enjoyed was a
common theme throughout all interviews by all participants. Staff members felt
collaboration, assessment and data were part of the school site culture and a contributor
to the reduction of the achievement gap. Using data to measure and monitor student
academic growth was also addressed in all interviews and emerged as a school wide
practice. All participants though, spoke of data analysis done during collaboration time.

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One staff member interviewed stated that collaboration at the site always consists and
looks like, “all teachers talking and sharing what worked and what did not work.”
Another stated that,
“The constant collaboration allows us to meet with our own and other
grade level teams to see what we are doing right and what we are missing.
It is always eye-opening. It also lets us plan together. We do not plan
alone or individually, we use the collaboration time to plan together.”

The interviews also shed light on the constant data analysis that the school and
teachers use to plan for instruction. One staff member stated,
“We print out each ExCEL class on a regular basis and we can see every
standard taught and assesses and how the kids did and which standards,
we as teachers need to hit more. We then talk amongst each other and talk
about helping each other in re-teaching and lesson design.”

Collaboration and the use of data was a constant theme as a practice all staff
members use at North Valley Elementary. Specifically, staff felt that all collaboration at
North Valley Elementary centered on planning lessons, creating assessments and teachers
coming back to team meetings with data to help drive instruction, plan student learning
and increase academic performance for all students at the school site. To validate
collaboration at North Valley Elementary, observations at the site were conducted. On
August 19, 2008, during an observation of a school wide staff meeting, teachers engaged
in a conversation with their administration regarding the core values of North Valley
Elementary school. As many items were stated and listed on the chart paper/easel, more
than once “collaboration” was stated as a school value and reason for success. And, as
the conversation continued, it was stated by teachers that in order to sustain success, the
Wednesday planning days that allow for collaboration on the school program, ExCEL,
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that targets all students and on-going teacher to teacher communication needed to
continue at the school site. Even after the staff meeting, teachers asked if others wanted
to spend some time planning for the upcoming ExCEL units. Collaboration and time
planning takes place on this school site.
On Wednesday, September 10, 2008, during scheduled collaboration time, an
observation was conducted to get an idea of who were the participants and what agenda
items were addressed and what the conversations sounded like. As soon as school let out
and students were all picked up by their parents/guardians or placed in the on-site after-
school care facility, teachers promptly arrived at their grade level team meetings. While
the set time for grade level meetings is from 1:45 to 2:30, no team meeting stopped at
2:30. Most, if not all, went well on past the 3:30 time mark and consisted of on going
professional dialogue tied to school needs as well as student needs and performance
levels.
As the team meeting began, all teachers had moved chairs around the table so all
teachers could be together facing one another. Snacks were provided by one teacher (a
year round snack duty is set up in August for all team meetings) and an agenda was
provided by the lead teacher. The agenda was printed on pink colored paper and had
friendly pictures on the sides. The agenda consisted of two parts; an informational
section on the nuts and bolts of what was going on at the school site and within the grade
level team and an instructional section that addressed ExCEL, English Language Arts,
Math, Science and Social Science lessons.

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The lead teacher started the meeting by welcoming everyone, thanking all for
being on time and then passed out the agenda. The lead teacher went over items that had
been discussed the day prior at the school leadership meeting (once a month meeting with
the principal and all grade level lead teachers). The first item that came up was a
reminder that tomorrow is “Patriot’s Day” and the school plan for the Pledge of
Allegiance and then taking all students out for the school wide assembly. The lead
teacher asked if all of them wanted to dress up and wear red, white and blue clothes and
as a group they decided, “yes.” This then led into a conversation about Halloween and
what “team” costume they all wanted to wear for their students. From this point, it
became obvious that as a grade level team there was a symbolic culture that this group
worked together not only for the academic needs of the students but also the social and
emotional needs and they really wanted their students to feel comfortable when they
came to school and came to their classrooms. Once the nuts and bolts were addressed
(first 10 minutes of the meeting), the instructional portion of the meeting began and
lasted for an hour and a half.
While ExCEL was the focus of the instructional part of the meeting, there also
was a lot of time spent discussing the math textbook, making sure that all teachers were
teaching the same lesson, page of the textbook and giving the same homework each
night. One teacher asked if all the others had their students having problems with a
specific math problem from the homework two nights prior. The teacher showed the
problem and they all discussed how each classroom of students did on that one problem.
As it was discovered, all the classes had problems with that same question, so one teacher
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volunteered to create a mini lesson that all could use to re-teach that one strategy. This
type of conversation took place in all of the subject areas; English Language Arts, math,
science and social science.
The entire conversation during the collaboration time centered on what is best for
students, how do we improve performance and how can the work that we do help
students succeed. Teachers in the team shared their best practices and strategies to meet
the academic needs of all students. The collaboration time was well used, focused on the
school and student needs and allowed for all ideas and thoughts to be presented and
discussed in an academic and professional dialogue.
Collaboration emerged as a school wide practice that is helping the students and
the teachers improve test scores and raise the API. Collaboration, as a school practice,
was found in the school data, survey data, and interview conversations and was seen
taking place through observations.
Data for Question 3

The third or last research question that guided the study was:

• Which strategies were implemented to target closing of the achievement gap?
To get started on what strategies supported student achievement, school
documents were reviewed. Within the school site plan, professional development for
teachers was allotted and approved for teachers to attend off site training on GLAD,
Guided Language Acquisition Design, strategies. The school budget also allotted money
to pay substitutes so teachers could attend off-site professional development to enhance
their teaching for student academic success and on-site training, teacher to teacher, to
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share out GLAD strategies and techniques. The school site plan also reflected that the
school looked at their resources and re-aligned how and what monies were spent to make
sure that professional development so that all teachers participated in the ExCEL
program, the school wide practices of collaboration and the goal of improving student
academic proficient levels.
After the data was analyzed and GLAD strategies emerged as a tool that the
school staff utilizes to enhance student learning in all content areas at the school, surveys
were distributed to gauge the staff’s opinion of the instructional materials, methods and
strategies utilized at the school site. 30 out of 31 staff members responded to the surveys.
The survey responses to research question number 3:
Table 6: Survey Questions #23-37
Survey Question Strongly
Disagree
Disagree Agree Strongly
Agree
23- When developing my lessons, I
consciously select content that meets
the district’s student competencies
and performance standards.
9 21
24- When developing my lessons, I
consciously select instructional
materials based upon my knowledge
of my students’ developmental needs
and learning styles.
5 25
25- When developing my lessons, I
consciously select teaching methods
and strategies that accommodate
individual student needs and interests.
1 4 25
26- When developing my lessons, I
consciously prepare lessons with high
expectations designed to challenge
and stimulate all students.
7 23
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Table 6 Continued

27- When developing my lesson, I
consciously build upon my students’
existing knowledge and experience.
9 21
28- When developing my lesson, I
consciously consider how to create
active learning experience for my
students to facilitate engagement.
10 20
29- When developing my lesson, I
consciously consider how to create
cooperative learning experiences for
my students.
1 15 14
30- When developing my lesson, I
consciously create lessons that
require integration of content from
more than one content area.
18 12
31- When teaching, I monitor
students’ understanding of the content
and make adjustments accordingly.
8 22
32- When teaching, I move among
the students, engaging individually
and collectively with them during the
learning experience.
5 25
33- When teaching, I consciously
employ teaching strategies and
instructional materials that stimulate
higher-order thinking skills.
13 17
34- When teaching, I create social
interaction among students by
requiring students to work as a team
with both individual and group
responsibilities.
1 13 16
35- When teaching, I vary the size
and composition of learning groups.
1 14 15
36- When a student is having
difficulty with an activity or
assignment, I am usually able to
adjust it to his/her level.
15 15
37- At your school, peer tutoring is
often used to assist struggling
students.
2 5 13 6 4n/a

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Based on the survey questions number twenty-four had 25 out of 30 staff strongly
agreeing that instructional material utilized is based on knowledge of student needs.
Question twenty-five had 25 out of 30 strongly agreeing that the methods utilized at the
school site accommodate all student needs. Question twenty-six had 23 out of 30
strongly agreeing that all lessons are prepared with high student expectations in mind.
Lastly, question thirty-one had 22 out of 20 strongly agreeing that teaching is adjusted
accordingly to meet student needs.
With the survey information and discovering that the school had a foundation that
supported methods and strategies to enhance student learning, formal interviews were
conducted to discover what strategy the staff utilized to ensure that student academic
needs were met. In all formal interviews both administrators stated that GLAD or Guided
Language Acquisition Design strategies assisted with all teaching and instruction as a
tool for students to “organize” content knowledge and information while strengthening
English Language Art concepts and skills. One staff member stated that GLAD strategies
are “pictures, vocabulary and drawings in all content areas.” It is a strategy because we
“are using visuals in our teaching and while we are teaching the content we are also
teaching English Language Art skills and concepts.” Another teacher stated that GLAD
strategies allow organizing and scaffolding information and teaches the kids how to make
connections.”
To support the data, surveys and interviews, observations took place to see GLAD
strategies in practice. On September 10, 2008, classroom observations took place on the

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North Valley Elementary School site. In all of the classrooms visited GLAD strategies
that tied the content to English Language Arts strategies were found; visually and
instructionally.
During a 40 minute 4
th
grade Science class lesson GLAD strategies were
continually being used. The teacher began the lesson by reminding her students that as
they continue the rock cycle unit, it is important to remember the three rules for study:
Organize Information, Make Choices and Solve Problems. The lesson began and the
students were instructed to think about everything they know about rocks. A large poster
paper was placed on the board with three columns and the word, ROCKS, was in the
middle lapping over all three of the columns. Students were then told that as they think
about rocks, they were suppose to look round the room and the pictorials, reading posters
and writing posters they had developed from the past few days of the unit of study on
rocks. Students were then asked to give her works that describe rocks. All types of
adjectives that describe rocks were added to the first column. Then, students were asked
to give her words that state what rocks do. These words or verbs were written in the
second column. Then, in the last column she asked for students to tell her where rocks
were found (under, above, below, near). These were the prepositional phrases. Once the
columns were complete, she taught the students how to use the adjectives, verbs and
prepositional phrases to sing to the tune of the “Farmer in the Dell” song. Individual
students came up and sang songs that included an adjective, verb and prepositional phrase
such as, “big rocks, big Rocks, big rocks, explode under the earth.” The science lesson
that was teaching the students about the content of rocks was taught using GLAD
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strategies that incorporated English Language Arts strategies. As the students learned
about rocks they also were taught and reminded about adjectives, verbs and prepositional
phrases. The lesson ended with the entire class singing their “rock chant” song that they
had created to help them remember about the three types of rocks. The lesson flowed,
was engaging and brought in science content and ELA.
After the lesson the teacher had some time to discuss the entire unit of study on
rocks from the beginning to present day and shared the GLAD strategies used daily to
help students learn, organize and chunk the information while teaching ELA strategies.
On the first day of study on rocks the class made a pictorial on a blank piece of paper.
The main concept was drawn and vocabulary words centered on rocks were posted as
pictures. The next day the pictorial was reviewed and students had to define the
vocabulary words. Then, as a class they drew the rock cycle. The next day the teacher
read a funny story about a character that goes through the rock cycle. The next day,
using sentence strips and vocabulary as a class they posted the terms and sentence strips
on the rock cycle chart. Once they knew all of the words, as a class they made the “rock
chant.” That day they went over rocks and adjectives, verbs and prepositional phrases.
The plan now over the next few days was that the students would begin to write sentences
about rocks and by the end of the week (two days) form a paragraph.
In a 3
rd
grade classroom during a science unit on the lunar cycle of the moon,
GLAD strategies were used and posted on the walls which showed past evidence that it
was apart of the overall unit of study. There was a story board with sentence strips about
a boy who went to the moon and a focus board that described the parts of the book (plot,
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characters, events, sequence) that was read about the boy who went to the moon. There
was a vocabulary board that included vocabulary words on the moon and each word had
written meaning as well as a picture. There was a picture board that included pictures of
the moon cycles and during Silent Reading Time, the story that was read to the class was
based on the moon and the moon cycles.
In a 2
nd
grade classroom during a social studies lesson on places and locations in
our city, GLAD was everywhere. There was a class chant, or song focused on “locations
and buildings” and there were visual poster boards with governmental buildings such as
the library, post office and bank. There was a vocabulary board with terms and pictures
and a sentence strip board that assisted with teaching the governmental buildings, parts of
letters and simple sentences. The works on the walls included letters, simple sentence
writing and lots of drawings all related to the locations and places.
GLAD strategies, as a method for teachers to help students learn the content as
well as enhance English Language Arts skills and concepts, was found in the school data,
survey data, interview conversations and it was seen taking place in classroom
observations. Even in the classrooms where actually teaching was not observed, GLAD
strategies such as the pictorial boards, focus boards, sentence strips and vocabulary
boards covering content information that were not ELA were being tied to ELA concepts.
The strategies were in the school and in the classrooms and teachers attributed the use of
these strategies to student academic improvement.

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Emergent Themes
The major themes that came out of the data analysis were as follows:
• Teacher collaboration time that allows for collaboration on lesson development,
pacing guides, common formative assessments and data analysis is critical for
student and school academic improvement.
• The school benefits from a school wide instructional focus on reading
comprehension implemented through the ExCEL program.
• The school utilizes a school wide strategy (GLAD) that incorporates an English
Language Arts focus in all content areas.
• Site leadership that worked in tandem with teachers to create a school culture
focused on increased student academic performance.
Collaboration
North Valley Elementary staff and administrators consistently stated that
“collaboration” was a key to their success. It was found on the SARC under the school
vision. One of North Valley Elementary visions is “sustaining a collaborative
organization that is open, honest and believes in shared decision making.” It was also
found in the survey results; 27 out of 30 teachers strongly agreed that teachers are
encouraged to collaborate at the school site. It was a common theme throughout all of the
interviews. One teacher stated, “Every Wednesday we meet, we plan, and we collaborate
to move the school forward.” The Wednesday collaboration time was observed and the
entire time was devoted to student success and teacher involvement with lesson planning,
pacing guides, the use of common assessments, ExCEL planning
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and data analysis. North Valley Elementary believes in and uses collaboration as a
means to support student achievement. The data was triangulated and analyzed and
collaboration emerged as a constant theme in all of the data.
Creating and building collaboration teams, which North Valley has done, aligns
with Richard DuFour’s (2004a) research on Professional Learning Communities. Per
DuFour, PLC’s are guided by key principals:
• Ensuring that all students learn
• A school culture of collaboration for school wide improvement
• A focus on results using assessments to drive progress.
Per, DuFour (2004b), PLC’s or collaboration teams should be part of the entire
organizational management. Schools should have leaders that encourage, foster and
develop collaboration and give the gift of time for teachers to collaborate. All PLC’s
should focus on the school wide focus; should be on the same subject with a common
curriculum, give common assessments and look and talk about data to support individual
student academic growth.
“The professional learning community concept does not offer a short cut to
school improvement, and it does not present a program or a recipe. The PLC
does provide a powerful, proven conceptual framework for transforming
schools at all levels. Schools must focus on learning rather than teaching,
work collaboratively on matters related to learning and hold itself accountable
for the kind of results that fuel continual improvement” (DuFour, 2004c, p. 5).

North Valley Elementary uses the key principals DuFour states. In the interviews, all
staff stated that during the Wednesday planning time, the time was utilized to prepare
ExCEL lessons and units and collaborate and talk about how students were or were not
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performing. The teachers were focused on student improvement as well as school wide
improvement and fostering a community of learning and academic excellence. In
alignment with DuFour, Graham (2007), states that “PLC activities that comprise of the
same subject, same grade teacher teams have found to produce significant improvements
in teaching and effective student growth.” (p.2)
School Wide Instructional Focus on Reading Comprehension
The school wide focus at North Valley Elementary per administrators and staff
was reading comprehension and it was supported through the use of the daily ExCEL
program that was tailored for all students. Every day, for the entire school year, all
students were provided an intensive 52-minute block of time, grouped by their ability
level, in an ExCEL class. During this time teachers and aides would provide an intensive
English Language Arts curriculum that centered upon reading comprehension. The
students were given periodic common formative assessments to provide teachers with
data on which students were progressing and mastering levels to move forward and
which students needed more time, more re-teaching opportunities and more intervention.
Having a set program such as ExCEL that met all student needs and allowed for
teachers to come together to plan, assess and collect and use data and a means to ensure
student growth and mastery was a powerful method of increasing academic success for
all students. Based on the surveys, question four, more than half of the teaching staff,
strongly agreed that the school has a program that provides effective and timely
assistance for teachers to get data on where students are performing and then re-teach
material and assist student academic need level. Per the interviews, all staff stated that
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the ExCEL program “is the biggest one single thing that has helped us. The students feel
confident because for one hour they are with kids who are at their same level, they are
given direct instruction to meet their individual needs and they are tested and moved
forward as they master the curriculum.” The classroom observation of the ExCEL time
in action concurred with the survey and interview data analysis. Instruction was tailored
to meet the individual student need. It was structured for the appropriate level with the
emphasis on assisting students in small groupings and by level to move students forward
academically and teach mastery. The school site supports ExCEL. ExCEL was part of
the living breathing element of the school (posted on the marquee, set in the school
calendar and the 52 minute time block is uninterrupted by all school and community
stakeholders). ExCEL was discussed in faculty meetings and most, if not all of
collaboration time was spent planning and developing ExCEL units and assessments.
ExCEL was part of the overall culture and was the school wide instructional focus.
Per Doug Reeves (2003) as stated in the literature review, when schools with
minority students and students of low socioeconomics follow “common practices” that
enable all students to achieve with a focus on achievement, curriculum and frequent
assessment, students perform and succeed academically. North Valley Elementary
School’s ExCEL program provides a clear and “laser like focus”, it is school wide, it is
tailored for all students and it includes assessment and opportunity for all students to re-
learn and move forward and succeed.

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School Wide GLAD Strategy
North Valley Elementary staff and administrators constantly stated that the use of
GLAD, Guided Language Acquisition Design, strategies assisted with students
organizing academic information for content knowledge. Many teachers at North Valley
had been trained and assisted other teachers on site with the use of and the strategies of
GLAD within all content area lessons as a means to help students organize gather and
learn content information.
Per the GLAD website (www.projectglad.com),
GLAD is an instructional model with clear, practical strategies promoting
positive, effective interactions among students and between teachers and
students. GLAD develops meta-cognitive use of high level, academic
language and literacy. GLAD provides teachers with instructional strategies
and a curriculum model that brings together state frameworks and standards.

The components of GLAD, per the website (www.projectglad.com) are as
follows:

• A unique blend of academic language and literacy that marries the
research from many fields and organizes the strategies and classroom
implications into a process.
• A classroom environment that values the student, provides authentic
opportunities Primary language can be provided by trained bi-lingual
teachers, trained bi-lingual aides, trained parents, or cross-age/peer
tutoring. The unique aspect is that with this model both languages
complement each other through integrated themes.

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• The amount of oral language for negotiation for meaning and cross-
cultural interaction is extensive.
• The training model is successful because it values teacher’s time,
viewpoints, and expertise of the teachers, as well as promoting
collaboration and peer coaching.
The use of GLAD was found in many of the classrooms. The use of GLAD
strategies in the classrooms focused upon the teacher role, goals and formal relationship
among themselves, the curriculum and the students. As stated in the literature review,
Cash (2007) states that educators need to know “what” to teach. In order to teach the
“what” teachers need to align curriculum, develop pacing guides, identify essential
standards, develop common formative assessments and common summative assessments,
collaborate and offer tutoring. A focus on content coverage, providing students with an
opportunity to learn and overall curriculum alignment that links objectives to assessments
provides open access to high level rigorous curriculum is beneficial for students. The use
of GLAD strategies at North Valley Elementary school allows for teachers to think about
the content material they are teaching and then allows them to think about “what” and
“how” they will incorporate English Language Arts skills and concepts into the teaching.
Site Leadership
The site leadership (current and past) created a school culture where reading
comprehension was the central school focus and English Language Arts skills and
concepts were embedded in all content areas. The leadership also valued teacher time to
focus on reading comprehension and ELA by creating time every week within the school
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bell schedule for teachers to collaborate with their colleagues. The leadership at North
Valley Elementary, that began with the past principal and has been sustained by the
current principal, adheres to Fullan (2006) and Elmore’s (2004) research on principal
leadership. Per Fullan (2006), “when principal leadership is strong even the most
challenged schools thrive” (p. 1). And, per Elmore (2004), schools that have effective
principals who lead the school and create a school wide instructional focus while
maintaining an environment that holds all staff accountable for the academic performance
of all students have academic success.
The past principal and the current principal both stated, separately, that giving
their teachers time to meet and collaborate was the main factor that allowed for the
reading comprehension program, ExCEL, to take off and the time allowed for teachers to
share best practices and share different strategies and methods to incorporate English
Language Arts into each content area lesson. Collaboration at North Valley, every week,
built into the school schedule, allows and gives teachers the time to collaborate on the
ExCEL program, student needs, data and standards aligned lessons. The school
leadership at North Valley set aside the time each week so teachers could collaborate,
plan, and look at data to drive instruction. The leaders gave their teachers the gift of time
and over time the school produced huge results as seen in test scores and API scores.
Themes through the Lenses of Bolman and Deal
The themes that emerged were in part due to site leadership that created a school
culture where reading comprehension was the central school focus. This style of
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organizational management in which the site leader and the school supports the human
need to meet, talk and plan in order to foster student academic growth is very much in
line with Bolman and Deals human resource style of leadership. Per Bolman and Deal,
2003, when you give your employees or teachers the time to think, plan and organize you
are investing in people who create a “highly motivated and skilled workforce that gives a
powerful competitive advantage” (p.132). Since the time is set in stone, every week,
each Wednesday, it has become part of the culture and tradition and is also quite
symbolic. While the time may have been set aside as a means to redistribute resources
and get more stakeholders involved to talk during the contractual school day, which is
very much part of Bolman and Deal’s political leadership frame, the use of collaboration
time every Wednesday has become a tradition and part of the school culture. The time
has become “the glue that holds the school together and unites people around shared
values and beliefs” (Bolman and Deal, 2003, p.243). The shared time at North Valley
has allowed for teachers to plan ExCEL, look at data and move the school forward. The
huge gains in the school API as well as the subgroup API is proof that it is working. The
collaboration is key to the success of the student academic gains and it is one of the main
contributing factors to the school’s overall success.
Examples of Bolman and Deal’s qualities of structural leadership were seen in the
site leadership at North Valley Elementary. The principal and the grade level leader
teachers had a strong “belief in rationality and a faith that the right formal arrangements
minimize problems and maximize performance” (Bolman and Deal, 2003, p. 44).
Therefore, they worked to set a school goal that would increase student academic
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achievement and in doing so, they implemented a school wide vision that was academic,
for all students and included assessments to have data for teachers to collaborate and act
upon. The school wide focus on reading comprehension is a formal arrangement that
brought all staff together working collaboratively on one focus rather than everyone
working fast and furious on many focuses. This did minimize problems and maximize
performance.
The use of GLAD strategies aligns with Bolman and Deals structural frame for
implementing a strategy or procedure in order to “coordinate diverse activities into a
unified strategy” (Bolman and Deal, 2003, p. 14). Many teachers teach and implement
various instructional methods to assist students with learning and mastering content
knowledge. When all teachers are trained with one method to assist with instruction and
it is school wide so all students are seeing and hearing the same common strategies and
teaching methods across all content areas it is “unified” and structured. When the
leadership sets aside the time for training and the resources for all staff to go out and get
trained on one strategy, it shows that the leader is not only attempting to formalize a
common school wide strategy but that the leadership is also following Bolman and
Deal’s human resource frame and is “investing” it in employees, or teachers, and is
empowering them to train, assist and work with others on site as a team to improve
classroom strategies to assist students with mastery of content knowledge.
Summary
The data included surveys, documents, interviews and observations and all of the
data was triangulated. What emerged from all of the data was that North Valley
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Elementary utilized set programs, practices and strategies that assisted with the overall
reduction of the achievement gap. The data is clear. Since 2004 the overall school wide
API has grown by 68 points and the API for the Hispanic, low socioeconomic and
English Language Learner subgroups have grown more significantly than the White
subgroups. The current school API is 798 and broken down by subgroups it is 835 for
White, 712 for Hispanic, 701 for SES and 664 for English Learners. Since 2004, the
Hispanic subgroup has gained 94 points, the SES subgroup has gained 93 points and the
ELL sub group has gained 77 points. The White subgroup has also gained since 2004 by
35 points. The gap is shrinking.
The site leadership with the teachers over time accomplished working in tandem
with one another to maximize student performance. All stakeholders played an integral
role in reducing the achievement gap and increasing test scores and the API for all
subgroups. Over time, North Valley Elementary School learned how to lead the school,
the staff and the students in a harmonious manner aligning to Bolman and Deal’s Four
Frame Model. The school was able to juggle the structural, human resource, political and
symbolic frames in tandem and in the end created a learning environment that assisted
student success.
The school had solid rules, goals and polices in place for all stakeholders
(structural frame) and the site leadership was able to empower teachers to plan and
collaborate on ExCEL based on what teachers saw in the classroom lesson time and find
ways and strategies to re-teach and assess so all students achieved mastery at various
levels (political frame). The site leadership used their resources so that teachers had time
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during their contractual day to plan and collaborate on ExCEL and the GLAD strategies
(human resource frame) while making ExCEL and student success a normal part of the
school day, calendar and routine. The school focus of reading comprehension was a
living and breathing part of the school site (symbolic frame).
What was ultimately discovered through the qualitative case study was that the
school had a tailored program (EXCEL) that was targeted for all students. The program
embedded regular assessments to check for growth and the teachers received data to
monitor their own instruction and student mastery. The school also utilized the common
practice of collaboration every week to check on their own progress and student progress
in relation to the (ExCEL) program. The school trained and used (GLAD) strategies to
help teach students how to organize their content knowledge.

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Chapter Five
Conclusions and Recommendations

Introduction
With the emergence of No Child Left Behind (NCLB) in 2001 schools not only
looked at their overall school API and student academic performance, but schools began
to disaggregate data and look at how their significant subgroups were performing alone
and in relation to the whole school. Disaggregating the data by subgroups allowed
schools and leaders to see that while the whole school may be moving forward
academically, not all students in the school were moving forward. A growing concern
amongst educators developed over the achievement gap between groups of students,
particularly between White and/or Asian students and students of color, poverty-stricken
students and second language learners. A sense of urgency began to develop to ensure
that ALL students at school sites are performing with a concentration on the significant
subgroups. In order to reduce the achievement gap and bring all students up to equal
academic levels, and with this urgency, there is a need to study the programs, practices
and strategies schools have implemented to reduce the gap.
The first four chapters of this study provided an introduction, literature review on
the current research, the methodology and research design and the findings that the
qualitative case study uncovered through observations, surveys, interviews and document
review. Chapter four also discussed the three emerging themes from the triangulated

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analysis of the programs, practices and strategies at the school site. This chapter
discusses the findings from chapter four and provided overall conclusions and
recommendations.
Purpose, Significance and Methodology of the Study
The purpose of the study was to examine a school which has successfully closed
the achievement gap and to identify factors that have contributed to its success through
programs, practices and strategies. The study is significant because it can be used in
other school settings to help reduce the achievement gap and through the qualitative case
study triangulated approach to thoroughly inform other schools how one successful “like”
school reduced and or eliminated the achievement gap between White students and
Hispanic, low SES and ELL students over a four-year period. The study was examined
through a qualitative case study design and a thorough document review. The qualitative
case study included interviews, observations, surveys and data analysis.
Themes
Four themes emerged from the triangulated data:
• Teacher collaboration time that allows for collaboration on lesson development,
pacing guides, common formative assessments and data analysis is critical for
student and school academic improvement.
• The school benefits from a school wide instructional focus on reading
comprehension implemented through the ExCEL program.

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• The school utilizes a school wide strategy (GLAD) that incorporates an English
Language Arts focus in all content areas.
• Site leadership that worked in tandem with teachers to create a school culture
focused on increased student academic performance.
The themes are important because they can help other schools reduce the
achievement gap. Collaboration, a tailored school wide instructional focus, school
wide instructional strategies and site leadership that support the teachers can be easily
replicated to fit the needs of the individual school site.
Conclusions
Paying attention to the factors that North Valley Elementary School utilized
(collaboration, school wide focus, school wide strategies and leadership) can and did
make a difference for this school; therefore, it could make the same positive difference
for another school site. Ultimately, the overall school community needs to be
accountable for all students. North Valley held themselves accountable through the use
of teacher leaders at each grade level holding regular weekly collaboration meetings that
focused on the ExCEL program and the use of GLAD strategies. Teachers were
responsible to attend the meetings, bring in lessons and data from the established
common formative assessments and share best practices. The use of frequent
assessments and constant analysis of data to re-teach and guide students towards meeting
high, grade-level standards while constantly collaborating as a grade-level team was also
part of the weekly meetings. The use of the ExCEL, collaboration and school wide

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strategies will only continue if site leadership continues to support and provide time and
if the time is used well.
From the findings all schools are recommended to develop collaboration teams as
DuFour’s research depicts as a tool to guide schools forward. Collaboration played a
factor for the success with student performance academically as well as fostering positive
staff morale. North Valley’s collaboration teams aligned with DuFour’s (2004a) key
principles ensuring that all students learn, collaboration must be part of the school culture
and the focus for all collaboration time must involve planning, developing and analyzing
assessment data. Schools are also recommended to collectively utilize a school wide
program such as ExCEL which focuses on the school wide instructional focus that is
measurable and tied to ALL students whether it is, reading comprehension or writing. It
is also recommended that all staff be trained, and provided time to work together as grade
level teams to get the program up and running and tailored to meet the needs of all
students so all students succeed. If a school site is going to incorporate the use of best
practices or school wide instructional strategies that support the school wide focus, staff
members need to be provided professional development to learn how to use the strategies
effectively in the classroom for all students.
Most importantly, site leadership is critical. The current site leadership was not
the leadership that began the process of collaboration, bringing in ExCEL, training the
staff on ExCEL or the using GLAD strategies. The principal who began the process was
promoted to the district office and with “principal transition” the current principal is a
second year leader of the school. The former principal began the work and the new
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principal is keeping the work alive by following the structure, but the question remains is
it being kept alive at the same momentum? As “principal transition” happens more and
more with the baby boom generation of leaders retiring, there needs to be a huge
emphasis on professional development for principal change. Schools that have a strong
instructional focus with best practices and strategies in place will need a new principal
who can continue to move in the direction of academic proficiency for all.
Overall, school leadership that focuses on closing the achievement gap by hiring
skilled and quality teachers, making sure that students are provided challenging courses
with rigorous curriculum and making sure that quality teaching instruction is taking place
for all students in the school in all classrooms is critical. Site leaders need to be
persistent and have a “no-excuse” attitude that all students regardless of SES, ethnic
makeup or negative outside factors can learn, achieve and perform. Change does not just
appear. It takes a principal leader with a “no-excuse” attitude to move the school in the
direction and conviction that all students can and will learn.
Recommendations
The following recommendations for future research are based on the overall
findings presented in chapter four:

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• Further research, should include a replication of this study, with a larger
sample of elementary schools focused on the programs, practices and
strategies utilized.
• Further research should look at the impact of a school wide instructional
focus tied to English Language Arts in all content areas.
• Further research should look at the impact of school wide instructional
strategies that incorporate English Language Arts in all content areas.
• Further research should look at how school leaders work around the
teacher contract to realign resources and provide teachers with time to
create more time on task collaboration centered around student academics.
• Further research should look at how a focus on math programs, practices
and strategies make a difference in reducing the achievement gap at a
school site.
• Training for “new” principals who take over schools that have begun the
work to move schools forward so the momentum can continue.
• The state of California needs to make education a true priority and give
resources to school districts.
• Teacher tenure poses a huge problem for school districts and schools as
teachers that do not progress forward to assist with the reduction of the
achievement gap are allowed to stay in schools.

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Summary
There is a need to look at the achievement gap and address the variables that
contribute to the gap. But more so, the urgency for schools and leaders is to study
programs, practices and strategies that have successfully worked in many schools across
the nation and study what has been accomplished in these schools to reduce and eliminate
the gap. Schools and leaders need to look at their own schools and disaggregate their own
data and address where their achievement gap lies and work within the school to find
ways to address and end the educational problems. Schools and leaders also need to
know their school culture and find creative ways to work within the culture and create the
urgency so all staff are on board and realize that they are accountable and responsible for
each and every student who sits in their classrooms. This is a school wide, team effort
and a job that will never really be accomplished until all students are proficient and
achieving academically, socially and emotionally.
111

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115

Appendix A
Survey
Administrator Survey

Research Question 1: What school wide programs promote student achievement?

1. My school has a school-wide professional development program or programs for
teachers to enable all children in the school to meet the state academic content
standards.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

2. My school has a school-wide program or programs to increase parental involvement
through means such as family literacy services.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

3. My school has a school-wide program or programs providing training to teachers in
effective instructional methods and strategies.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

4. My school has a school-wide program or programs that provide effective, timely
assistance for students who experience difficulty in attaining the proficient or advanced
level of theStrongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

5. My school has a school-wide program or programs to assist teachers in the use of
academic assessments to provide information on, and to improve, the achievement of
individual students and the overall instructional program.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

6. My school has a school-wide program or programs that provide teachers training in
effective classroom management and discipline strategies.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

116

Research Question 2: What school wide practices promote student achievement?

7. Teachers are encouraged to collaborate with other teachers on instructional matters on
a regular basis.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4
8. Teachers have an active role in identifying and implementing professional
development goals and objectives for the school.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

9. I have regular discussions with my teachers regarding their teaching.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

10. The evaluation feedback I give to teachers assists them to improve their teaching
effectiveness.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

11. The teachers are aware of specific areas of interest I look at when visiting their
classrooms.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

12. Assessment of student learning is directed to improving, rather than just monitoring,
student performance.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

13. The assessment of student learning is based on specific, clearly identified academic
standards for student performance.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

14. Teachers seek feedback from other teachers to improve their teaching.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

117

15. Decisions about school improvement are always based upon our school improvement
plan.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

16. Teachers at this school have comparable expectations regarding student academic
performance.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

17. Professional development training over the past year has provided useful information
helping teachers increase their teaching effectiveness.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

18. Teachers at this school are encouraged to use the same or similar instructional
strategies.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

19. There is an intentional effort to improving home-school relations and parent
participation.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

20. Academic content students are expected to learn is dictated by district’s adopted
curriculum.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

21. Academic content students are expected to learn do teachers select.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

22 Academic content students are expected to learn is selected by the students.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

118

Research Question 3: What instructional strategies were implemented to target the
closing of the achievement gap?

23. When teachers develop lessons, they consciously select content that meets the
district’s student competencies and performance standards.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

24. When teachers develop lessons, they consciously select instructional materials based
upon their knowledge of their students’ developmental needs and learning styles.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

25. When teachers develop lessons, they consciously select teaching methods and
strategies that accommodate individual student needs and interests.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4
26. When teachers develop lessons, they consciously prepare lessons with high
expectations designed to challenge and stimulate all students.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

27. When teachers develop lessons, they consciously consider how to build upon their
students’ existing knowledge and experiences.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

28. When teachers design lessons, they consciously consider how to create active
learning experiences for their student to facilitate engagement.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

29. When teachers develop lessons, they consciously consider how to create cooperative
learning experiences for their students.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

119

30. When teachers develop lessons, they consciously design lessons that require
integration of content from more than one content area.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

31. When teaching, teachers monitor students’ understanding of the content and make
adjustments accordingly.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

32. When teaching, teachers move among the students, engaging individually and
collectively with them during the learning experience.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

33. When teaching, teachers consciously implement a teaching strategy and instructional
materials that stimulates higher-order thinking skills.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

34. When teaching, teachers create social interaction among students by requiring
students to work as a team with both individual and group responsibilities.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

35. When teaching, teachers vary the size and composition of learning groups.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

36. When a student is having difficulty with an activity or assignment, the teachers are
usually able to adjust it to his/her level.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

37. At my school, peer tutoring is often used to assist struggling students.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

120

Appendix B
Survey

Teacher Survey

Research Question 1: What school wide programs promote student achievement?

1. My school has a school-wide professional development program or programs for
teachers to enable all children in the school to meet the state academic content
standards.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

2. My school has a school-wide program or programs to increase parental involvement
through means such as family literacy services.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

3. My school has a school-wide program or programs providing training to teachers in
effective
instructional methods and strategies.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

4. My school has a school-wide program or programs that provide effective, timely
assistance for students who experience difficulty in attaining the proficient or
advanced level of the academic content standards.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

5. My school has a school-wide program or programs to assist teachers in the use of
academic assessments to provide information on, and to improve, the achievement of
individual students and the overall instructional program.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

6. My school has a school-wide program or programs that provide teachers training in
effective classroom management and discipline strategies.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

121

Research Question 2: What school wide practices promote student achievement?

7. Teachers are encouraged to collaborate with other teachers on instructional matters on
a regular basis.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

8. Teachers have an active role in identifying and implementing professional
development goals and objectives for the school.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

9. I regularly discuss my teaching with my administrator(s).
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

10. The evaluation feedback I receive from my administrator(s) assists me to improve my
teaching effectiveness.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

11. I am aware of specific areas of interest that my administrator(s) looks at when visiting
my
classroom.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

12. Assessment of student learning is accomplished to improving, rather than just
monitor, student performance.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

13. The assessment of student learning is based on specific, clearly identified academic
standards for student performance.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

14. Teachers seek feedback from other teachers to improve their teaching.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

122

15. Decisions about school improvement are always based upon our school improvement
plan.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

16. Teachers at this school have comparable expectations regarding student academic
performance.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

17. Professional development training over the past year has provided useful information
helping me increase my teaching effectiveness.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4
18. Teachers at this school are encouraged to use the same or similar instructional
strategies.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

19. There is an intentional effort to improving home-school relations and parent
participation.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

20. Academic content you expect your students to learn is dictated by district’s adopted
curriculum.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

21. Academic content you expect your students to learn do you (or you and your
colleagues) select.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

22. Academic content you expect your students to learn is selected by your students.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

123

Research Question 3: What instructional strategies were implemented to target the
closing of the achievement gap?

23. When developing my lessons, I consciously select content that meets the district’s
student competencies and performance standards.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

24. When developing my lessons, I consciously select instructional materials based upon
my knowledge of my students’ developmental needs and learning styles.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

25. When developing my lessons, I consciously select teaching methods and strategies
that accommodate individual student needs and interests.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

26. When developing my lessons, I consciously prepare lessons with high expectations
designed to challenge and stimulate all students.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

27. When developing my lessons, I consciously build upon my students’ existing
knowledge and experiences.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

28. When developing my lessons, I consciously consider how to create active learning
experiences for my students to facilitate engagement.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

29. When developing my lessons, I consciously consider how to create cooperative
learning experiences for my students.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

30. When developing my lessons, I consciously create lessons that require integration of
content from more than one content area.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4
124

31. When teaching, I monitor students’ understanding of the content and make
adjustments accordingly.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

32. When teaching, I move among the students, engaging individually and collectively
with them during the learning experience.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

33. When teaching, I consciously employ teaching strategies and instructional materials
that stimulate higher-order thinking skills.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

34. When teaching, I create social interaction among students by requiring students to
work as a team with both individual and group responsibilities.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

35. When teaching, I vary the size and composition of learning groups.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

36. When a student is having difficulty with an activity or assignment, I am usually able
to adjust it to his/her level.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

37. At your school, peer tutoring is often used to assist struggling students.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

125

Appendix C
Staff Interviews

Interviews

Teacher Interview HS, MS – Principal, asst. principal, and teacher leaders (6 total)
ES –One representative per grade level

1. What is your position and role in the school and how many years have you
been a faculty member of the school itself and in education overall?

2. What programs do you have in your department/grade level that promotes
student achievement? (R1)

3. How does the program work?

a. Does it target a specific population? (R3)
b. Does it require any additional funding? – source?
c. How do you measure its success?
d. Has it been successful in reducing the achievement gap? (R3)

4. Do you have any specific instructional practices that your department/grade
level uses to promote student achievement? (R2)
a. What kind of professional development have you received in those
practices?
b. How do you measure the effectiveness of the instructional practices?
c. Has it been successful in reducing the Achievement Gap? (R2)

5. Does your department/grade level have specific strategies that target the
closing of the achievement gap for all students and what are they? (R3)

6. How do you promote enrollment in your most rigorous courses?

7. How does the school’s leadership team support your efforts in these programs
and practices?
a. Who is on your leadership team and what role do they play?

8. What does collaboration look like at your school?

9. What specific aspects of your schools culture support student achievement?
(R1 & 2)

10. How much parent participation do you receive?
126

Appendix D
Administrative Interviews

Administration Interview

Principal and Assistant Principal

1. What is your position and role in the school and how many years have you
been a faculty member of the school itself and in education overall?

2. What programs does your school have that promotes student achievement?
(R1)

3. How does the program work?
a. Does it target a specific population? (R3)
b. Does it require any additional funding? – source?
c. How do you measure its success?
d. Has it been successful in reducing the achievement gap? (R3)

4. Does your school have any specific instructional practices that promote
student achievement? (R2)
a. What kind of professional development do you offer your staff?
b. How do you measure the effectiveness of the instructional practices?
(R2)

5. Does your school have specific strategies that target the closing of the
achievement gap for all students and what are they? (R3)

6. How do you promote enrollment in your most rigorous courses?

7. How do you support your teachers’ efforts in these programs and practices?

8. What does collaboration look like at your school site?

9. How do you feel the teachers support these school wide practices and
implementation?

10. What specific aspects of your schools culture support student achievement?
(R1 & 2)

11. How much parent participation do you receive?

127

Appendix E
Document review

Document Questions the document answers
School background and profile
SARC

Single School Plan
• Class Size
• Number of Suspensions/Expulsions
• California Healthy Kid Survey Results
• Population breakdown (ethnicity, SES, EL’s)
• Supplemental Programs
• Vision and Mission Statements
• Teacher Groups (leadership, advisory, SSC, etc.)
List of teachers and Support
Staff
• Experience
• Credentials
• Grade Levels
• Years at current site
Professional Development
Plan
• Collaboration Plan, Schedule
Daily and Instructional
Schedule
• Number of instructional Minutes

English Leaner’s Master,
technology and Safe
Schools Plan

• Plan for ELL and safe campus
Achievement Results
CST and Local Assessments
Data for over a 2 year
period.

Local Benchmarks

SARC

Website: CDE
• CST data
• API, AYP, disaggregated data by demographics,
subgroups, etc.

128

Appendix E Continued

Parent/Community Involvement
SARC

School/Parent handbook

Parent surveys from school
or district

School Website

Single School Plan
• Parent community/outreach education
• Community Partnerships
• Parent Survey results
• Volunteer Hours
• Parent Club
• Parent/Community Communications
(newsletters, websites)

Fiscal Information
Single School Plan

CPM Report
• Categorical Documents & Resources /
Compliance Findings
3
Other Information
WASC Action Plan/Self-
Study/Visiting Team Report
• Referral process for Special Ed.
• Distinguished School Information
• RtI Strategies
• Teacher Evaluation
• WASC

129

Appendix F
Observation Tool

Trigger Words: Welcoming Environment
Engagement Rigor
Focus Standards
Programs Practices
Strategies Stakeholders

Four Frames: Structural: Goals and information are clear, cause and effect
understood
Human Resources: Employee morale, resources and creativity
Political: Power, conflict, competition, organizational polices
Symbolic: Culture, meaningful, ritual, ceremony, stories

What is Happening? What do I think is Happening?

Abstract (if available)

Abstract Schools are focused on raising test scores for ALL students. There is a sense of urgency to ensure that scores for ALL students: especially, minority, poverty stricken, special education and English Language Learners increase and catch up to the White, Asian and affluent peers. Because not all schools and not all student scores in the schools are increasing at the same rate, the achievement gap is a major concern for educators across the nation. While there are many internal and external reasons why students are not achieving academically, the focus for this qualitative case study was on the internal factors specifically the programs, practices and strategies that one elementary school implemented within their instructional program. What came out of the data and the research suggest, for findings, schools need site leadership that work in tandem with teachers to provide time for laser like, focused collaboration on pacing guides, lesson development, common, frequent assessments and data analysis. School also benefit from a school wide instructional focus that incorporates a common instructional theme throughout all content areas. When a school has programs, practices and strategies in place, all student scores increase especially the scores of the minority, poverty-stricken, and English Language Learner students. The gap is shrinking and all student scores are increasing and more students are proficient.

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Asset Metadata

Creator Doll, Michele Taney (author)

Core Title A case study: one successful elementary school that reduced the achievement gap

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/09/2009

Defense Date 02/11/2009

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

Tag achievement gap,elementary school,OAI-PMH Harvest

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Gothold, Stuart E. (committee chair), Escalante, Michael F. (committee member), Garica, Pedro (committee member)

Creator Email mdoll@gusd.net,micheletaney@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-m2071

Unique identifier UC1441780

Identifier etd-Doll-2675 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-214672 (legacy record id),usctheses-m2071 (legacy record id)

Legacy Identifier etd-Doll-2675.pdf

Dmrecord 214672

Document Type Dissertation

Rights Doll, Michele Taney

Type texts

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

Repository Name Libraries, University of Southern California

Repository Location Los Angeles, California

Repository Email cisadmin@lib.usc.edu