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A case study of an outperforming urban magnet high school

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A case study of an outperforming urban magnet high school

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Content Running head: OUTPERFORMING NONTRADITIONAL SCHOOLS 1
A CASE STUDY OF AN OUTPERFORMING URBAN MAGNET HIGH SCHOOL

by

Ali-Shah Pettaway

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

May 2018

Copyright 2018 Ali-Shah Pettaway

OUTPERFORMING NONTRADITIONAL SCHOOLS 2
DEDICATION
This dissertation is dedicated to:
The memory of my mother, Cynthia Jackson, my eldest sister, Angelique Pettaway, and my
other mother, Helen Faye Pettaway Bates.
My grandmother, Daisy, who models as an epitome of resilience, strength, and teaches me that
I can have whatever I want in life.
My father, Lee Pettaway, who is forever proud of me, taught me not to be ashamed of the color
of my skin, to stand tall and proud, and to remember who I am- a PETTAWAY.
And my siblings who provided me with unconditional love and
support during the turbulent time of my journey.

OUTPERFORMING NONTRADITIONAL SCHOOLS 3
ACKNOWLEDGMENTS
I would like to extend my gratitude to my dissertation chair Dr. Ott and committee members,
Dr. Gothold and Dr. Hocevar. Your belief in me along with your guidance and support
provided throughout this dissertation journey is appreciated.
I am also appreciative of my colleagues in the thematic group who have been encouraging
throughout this process.
To my diamonds; Luz, Esperanza, and Susan, I will cherish the moments that we shared
together, forever. You are my family. I love you ladies.
To my friends and family members who encouraged me from near and far, I am forever in debt
for your encouragement and support.
To my husband Herman, thank you for keeping the house afloat. I know it was not easy. I
appreciate it.

OUTPERFORMING NONTRADITIONAL SCHOOLS 4
TABLE OF CONTENTS
Dedication 2
Acknowledgments 3
List of Tables 6
List of Figures 7
Abstract 8
Chapter One: Overviewof the Study 9
Statement of the Problem 10
Purpose of the Study 11
Significance of the Study 12
Limitations and Delimitations 13
Definition of Terms 13
Organization of the Study 18
Chapter Two: Review Of The Literature 20
Problem Statement 21
Purpose of Study 21
Background 22
History of Urban School Education in the United States 23
Civil Rights Laws 24
Milliken v. Bradley 24
A Nation at Risk 25
Improving America’s Schools Act of 1994 25
No Child Left Behind 26
Race to the Top 27
Local Control Funding Formula 28
Nontraditional Outperforming K-12 Urban Schools 28
Dual Language Schools 29
Catholic and Nativity Schools 29
Small Learning Communities 30
Early College High Schools 30
Magnet Schools 31
STEM Education 31
Best Practices in Nontraditional Outperforming Urban Schools 32
High Expectations for Student Achievement 32
Aligned Curriculum, Instruction, and Assessment 32
High Levels of Community and Family Engagement 33
Frequent Monitoring of Student Progress 33
Leadership Practices 34
Current California Demographics and Statistics 34
Critique of the Literature 35
This Study’s Contributions 35
Chapter Three: Research Methodology 36
Sample and Population 37
About Obama Magnet High School 38
Instrumentation 39
OUTPERFORMING NONTRADITIONAL SCHOOLS 5
Survey 40
Interviews 41
Observation 41
Document Review 42
Strategy 42
Data Analysis 43
Chapter Four: Findings 44
Participants 45
Research Question One: Programs and Practices 46
Intervention Programs and Practices 47
Programs and Practices to Sustain Student Success 48
The Student’s Success Skills Program 49
Success for All 49
Research Question Two: Leadership Practices 49
Staff Commitment 50
Shared Decision Making 53
Research Question Three: Cultural Norms 56
High Expectations 56
Accountability 64
Findings Related to School Culture 66
Chapter Five: Recommendations, Implications, and Conclusion 67
Summary of the Findings and Discussions 69
Recommendations for Practice 71
Implications for Further Research 72
Conclusion 73
References 74
Appendix A: Interview Question Protocol 82
Appendix B: School Site Observation Protocol 86
Appendix C: Document Review Protocol 98
Appendix D: Survey 100

OUTPERFORMING NONTRADITIONAL SCHOOLS 6
LIST OF TABLES
Table 1: Commitment (Longevity) 51
Table 2: Shared Decision Making 54
Table 3: High Expectations 57

OUTPERFORMING NONTRADITIONAL SCHOOLS 7
LIST OF FIGURES
Figure 1. Conceptual framework. 67
Figure 2. Four frames. 68

OUTPERFORMING NONTRADITIONAL SCHOOLS 8
ABSTRACT
The purpose of this qualitative case study was to examine and analyze the programs, leadership
practices, and culture at an urban school that successfully closed the achievement gap. A
magnet high school in the urban area was selected for this case study. This study applied
Bolman and Deal’s Four Frames method to understand the impact of the academic success at
the outperforming urban magnet high school. This study identified best practices at one non-
traditional urban school. The research questions included: (1) What programs and practices
were implemented in an urban outperforming nontraditional school? (2) What were the
leadership practices in an urban outperforming nontraditional school? (3) What were the
cultural norms in an urban outperforming nontraditional school? This qualitative study
identified the instructional practices and programs, leadership practices, and cultural norms of
an outperforming urban magnet high school by triangulating data from observations, surveys,
document review and interviews. Findings support student success is enhanced when
commitment and high expectations are embedded into the school culture, when effective
programs are made available to support students at all academic levels, and when decision
making is shared among all stakeholders. The themes that emerged from this study were: (1)
Commitment (Longevity) (2) Shared Decision Making (3) High Expectations (4)
Accountability (5) Student Support. The researcher concluded from this study that the
outperforming urban magnet high school was insightful of incomparable instructional
programs and practices, cultural norms, and leadership practices.

OUTPERFORMING NONTRADITIONAL SCHOOLS 9
CHAPTER ONE: OVERVIEW OF THE STUDY
It is the duty of educators to serve the needs of students regardless of the students’
gender, race, ethnicity, socioeconomic status, or background. It is the responsibility of the
institution to ensure that every student receives a quality education. However, there are
students residing in urban communities whose performance is lower than that of students in
nonurban communities because their needs are not met through the traditional paradigm
(Roeser et al., 2013). A continuous academic gap between minority and nonminority students
exists. Black and Hispanic students’ scores on state tests are lower than those of White students
(Miller, 2013). Furthermore, some subgroups of students achieve while other subgroups are left
behind (Jennings & Lauen, 2016). These problems have repeatedly surfaced throughout
decades and required a resolution.
Public education has the purpose of producing educated citizens from all backgrounds
to contribute to society. However, the public-school system in the United States and the
stakeholders involved were not always geared toward providing quality education to minority
students. Hayes (2010) noted that schools in the United States continued to be segregated
despite the Brown v. Board of Education victory. Many of the schools where students of color
were forced to attend, in the form of de facto segregation, were in communities that lacked
resources, suffered from high poverty rates, and were densely populated. Although changes
were made in the public-school system to desegregate schools and provide a quality education
for all students, the achievement gap between minority and nonminority students remained
prominent.

OUTPERFORMING NONTRADITIONAL SCHOOLS 10
Statement of the Problem
Students in high-poverty urban schools have not performed as academically well as
students in affluent communities. However, there are nontraditional urban schools in
communities of low socioeconomic status and with demographics that characterize them as
populated by minorities that outperform similar schools. More needs to be known about how
these nontraditional outperforming schools operate to achieve excellence. The National Center
for Education Statistics (2016) reported there are 50.4 million public school students, ranging
from pre-kindergarten to grade 12, throughout the United States. Out of these, 7.8 million are
Black students. The California Department of Education (2015) stated that 361,752 Black
students attend public school in California. Inability to close the achievement gap in California
alone could leave 361,752 students behind.
The federal government made efforts to close the achievement gap with the No Child
Left Behind Act of 2001(NCLB). The goal of this reform was to ensure all students attained
proficiency in English language arts and mathematics by the end of the year 2014. Under
NCLB, 60% of African American students failed to meet graduation requirements and were
left behind.
After NCLB, President Obama set out to reform public education through a program
called Race to the Top under the Common Core State Standards. This reform was introduced to
assist in closing the achievement gap and prepare students for college and career readiness. To
measure student performance and measure the achievement gap, California uses the California
Assessment of Student Performance and Progress (CAASPP). In 2015, the California
Department of Education (2015) reported 83% of African American students did not meet the
standards in math, and 72% of the students failed to meet the standards in English language
OUTPERFORMING NONTRADITIONAL SCHOOLS 11
arts. The data showed different results for White and Asian students. Only 40% of White
students failed to meet the standards in English language arts, and 51% failed to meet the
standards in math. The California Department of Education (2015) reported higher results for
Asian students; only 28% did not meet the standards in English language arts, and 31% did not
do so in math. Although the Race to the Top initiative efforts appeared effective in serving
White and Asian students, the data continues to demonstrate a wide achievement gap between
them and African American students.
California has a significant number of African American students enrolled in public
school. Schools and districts throughout the state have served these students yet failed at
closing the achievement gap. Historically, African American students in socioeconomically
disadvantaged areas attend public schools in urban areas and have not performed well in
comparison to students at schools in more affluent communities. Nevertheless, there are
nontraditional urban schools in low socioeconomic areas that have outperformed and have
closed the achievement gap. A study of these schools was conducted to reveal how they
achieved academic excellence.
Purpose of the Study
The purpose of this qualitative study was to examine and analyze the programs,
leadership practices, and cultural norms at a school that successfully closed the achievement
gap. This study identified best practices at one non-traditional urban school. The study looked
at criteria that classified the school as outperforming, such as student retention rates, high
school completion rates, various test scores, and college and career readiness.
Data were collected through surveys, in-depth open-ended-question interviews,
document analysis, and classroom and campus observations. The data were triangulated to
OUTPERFORMING NONTRADITIONAL SCHOOLS 12
identify organizational practices that narrowed the achievement gap through various school-
wide programs, leadership practices, and cultural norms.
A group of doctoral students previously researched literature on outperforming schools
and the findings of those studies were used to develop outperforming school requirements for
the current study. Three research questions guided the study:
1. What programs and practices are implemented in an urban outperforming
nontraditional school?
2. What are the leadership practices in an urban outperforming nontraditional school?
3. What are the cultural norms in an urban outperforming nontraditional school?
Significance of the Study
This qualitative case study is one of 12 studies conducted by the members of a thematic
dissertation group at the University of Southern California. However, this study was researched
and written by the author alone. An in-depth study of academic success at a high school
serving disadvantaged students can greatly contribute to the field of education. A close
examination of a single school versus multiple schools can provide a microscopic diagnostic of
the factors that contribute to students’ academic success. Focus on a single school that
demonstrated success in closing the achievement gap between minority and nonminority
students addresses factors associated with student achievement that can be applied to other
schools.
Utilizing a qualitative case study research method, this in-depth study closely examined
a nontraditional outperforming high school that narrowed the achievement gap between
subgroups of students. These subgroups were studied individually to hone in on factors that
contributed to their outperformance.
OUTPERFORMING NONTRADITIONAL SCHOOLS 13
The results of this qualitative study will provide educational leaders, educators, and
other stakeholders additional data that can assist schools in closing the achievement gap
between subgroups. The use of this data can contribute to an increase in college and career
readiness among disadvantaged students. The findings of this qualitative study will add current
real-world data to the literature on closing the achievement gap in urban schools.
Limitations and Delimitations
Limitations associated with this study involve the fact that there may be other reasons
students do not perform well, such as attendance, lack of parental involvement, or lack of
effort. Other limitations of this study include lack of survey responses by stakeholders, relying
on the information given in interviews that were made throughout the study. There was not
100% participation of survey responces by stakeholders.
A delimitation within the researcher’s control was a visitation of only one high school.
Because of a limited number of sites to study, the results cannot be generalized. This resulted
in a study of a sample of one site. In addition, the study was limited to three research questions.
No students or parents, who may have provided a different perspective on student success,
participated in this study. Triangulation of the data increased the validity of the results.
Definition of Terms
 Achievement gap – The achievement gap is defined as the differences between the test
scores of minority and/or low-income students and the test scores of their White and
Asian peers. However, achievement gaps in test scores affect many different groups.
(National Education Association, 2013).
 At-risk - The term may be applied to students who face circumstances that could
jeopardize their ability to complete school, such as homelessness, incarceration, teenage
OUTPERFORMING NONTRADITIONAL SCHOOLS 14
pregnancy, serious health issues, domestic violence, transiency (as in the case of
migrant-worker families), or other conditions, or it may refer to learning disabilities,
low test scores, disciplinary problems, grade retentions, or other learning-related factors
that could adversely affect educational performance and attainment. (The Glossary of
Educational Reform, 2013a).
 Best practices - The EOA National Best Practices Center (2016) defines best education
practices as the wide range of individual activities, policies, and programmatic
approaches to achieve positive changes in student attitudes or academic behaviors. This
umbrella term encompasses the following designations that differ on the level of
evidence supporting desired student or institutional outcomes: promising, validated, and
exemplary.
 Catholic schools – A Catholic school is an institution of learning associated with the
Catholic Church. There are Catholic schools at all levels, from pre-school to
universities. (Archdioceses of Los Angeles, 2015).
 Common Core Standards - The Common Core standards create common guidelines of
what all students should know and be able to do at each grade level in math and English
language arts from state to state. (Common Core State Standards Initiative, 2016).
 Cultural Norms – “School culture is the set of norms, values, and beliefs, rituals and
ceremonies, symbols, and stories that make up the persona of the school” (Education
World, 2017).
 Curriculum - The term curriculum refers to academic content taught to students. The
content may be inside of text or created (The Glossary of Educational Reform, 2014a).
OUTPERFORMING NONTRADITIONAL SCHOOLS 15
 Dual language schools - Dual language education is the academic program that is
taught to students in more than one language (The Glossary of Educational Reform,
2013b).
 Early College High Schools (ECHS)- Innovative associations between sanction or non-
contract open optional schools and a nearby junior college, the California State
University, or the University of California that enable students to gain a secondary
school certificate and up to 2 years of school credit in 4 years or less. ECHS are little,
independent schools that mix secondary school and school into an intelligent instructive
program (California Department of Education, 2017a).
 English as a second language (ESL) - English as a moment dialect alludes to the
instructing of English to students with various local or home dialects utilizing uniquely
composed projects and methods. ESL is an English-only instructional model, and most
projects endeavor to create English aptitudes and scholastic learning at the same time. It
is otherwise called English for speakers of different dialects, English as an extra dialect,
and English as an outside dialect (The Glossary of Educational Reform, 2014b).
 English language arts - A literacy that involves listening, speaking, reading, and writing
(Smagorinsky, 2015).
 Equitable education - Equity in education implies that individual or social conditions,
for example, sexual orientation, ethnic starting point or family foundation, are not snags
to accomplishing instructive potential and that all people reach no less than a
fundamental least level of abilities (The Glossary of Education Reform, 2016.
 Four frames - Frames, or aspects, a leader may or may not utilize. They are structural,
human resource, symbolic or political (Bolman & Deal, 2013).
OUTPERFORMING NONTRADITIONAL SCHOOLS 16
 Gold Ribbon School - The California Gold Ribbon Schools Award was created to
reward public schools for academic success (California Department of Education,
2017b).
 High-stakes testing – According to the Glossary of Education Reform (2014), A high-
stakes test is any test used to settle on critical choices about students, instructors,
schools, or regions, most ordinarily for responsibility—i.e., the endeavor by elected,
state, or neighborhood government organizations and school overseers to guarantee that
students are selected in powerful schools and being educated by viable educators. When
all is said in done, high-stakes implies that test scores are utilized to decide disciplines,
(for example, sanctions, punishments, financing diminishments, negative exposure),
honors (grants, open festival, positive reputation), progression (review advancement or
graduation for understudies), or pay (compensation increments or rewards for directors
and educators).
 Improving America’s Schools Act (IASA) - The IASA gives extra help, and the
School-to-Work Opportunities Act encourages fabricate extra pathways to empower all
kids to meet testing state gauges (U.S. Department of Education, 1995).
 Leadership practices - It is a leadership behavior that leaders utilize on a regular basis.
 Magnet - It is a program in a public school that usually has a special area of focus like
science or arts or it can be a magnet school which is an entire school with a special
focus (California Department of Education, 2017c).
 No Child Left Behind Act of 2001 (NCLB) - NCLB reauthorized the Elementary and
Secondary Education Act; it included Title I arrangements applying to distraught
OUTPERFORMING NONTRADITIONAL SCHOOLS 17
understudies. The Act expected states to create evaluations in essential abilities (The
Glossary of Education Reform, 2012).
 Nontraditional outperforming school - An outperforming school is a school that has
outperformed similar schools for two or more years. These schools are not average
public schools.
 OMHS - Obama Magnet High School.
 Public school - The California Department of Education (2013) characterizes a
government funded school as a kindergarten through grade 12. A public school is
supported by public funds and is overseen by a local or state educational agency. A
public school provides educational services for all students who attend by credentialed
teachers and has at least one credentialed administrator on site. A public school also
implements state required curriculum and assesssments. (California Department of
Education, 2013).
 Race to the Top – “Abbreviated R2T, RttT, RTTT, or RTT, Race to the Top is a $4.35
billion U. S. Department of Education (2016) competitive grant created to spur and
reward innovation and reforms in state and local district K-12 education”.
 Smarter Balanced Assessment Consortium (SBAC) – The SBAC is a state-administered
test consortium. It makes tests lined up with the Common Core State Standards to be
utilized as a part of a few states. It utilizes robotized article scoring.
 Small learning community - Likewise alluded to as a school inside a school, it is an
authoritative school model that is an undeniably normal type of learning condition in
American optional schools to subdivide substantial school populaces into littler, self-
governing gatherings of students and educators.
OUTPERFORMING NONTRADITIONAL SCHOOLS 18
 Standardized test – A state-sanctioned test is any type of test that (1) requires all test
takers to answer similar inquiries, or a choice of inquiries from regular bank of
inquiries, similarly, and that (2) is scored in a standard or steady way (NCES, 2013).
 STEM education - The acronym STEM stands for science, technology, engineering,
and mathematics. Through STEM instruction, students figure out how to wind up issue
solvers, pioneers, makers, and teammates and keep on filling the urgent pipeline of
specialists, researchers, and trend-setters in this manner fundamental to the long term
running of the country (California Department of Education, 2016).
 Student achievement – Student accomplishment measures the measure of scholastic
substance a student learns in a decided measure of time.
 Urban schools - Schools that have bigger enlistments than rural or provincial schools at
both the rudimentary and auxiliary levels—and they will probably serve low-salary
understudies.
Organization of the Study
This dissertation is organized into five chapters. Chapter One provides an introduction
and the problem that most urban schools have not been successful in closing the achievement
gap. It states the purpose of the study, which is geared toward studying nontraditional
outperforming schools in urban areas that have narrowed the achievement gap between
minority and nonminority students. Chapter One proceeds with the importance of the study,
limitations, and delimitations, and closes with a definition of terms.
Chapter Two reviews the literature on nontraditional outperforming K-12 urban schools
and the factors that affect student success. The main topics of this review are (a) the history of
urban school education in the United States, including segregation and the fight for educational
OUTPERFORMING NONTRADITIONAL SCHOOLS 19
quality and access, (b) qualities of some outperforming nontraditional urban schools, and (c)
best practices of outperforming nontraditional urban schools, and (d) current statistics.
Chapter Three reviews the methodology. It includes the sample and population of the
study, a description of the instrumentation used to conduct the study, the various data
collection methods used, and concludes with a description of how the data was analyzed.
Chapter Four includes the results of the study, including results of coded in-depth
interviews, observations, surveys, document analysis, and emergent trends.
Chapter Five presents findings in response to the three research questions and
additional information gathered during the study. This chapter provides a summary,
conclusion, and implications.
OUTPERFORMING NONTRADITIONAL SCHOOLS 20
CHAPTER TWO: REVIEW OF THE LITERATURE
The National Center for Education Statistics (2009) defined the achievement gap as
data that reveals one group of students who significantly outperforms another group of
students, and the variation of the scores for the two groups shows a gap that is larger than the
margin of error. Throughout time, several educators and educational leaders have tried to
understand and close the achievement gap. The achievement gap is greatly noticed between
White and both Black and Hispanic students within the public-school system. Wood (2016)
noted the gap flows throughout various areas, such as standardized test scores, college
readiness, graduation rates, and economic status. It is fundamental to explore and fully
comprehend the achievement gap and what has been done to assist in closing that gap in
schools across the United States.
This study focused on schools in urban areas. Urban schools are defined as located in
densely populated areas with high poverty rates, immigration, and language diversity, and
where the residents’ socioeconomic status is low (Kincheloe, 2008). Ford and Moore (2013)
defined urban schools as schools that may have teachers who are not culturally aware and have
biases toward minority students, limited educational resources, and poor teacher quality.
Therefore, it appears that schools in urban areas are opposites of schools in non-urban
locations.
The literature review in this chapter closely examined the achievement gap among
students in urban schools across the United States to fully understand what factors played a
part in widening and narrowing the gap between White and minority students. The literature on
nontraditional outperforming K-12 urban schools is also reviewed, as are factors that affect
student success. The main topics of this review were (a) the history of urban school education
OUTPERFORMING NONTRADITIONAL SCHOOLS 21
in the United States, including segregation and the fight for educational quality and access, (b)
qualities of some outperforming nontraditional urban schools, (c) best practices of
outperforming nontraditional urban schools, and (d) current statistics.
Problem Statement
Historically, students in high-poverty urban schools have not performed well
academically in comparison to students in affluent communities. However, there are
nontraditional urban schools with similar low socioeconomic and demographic characteristics
that outperform traditional public schools. More needs to be known about how these schools
operate to achieve excellence.
Purpose of Study
The purpose of this study was to identify the factors present in a nontraditional
outperforming urban K-12 school. It was important to study this as more needs to be revealed
regarding what outperforming schools do to help children in urban communities succeed. This
qualitative study examined programs and practices, leadership practices, and cultural norms at
one nontraditional outperforming school. Although there are various reasons many urban
schools failed to close the achievement gap, the focus of this study was to identify programs
and practices, leadership practices, and cultural norms that were successful in students’ overall
academic achievement. Three research questions guided the study:
1. What programs and practices are implemented in an urban outperforming
nontraditional school?
2. What are the leadership practices in an urban outperforming nontraditional school?
3. What are the cultural norms in an urban outperforming nontraditional school?
OUTPERFORMING NONTRADITIONAL SCHOOLS 22
This literature review is divided into seven sections. Section one focuses on the
background of the study. Section two focuses on the history of urban education in the United
States. Section three names a few nontraditional outperforming schools and highlights some of
their qualities. In section four, best practices of nontraditional outperforming urban schools are
examined and identified. Section five shows current statistics of various populations of
students attending schools in urban areas. Section six displays a critique of the literature, and
section seven contains projected contributions of this study.
Background
A study of nontraditional outperforming urban schools is essential as it can uncover
information that can assist schools to close the achievement gap between minority students and
their non-minority peers. It is crucial to discover what works in successful schools. A detailed
examination of one high school’s successes in addressing the disproportion in achievement
among various demographic groups can yield data that can be used to help close the
achievement gap in schools that are not performing well academically.
While many studies examine various schools to arrive at a consensus, studying one school
thoroughly can provide detailed and precise data to assist in closing the gap at other
educational institutions. The current study is one of 12 by a group of doctoral students
examining factors that contributed to academic successes in outperforming nontraditional
urban schools. Althought working as a thematic cohort, each doctoral student studied a
different school.The information analyzed in this study came from one outperforming school
with high levels of student success. Utilizing qualitative research methodology, this study
closely inspected a nontraditional outperforming urban high magnet school in the inner city.

OUTPERFORMING NONTRADITIONAL SCHOOLS 23
History of Urban School Education in the United States
After the 1830s, Blacks in the South desired an education, but it was against the law to
obtain one (Hayes, 2010). Thus, Blacks were forced to educate themselves in clandestine
schools which ran outside of the plantation areas and were operated by former slaves who had
been educated (Hayes, 2010). Although this was a risk that may have been punishable by
death, Blacks continued to educate their own people to prepare themselves to escape or become
emancipated (Hayes, 2010). The clandestine schools were located in areas considered poor
and/or urban. Despite the obstacles, Blacks continued to educate themselves.
According to Butchart (2010), after emancipation in 1863, Black children’s education
remained disproportionate as compared to that of White students. Segregation through the
educational system during that time placed Black children at risk of failing. Butchart (2010)
noted that the root of Black children’s at-risk educational status was the contributions of
decades of segregation, racism, and poverty among the Black community, inadequate
curriculum, and indifference toward Blacks by Whites. Blacks faced many obstacles in
education, and Black children still learned in unsatisfactory conditions (Butchart, 2010).
Despite the circumstances of segregation in education, Black children continued to become
educated (Butchart, 2010).
Educational failure among Black children in the United States remained an issue seen
even after the Brown v. Board of Education decision in 1954. Hayes (2010) suggested that
schools in urban areas were continually isolated. Members of urban communities noticed an
increase in high school dropout rates along with children failing in various academic categories
as the conditions of segregation had not improved (Hayes, 2010). It can be argued that,
although education of Blacks had increased before the 1960s, it began to decline rapidly
OUTPERFORMING NONTRADITIONAL SCHOOLS 24
because of long-term educational segregation. The impact of segregation remained despite
efforts to solve the failing of urban school children after Brown v. Board of Education, but the
hope of desegregation and equality of education emerged in the 1960s as the Civil Rights
Movement became prominent.
Civil Rights Laws
The civil rights statutes were created to prohibit discrimination in education based on
race, color, or origin during the 1960s and gave hope to Blacks in urban communities who
longed for equality. According to the U.S. Department of Education (2015), these laws were
created and set forth to end discrimination in education and give hope of equal education for all
persons of color. Federal laws were to assist in bringing about change in the American
educational system by allowing all persons of color to choose educational opportunities that
they may have once been denied (U.S. Department of Education, 2015). Since then, there have
been substantial changes in education, including desegregation, equality, access, quality,
success, and opportunity in urban area schools.
Milliken v. Bradley
The decision in Milliken v. Bradley I (1974) effectively legally segregated inner-city
schools (Green & Gooden, 2016). In this case, regarding inner-city school districts, the
Supreme Court ruled that the “desegregation remedy could not cross over school district lines
unless suburban school districts could be found guilty of committing any wrong” (Green &
Gooden, 2016, p. 3). This decision reversed efforts to desegregate schools. The ruling
permitted separation of students, allowing a revisit to educational discrimination based upon
inequality.

OUTPERFORMING NONTRADITIONAL SCHOOLS 25
A Nation at Risk
Although school segregation was outlawed, it had an impact on the public school
educational system overall. Students who attended schools in more affluent areas performed
better academically while disadvantaged students in the inner cities continued to perform
poorly overall. A report by National Commission on Excellence, formed to work on education
reform in the mid-1980s, contributed to calls for educational reform by noting that American
schools were failing at a high rate (Vinovskis, 2009). The committee’s report, titled A Nation
at Risk, stated that public school systems were in crisis and reported declines in student
achievement. The report argued that declines could, in fact, be reversed, but it lacked strategies
for improvement or closing the gap between advantaged and disadvantaged students
(Vinovskis, 2009). The purpose of the reform was to strengthen state and local high school
graduation rates, increase academic standards, require students to spend more hours in school,
improve teacher quality, and hold elected officials accountable for overseeing improvement
throughout the public-school system (Vinovskis, 2009).
Improving America ’s Schools Act of 1994
Educational reform continued through the 1990s, and, thus, the IASA, a reauthorization
of the Elementary and Secondary Education Act (ESEA), was introduced (U.S. Department of
Education, 1995). The purpose of ESEA was to guarantee, through a Title I grant, equal
educational opportunity for public-school students living in poverty (Mathis, 2015). The Title I
grant would allow schools to receive an additional 40% of funding for students living in
poverty (Mathis, 2015). After an equitable education had not been established, and public
schools were continuing to fail at closing the achievement gap between advantaged and
disadvantaged students, the IASA reform was mentioned by former president Bill Clinton. The
OUTPERFORMING NONTRADITIONAL SCHOOLS 26
purpose of the IASA was to help establish a gateway to allow all students, regardless of status,
to meet state standards (U.S. Department of Education, 1995). According to the U.S.
Department of Education (1995), there were four key components outlined in educational
improvement efforts: highly trained teachers; accountability; ties among families, schools, and
communities; and high standards for all students. These components were not met in their
entirety, which resulted in another school reform effort called NCLB.
No Child Left Behind
NCLB is the 2001 reauthorization of ESEA under former president George W. Bush.
This law was an attempt to promote educational opportunity for disadvantaged students using
Title I funding (Ladd, 2017). The efforts were undertaken to raise student achievement through
high-stakes standardized testing. Under NCLB, there would be a yearly test requirement for all
students in grades three through eight and once in high school in the subjects of reading and
mathematics (Ladd, 2017). NCLB set forth annual achievement goals to ensure all students
were fully proficient by the 2013–2014 academic year (Ladd, 2017). Many scholars believed
that the goal of full proficiency for all students was unrealistic, yet no states opted out of
NCLB.
Although there was an improvement under this reform effort, it was not significant.
Rice University analyzed over 271,000 students’ progress under NCLB. The findings revealed
that “60 percent of African American students, 75% of Latino students, and 80 percent of ESL
students did not graduate within five years” (ScienceDaily, 2008, par. 2). Additionally,
researchers at Stanford University stated,
Overall, our analyses provide no support for the hypothesis that No Child Left Behind
has led, on average, to a narrowing of racial achievement gaps. We find that within-
OUTPERFORMING NONTRADITIONAL SCHOOLS 27
state achievement gaps were closing slowly, on average, before the passage of the
NCLB legislation, and that this trend did not change significantly after the introduction
of NCLB. However, we do find evidence indicating that the policy’s impact varies
systematically across states in ways that are consistent with NCLB’s subgroup-specific
accountability features. In states facing more subgroup-specific accountability pressure,
more between school segregation, and larger gaps prior to the implementation of the
policy, NCLB appears to have narrowed white-black and white-Hispanic achievement
gaps; in states facing less pressure, less segregation, and smaller pre-existing gaps,
NCLB appears to have led to a widening of white-black and white-Hispanic
achievement gaps. (Reardon et al., 2013, p. 1)
The purpose of NCLB was to help equalize public education. Nonetheless, the achievement
gap failed to close, and disadvantaged students remained left behind.
Race to the Top
In 2009, former president Obama set out to reform public education through a program
called Race to the Top. Its purpose was to reform public education by adopting standards and
assessments that prepared students for college and career readiness globally, building
successful and accurate data systems that measured student success and growth, educating
teachers and educational leaders on how to better prepare students for success through
purposeful instruction, and recruiting and retaining effective educators and educational leaders
(U.S Department of Education, 2009). As reported by the U.S. Department of Education
(2009), 48 states joined to create and develop a set of rigorous college and career-ready
standards in math and reading in hopes of turning around even the lowest performing schools
(U.S. Department of Education, 2009).
OUTPERFORMING NONTRADITIONAL SCHOOLS 28
Local Control Funding Formula
To ensure all schools met the goal of closing the achievement gap between advantaged
and disadvantaged students, Governor Jerry Brown revamped California’s school funding
system. In 2013, a law named the Local Control Funding Formula (LCFF) as the new funding
system. LCFF promised to end education inequalities in school funding and close the
achievement gap by distributing funds based on students’ needs (Delahaye, 2016). There are
three important components to the LCFF: every school district automatically receives a base
grant per student; districts are eligible to receive an additional 20% per pupil funding for
students who are low-income, English Learners, or foster youth; and districts are eligible to
receive another grant if 55% or more of their population are high-needs students (Delahaye,
2016). The purpose of this new funding system is to help close the achievement gap by
allocating funds according to students’ needs. This funding system is a way to help districts get
the resources needed to provide a quality education for disadvantaged students.
Nontraditional Outperforming K-12 Urban Schools
In the United States, urban schools, overall, fail to educate the students they serve, as
the National Center for Education Statistics (2014) reported that students in urban schools
received less in education and suffered in the job market later in life. Nonetheless, the focus of
this study was on programs and practices, leadership practices, and cultural norms that improve
academic achievement in urban schools. The following study considers several factors
involved in nontraditional outperforming urban schools but concentrates on how these
nontraditional outperforming schools perform well despite serving students in urban
environments.

OUTPERFORMING NONTRADITIONAL SCHOOLS 29
Dual Language Schools
Dual language schools are schools considered nontraditional in their approach to educating
children of color. According to Lindholm-Leary and Block (2010), dual language schools in
low-income areas offer English-dominant and Hispanic students who enter school as English
language learners academic instruction in both standard English and in their primary language.
Students who attend dual language schools have outperformed other mainstream students in
both English language arts and mathematics (Lindholm-Leary & Block 2010). These dual
language schools contribute to substantial academic gains in both the students’ native and
second languages (Lindholm-Leary & Block 2010). In turn, a dual language school is a
prescription educational approach to reach a rapidly growing population of students in urban
communities. Continuous review of the literature shows a wide array of outperforming dual
language immersion schools in urban areas (Lindholm-Leary & Block 2010).
Catholic and Nativity Schools
Despite the longevity of failing urban schools, there are some outperforming Catholic
and Nativity schools in urban areas. Fenzel and Domingues (2013) argued that Catholic
schools in urban communities have been shown to outperform various public schools on
standardized tests and graduation rates. Additionally, Nativity schools provide inner-city youth
educational programs to prepare them to be successful in life (Fenzel & Domingues, 2013).
Although both school types provide environments and learning experiences conducive to
educational excellence, a negative factor is a cost. However, Fenzel and Domingues (2013)
noted that many students in urban areas could attend a Catholic or Nativity school at a free or
substantially reduced rate. Both Catholic and Nativity schools in urban communities
outperform their neighboring traditional schools.
OUTPERFORMING NONTRADITIONAL SCHOOLS 30
Small Learning Communities
In the 20th century, more outperforming nontraditional schools emerged in urban
communities to serve and support low-income children of color. Darling-Hammond and
Friedlaender (2008) defined these small learning community schools as schools with an
innovating setting infused with college preparatory curriculum that is personalized to students’
needs. These nontraditional outperforming small learning community schools have sent 80% to
100% of their graduates to a 4-year college or university (Darling-Hammond & Friedlaender,
2008). The researchers suggested that the personalized focus helped to build communities
based on learning and success whereas traditional schools suffer from overcrowding and large
classroom sizes, making it difficult to connect with every student personally. (Darling-
Hammond & Friedlaender, 2008). Thus, small learning community schools add to the arena of
nontraditional outperforming schools in the urban community with the ability to foster
successful students of color.
Early College High Schools
In 2002, the Bill & Melinda Gates Foundation launched the Early College High
Schools Initiative. The initial goal of ECHS was to help underrepresented minority students go
beyond high school and earn a college degree (Berger et al., 2013). These schools expose
students to college and support them while they attend both high school and college classes
simultaneously. Research states that students who attended an ECHS in an urban area
outperformed by graduating at a higher rate and many earned a college degree along with their
high school diplomas (Berger et al., 2013). The ECHS model represents other outperforming
nontraditional schools in urban areas that assist disadvantaged students with high school
graduation and early college readiness.
OUTPERFORMING NONTRADITIONAL SCHOOLS 31
Magnet Schools
In the 1970s, magnet schools demonstrated a well-known approach to integrate school
areas. Magnets schools as projects with extraordinary subjects and accentuations were utilized
to advance deliberate racial joining. Local communities trusted that these select projects would
draw in families from a wide range of foundations, making intentional racially incorporated
schools.
Betts, Lorien, Zau, Tang, and Koedel (2006) conducted a study on magnet schools in
California to analyze school decisions in the San Diego Bound School Locale in 2006, which
was, at that point, the country’s eighth largest school framework. The examination dissected
the locale’s four school decision frameworks: magnets, Willful Enlistment Trade Program,
open enlistment, and contract schools. The authors found “that students who went to a senior
magnet high school got essentially higher scores on the science subtest of the California
Models Test two and three years in the wake of winning a magnet lottery than students who
lost the magnet lottery and went to a customary secondary school” (Betts et al., 2006, p. 25).
STEM Education
Education with an emphasis in STEM has grown in the urban schools and throughout
the nation. STEM education has challenged students in other academic areas and has tapped
into the learning styles of children in urban areas. Hernandez et al. (2013) reported that quality
STEM instruction should raise students’ thinking, blend with science, engineering, and math
while keeping in mind that the end goal is to create innovators. DeJarnette (2012) included
that, by catching students’enthusiasm for STEM content at an early age, a proactive approach
can guarantee they are on track to finish the required coursework to enter STEM degree
OUTPERFORMING NONTRADITIONAL SCHOOLS 32
programs at institutions of higher learning. STEM education in urban areas can have a lasting
impact in creating future innovators of all demographics.
Best Practices in Nontraditional Outperforming Urban Schools
Researching and categorizing through a multitude of literature, similar factors of
successful outperforming schools continually surfaced. Substantially, the impact of the
achievement gap between disadvantaged and affluent students continued to be a
challenge for many educational institutions. However, many comparable findings did surface.
The common themes and best practices that appeared in the review of the literature on closing
the achievement gap were high expectations for student achievement; aligned curriculum,
instruction, and assessment; high levels of community and family engagement; and frequent
monitoring of student progress.
High Expectations for Student Achievement
Implementation of rigorous standards and high expectations for students is vital to
student achievement in outperforming schools. Kondakci and Sivri (2014) suggested that a key
factor that promotes high student achievement is high expectations. This is supported by Mau,
Li, and Hoetmer (2016), who contended that teacher expectations have a high effect on student
outcomes. Therefore, research shows that having high expectations is a contribution. This
factor has been demonstrated as a successful strategy.
Aligned Curriculum, Instruction, and Assessment
In nontraditional outperforming schools, aligning the curriculum with daily classroom
instruction and periodic assessments is another best practice. Early et al. (2016) suggested what
is taught in the classroom and what is asked of students should be aligned on a continuum.
Fullan, Hill, and Crévola (2006) found that aligning a school’s curriculum, instruction, and
OUTPERFORMING NONTRADITIONAL SCHOOLS 33
assessment fosters student learning in high-performing schools. The idea of alignment provides
a general perspective and adds a scope of sequence to instruction.
High Levels of Community and Family Engagement
In outperforming schools, students, teachers, parents, and the community feel
connected and have a sense of belonging. This connection is a best practice found in
outperforming schools. Ferguson, Ramos, Rudo, and Wood (2008) noted, when
families feel respected, they understand their responsibility to educate students and
collaborate with teachers and other school staff. Ferguson et al. (2008) indicated those
districts and schools that target activities and processes to give families the tools and
the information they need to engage effectively in school improvement create a
stronger system of education and provide additional resources for both students and
school systems. (p. 3)
While community and family engagement may be daunting for school staff, research showed
that schools which performed well found a way to build consensus.
Frequent Monitoring of Student Progress
Frequent monitoring of student progress is yet another best practice that is prominent in
outperforming schools. Darling-Hammond (2002) suggested teachers are accountable for
student learning. Managing and monitoring instruction and making necessary adjustments to
the curriculum is another key to outperformance. Schools and districts use assessment data to
drive instruction. Researchers Abbott and Wren (2016) found that monitoring students’
progress frequently by examining their work and assessments helps teachers better plan
instruction based on students’ individual needs. Strategies such as this allow educators to
reinforce proficiency in the skills taught.
OUTPERFORMING NONTRADITIONAL SCHOOLS 34
Leadership Practices
Research indicates that effective leadership practices are important to student
achievement and school success. One study of leadership in schools used retrospective review
of how principals indirectly impact student learning by improving the learning environment of
a school and the practice of teachers (McLeskey, Billingsley, & Waldron, 2016). A study
specifically focused on how principals contributed to their schools’ success using a variation of
personal beliefs, qualities, and values (Wang, Gurr, & Drysdale, 2016). Another study reported
principal and teacher leadership, focusing on how they work together, directly related to
student achievement (Sebastian, Huang, & Allensworth, 2017). All practices showed
promising results as noted by each study. The improvement of student achievement is related
to the direct impact of leadership practices.
Current California Demographics and Statistics
Per the United States Census Bureau (2016), California had a population of 39,250,017
people in 2016. Of that population, it is reported that 79.9% were White, 6.5% were Black,
38% were Hispanic or Latino, 14.7% were Asian, 1.7% were American Indian. In addition,
3.8% identified as being of two or more races, and 0.5% were Native Hawaiian or Pacific
Islander. Statistics about California’s public schools and districts for the 2015–2016 school
year showed 6,226,737 students attended public school, and an additional 572,752 students
attended public charter schools (California Department of Education, 2015). The California
Department of Education (2016) reported nearly half of the students in California who were
tested on the new CAASPP met or exceeded the standards in English language arts and
mathematics. However, the achievement gap continues to grow with just 37% of Latinos and
OUTPERFORMING NONTRADITIONAL SCHOOLS 35
31% of African American students meeting or exceeding standards in English language arts in
comparison to 64% of White students (California Department of Education, 2016).
The California Department of Education reported in 2016 that the graduation rates of
the different subgroups increased in 2015. The graduation rate reached 78.5% for Latino
students, 73.1% for American Indian or Alaska Native students, and 70.8% for African
American students (California Department of Education, 2016). Although there was an
increase overall, there remains a gap between these rates for minority students and the 88%
graduation rate for White students (California Department of Education, 2016).
Critique of the Literature
This study explored the link between nontraditional outperforming urban schools and
student achievement as well as these schools’ programs, practices, and leadership. Research
shows that nontraditional outperforming schools work for many students in urban areas. These
schools use various best practices toward student success. What lacked in the literature review
were studies on currently successful traditional schools in urban areas. Although themes
emerged, there is a prescription missing that should be in-depth and easily accessible for failing
schools. This study sought to provide that prescription.
This Study ’s Contributions
This study adds to the available literature by examining the programs and practices, leadership
practices, and cultural norms at a nontraditional outperforming urban high school in South Los
Angles that demonstrated success in increasing student performance and closing the
achievement gap. This study analyzed these three factors that make an urban school successful.

OUTPERFORMING NONTRADITIONAL SCHOOLS 36
CHAPTER THREE: RESEARCH METHODOLOGY
To examine an outperforming school that generated student success, many
characteristics must be taken into consideration. The purpose of this chapter is to present the
research design for a qualitative case study of an urban nontraditional outperforming K-12
school. As previously stated in the problem statement and review of the literature, it was
important to study factors of this type of school because more needs to be known about how
they help children succeed. This qualitative study examined programs and practices, leadership
practices, and cultural norms at one such school. This qualitative study closely examined the
school’s daily practices.
The literature review identified best practices of urban nontraditional schools. The
study team created criteria to classify a school as outperforming, such as student retention
rates, high school completion rates, various test scores, and college and career readiness. Five
specific criteria for an outperforming school were identified: serving students in grades
kindergarten through 12; considered urban, ethnically diverse, under-resourced, and of low
socioeconomic status; serving students whose dropout rate is low; designated a Gold Ribbon
School; and achieving high SBAC scores. Data were collected using surveys, in-depth, open-
ended question interviews, document analysis, and classroom and campus observations. The
data were triangulated to identify organizational practices that narrowed the achievement gap
through various school-wide programs, leadership practices, and cultural norms.
This qualitative study is one of 12 comparable studies researched by a thematic
dissertation group of students from the University of Southern California. The studies of
nontraditional outperforming urban schools were focused on determining programs and
practices, culture, and leadership at schools recognized for closing the achievement gap and
OUTPERFORMING NONTRADITIONAL SCHOOLS 37
sustaining student academic success. Each researcher conducted a qualitative research study at
a separate school site throughout an urban area. The collective research conducted among the
12 doctoral students provided significant evidence to analyze and understand the various
strategies at each school to sustain academic success. The literature influenced the doctoral
students to develop the research questions.
A qualitative research methodology was selected for this study. In a qualitative study,
results are typically attained through three methods of data collection. The three methods of
data collection are interviews consisting of open-ended questions, direct observations, and an
inspection of written documents (Merriam & Tisdell, 2016). This study included an in-depth,
open-ended question survey, interviews with school staff, campus and classroom observations,
and a detailed review of documents. The data collection methods assisted in triangulating the
data.
Sample and Population
Sampling is the process of analytically selecting what will be examined during a study.
Merriam and Tisdell (2016) noted that, in the criterion-based selection, the attributes of a
sample must be decided prior to selecting the people or locations that meet that criteria. To
determine a foundation for the study, the thematic group created criteria for the school
beforehand. The suggested criteria were used to select each school studied. The thematic group
researched outperforming schools and the findings led to characteristics used to develop the
requirements. Utilizing the research questions allotted a detailed list to be created for each
research question to target specific areas: (1) What programs and practices are implemented in
an urban outperforming nontraditional school? (2) What are the leadership practices in an
OUTPERFORMING NONTRADITIONAL SCHOOLS 38
urban outperforming nontraditional school? and (3) What are the cultural norms in an urban
outperforming nontraditional school?
Initial contact was made by email, followed by a phone call, and, then, a visit. The
purpose of the initial conversation was to deliver an explanation of the study to be conducted.
Secondly, the aim was to discuss information regarding obtaining consent to conduct the study.
As directed by institutional review board guidelines, a letter of consent was provided to the
school principal and every staff member who participated in the study. No students were
involved in the interview or survey portion of the study. A date and time were set to meet with
interviewees and observations were scheduled. The recruitment document was utilized for all
recruitment procedures.
About Obama Magnet High School
The school selected for this study was Obama Magnet High School (OMHS), a
nontraditional outperforming urban school in South Los Angeles. The school met all the
nontraditional outperforming requirements for this study, as it was located in an urban area
with high ethnic diversity and low socioeconomic status, was under-resourced, had a low
dropout rate, and was a Gold Ribbon School. The student body, at the time of this study, was
36% male and 64% female, and most were academically and 82.2% economically
disadvantaged. Each student who wishes to attend must complete an application for admission
to the magnet program. The school is a California public school, and there is no cost to attend.
Applicants are encouraged to apply by their first semester of grade eight, as there could be a
waiting list. The school provides a rigorous college- and career-ready curriculum with an
emphasis on medicine and science.
OUTPERFORMING NONTRADITIONAL SCHOOLS 39
The student population, at the time of this study, consisted of 1564 students of three
different ethnicities: 53% were Hispanic, 45% were African American, and 1% were White.
The student enrollment by grade level was 486 students in grade 9, 395 students in grade 10,
368 students in grade 11, and 315 students in grade 12. In addition, 30% of students were
identified as gifted or talented. Other statistics for the school include a 3% population of
students with disabilities, 2% English learners, 27% reclassified as fluent English proficient,
82% were socioeconomically disadvantaged, and 1% were foster youth. According to the
School Accountability Report Card, OMHS has a 97% graduation rate and a 100% attendance
rate. All students take classes to fulfill the University of California and California State
University admission requirements. Ninety percent of students graduate and go on to post-high-
school education. At the time of this study, the students had received over 13 million dollars in
merit-based scholarships.
Instrumentation
It was important to revisit the study to fully understand the purpose of the study and
what the study would be used for to maintain a constant focus. The purpose was to provide
clear and coherent goals for the study using purposeful sampling. A qualitative research design
was used to fully explore the strategies used to close the achievement gap at a high school that
demonstrated exemplary student success. This study examined the programs and practices,
leadership practices, and the school’s culture. This qualitative study included an analysis of
school documents, surveys, campus and classroom observations, and staff interviews.
Patton (2015) stated that qualitative data contain direct quotes from people about their
experiences, expertise, feelings, and opinions from interviews, a detailed description of the
actions and behaviors of people captured by observations, surveys, and excerpts obtained
OUTPERFORMING NONTRADITIONAL SCHOOLS 40
through the various types of documents. Four protocols for data collection were incorporated
into this study. Data were collected through interviews, observations, surveys, and document
analysis. These data provided detailed information that contributed to understanding the
variables utilized for student success.
Survey
Surveys, as a method of data collection, provide an understanding of fundamental
motives, views, and drives. The survey was created to ensure the reliability of the data
regarding successful practices. The survey utilized gave stakeholders an opportunity to offer
feedback regarding the institution’s overall programs and practices, culture, and leadership
practices. A category of survey questions developed through the research questions enhanced
the understanding of the high student success rate. Many of the survey questions used a four-
point Likert scale with options of never, sometimes, often, and always. Other questions
consisted of prewritten options to select in addition to the other section where the stakeholder
could write in an option that was not available. The one-time 30-minute multi-selection survey
was given to the stakeholders with specific questions related to the school’s cultural norms,
programs, and practices as well as leadership practices. The 56-question survey (Appendix D)
contained the following 10 categories: background, vision/mission, leadership, learning
environment, school environment, standards/expectations of nontraditional schools, monitoring
of teaching and learning, collaboration and communication, family and community
involvement, and professional development. Survey results were used in conjunction with
observations, interviews, and document analysis in the triangulation of data (Appendices A, B,
C, and D).

OUTPERFORMING NONTRADITIONAL SCHOOLS 41
Interviews
Merriam and Tisdell (2016) defined interview as “a process in which a researcher and
participant engage in a conversation focused on questions related to a research study” (p. 108).
The main purpose of an interview is to gain insight into specific information from another
person (Patton, 2015). Interviewing is a way to help retrieve important information through
conversation and to gain knowledge on ideas that are not observable.
Interviews (Appendix A) were conducted with staff, faculty, and school site personnel.
No students were interviewed. Each participant was interviewed once for approximately 25
minutes at locations convenient to them. The interview included questions regarding
instructional programs and practices, leadership practices, and cultural norms. Prior to the
interview, all participants were asked permission to have the interview tape-recorded. If the
participant agreed, the interview was recorded. Transcription of the interview was coded, and
the results were utilized in the triangulation of data.
Observation
Patton (2015) states observations entail the ability to use sight and hearing to collect
information skillfully. Merriam and Tisdell (2016) noted observational data are a primary
encounter with information gathered from the natural setting. Six visits were made to the high
school, and there were ongoing formal and informal observations. In this study, the researcher
maintained a stance as an observer. The written accounts of the programs and practices, school
culture, and leadership practices observed were captured in field notes. A diagram of the
setting was constructed, and highly descriptive field notes were written. Incorporating
descriptive field notes and diagrams assisted in adding detail to the study. Merriam and Tisdell
OUTPERFORMING NONTRADITIONAL SCHOOLS 42
(2016) noted ensuring validity and reliability in research is simply collecting data in an ethical
manner. The descriptive data provide purposes and circumstances in the research.
The study involved various observations (Appendix B), throughout the year, of staff
meetings, classroom observations, culmination, school events, school culture, student-to-
student interaction, staff-to-student interaction, and staff-to-staff interaction. Bolman and
Deal’s (2013) four-frame model was used as a lens during the various observations. Bolman
and Deal (2013) noted the four frames help conceptualize different approaches to a problem.
Document Review
Document review (Appendix C) provided analysis of public documents such as the
school’s single plan for student achievement, local control accountability plan, professional
development calendar, staff meeting/training agendas, master schedule, mission/vision
statement, classroom artifacts, lesson plans, and assessment data. These analyses displayed a
complete view of the school. They also provided the background knowledge needed prior to
entering the school. When specific documents were not available online, assistance from the
school personnel to obtain the documents was requested.
Strategy
A strategic decision was made to apply the data collection tools to the study. Initially,
analysis and examination of the school’s documents were conducted to gain an elicit meaning
and understanding. Second, interviews were conducted with key stakeholders: the school’s
principal, assistant principal, magnet coordinator, Title I coordinator, and two lead teachers.
The lead teachers interviewed taught students from grades nine through twelve. Third, a staff
survey was given online using Qualtrics. There were 23 staff members who participated in the
survey out of a total of 32. Last, classroom and campus observations were conducted over the
OUTPERFORMING NONTRADITIONAL SCHOOLS 43
course of a 3-month period between October and December 2017. These observations were
limited due to difficulty in finding a school site for this study. The collection of the data in this
order helped with triangulation.
Data Analysis
Qualitative data analysis begins with raw data placed into categories and concepts and
includes comparing concepts and similar themes (Merriam & Tisdell, 2016). After data
collection, a reflection occurred, and marginal notes were written. A journal of written
reflections, themes, and concepts was accounted for. Observation field notes, interview
transcripts, documents review, and survey results were coded using an easily understood
shorthand. The constant comparative method of data analysis was used to produce findings
(Charmaz, 2014). A detailed description of the triangulated findings is presented in Chapter
Four.

OUTPERFORMING NONTRADITIONAL SCHOOLS 44
CHAPTER FOUR: FINDINGS
The purpose of this study was to identify the factors present in a nontraditional
outperforming urban K-12 school. This qualitative case study is one of 12 studies conducted by
the members of a thematic dissertation group at the University of Southern California.
However, this study was researched and written by the author alone. Based on the criteria
described and selected by the thematic dissertation group, the researcher chose OMHS located
in Obama Unified School District. The data collection included a review of documents, staff
surveys, staff interviews, in addition to classroom and school observations. The findings
section deals with the outcomes obtained from research involving various participants of the
sample chosen. The findings were obtained following the research design that had been
proposed before the research had been conducted. The data were collected with the intention of
answering the following three research questions:
1. What programs and practices are implemented in an urban outperforming
nontraditional school?
2. What are the leadership practices in an urban outperforming nontraditional school?
3. What are the cultural norms in an urban outperforming nontraditional school?
The findings of this study are organized according to each of the three research
questions. Themes emerging from the data are a commitment (longevity), shared decision
making, high expectations, accountability, and student support. This research used Bolman and
Deal’s (2013) four frames of organizational construct—the structural, symbolic, political, and
human resource—as a lens to analyze the data. Additionally, the four-frame model was utilized
as a tool that can explain the uniqueness at the school site and to examine the factors affecting
student outperformance.
OUTPERFORMING NONTRADITIONAL SCHOOLS 45
This analysis further considered how programs and practices, school culture, and
leadership practices support student achievement, narrow the achievement gap, and sustain
student success. Fuller, Young, and Baker (2011) suggested that leadership practices play a
significant role in student achievement and success, while Goldhaber, Liddle, and Theobald,
(2013) found that teacher program and practices in conjunction with leadership assist in student
achievement. In terms of school culture, Deal and Peterson (2016) suggested that culture
influences school function. Within every analysis question, there were three important factors
associated with high student performance that emerged during this study: commitment and
shared decision making within leadership, student support within programs and practices, and
high expectations along with accountability expressed as cultural norms.
Participants
The researcher conducted interviews, surveys, and observations at OMHS from the
beginning of October 2017 to the end of December 2017. The participants interviewed were
two teachers, two administrators, and two school coordinators. The response time for the
interviews averaged around 25 minutes per respondent. Additionally, out of 32 staff members,
23 responded to the survey. The survey was available online and was emailed to each staff
member to complete during the months of November and December 2017. The researcher
visited the school site from October through December 2017 to conduct staff interviews and to
complete school-wide and classroom observations. Observations consisted of 11 classroom
visits, 2 hours of campus observations, one student-directed and student -performed play, and
two department meetings. The information on the six interview participants is presented below.
Leticia was the Title I coordinator. In that role, she provided leadership to ensure
compliance with federal regulations and promote effective intervention programs to students.
OUTPERFORMING NONTRADITIONAL SCHOOLS 46
Before Leticia became a Title I coordinator, she was hired as a Spanish teacher and had worked
for OMHS for 17 years. Leticia had never worked at another school. Michelle was the magnet
coordinator, but she began as a French teacher over 20 years prior to this study and remained at
OMHS ever since. Kim was a history teacher and had been teaching at OMHS for 11 years.
This was Kim’s first and only school she ever worked at. Beverly taught twelfth-grade English,
eleventh-grade honors English and a combination of strategic literature which includes English
intervention and ninth-grade English. Beverly had never taught at another school and had been
teaching English at OMHS for 14 years. Ralph was the assistant principal. He had previous
experience working at middle schools. He had been working for OMHS for 11 years since his
transition. Ralph was the principal. Prior to becoming principal, he was a mathematics
coordinator for the local district. He monitored 42 schools, and, of all the schools, he had
always liked what he saw when he visited OMHS. When the opportunity arose for the
principalship, he applied immediately. At the time of this study, he had been principal at
OMHS for 5 years and planned to retire as principal of the school.
Research Question One: Programs and Practices
Research question one investigated how programs and practices were used at OMHS.
One theme emerged under programs and practices that were relevant for students’ success:
student support. Bolman and Deal (2013) explained that human resource framework focuses on
needs, skills, caring, and relationships while the symbolic framework focuses on inspiration
and meaning. Research question one focused on the programs and practices at OMHS to
enhance and/or sustain student growth. The findings suggested that the structural framework
(Bolman & Deal, 2013) provided what was essential to enhance student learning while the
human resource framework provided what was required to sustain high student achievement.
OUTPERFORMING NONTRADITIONAL SCHOOLS 47
At OMHS, there were a variety of programs and practices used to meet the needs of all
students. Those programs and practices included before- and after-school tutoring, SAT Prep,
ice cream socials, gold passes, credit recovery, zero period, seventh period, and a summer
bridge program. Additional programs were the Student’s Success Skills Program and the
Success for All Program. These programs and practices were used both to assist struggling
students and to sustain student achievement.
Intervention Programs and Practices
Intervention programs and practices to assist struggling students were before- and after-
school tutoring, credit recovery, zero period, and seventh period. Each program was created
and designed to support students who were struggling academically. At OMHS, the
intervention specifically targeted students who had received non-passing grades, who had
performed below standard on state testing, and/or students who may have needed extra support
along the way. The upcoming section provides a description of each program or practice
designed for intervention.
Before and after-school tutoring. Before- and after-school tutoring was designed to
support students’ academic needs. If students were struggling in specific areas, this program
was designed to assist them with their needs. Before and after-school tutoring was offered to
all students. In this program, students received assistance with homework, projects, study
skills, or any concepts they needed to be repeated.
Credit recovery. Credit recovery was offered to students who did not receive a passing
grade in a class and, therefore, lacked credits needed for graduation. In credit recovery,
students were offered the opportunity to retake a class, online, in a shorter period. Assistance,
OUTPERFORMING NONTRADITIONAL SCHOOLS 48
guidance support, and tests were part of the program. This would allow students to make up the
credits they needed for graduation and college entrance.
Zero and seventh periods. In addition to the above-mentioned support, students were
offered zero and seventh-period classes for academic support. OMHS extended the school day
for all students who required additional tutoring or other academic assistance.
Programs and Practices to Sustain Student Success
At the time of this study, OMHS had programs in place to help students struggling
academically. However, there were also programs and practices for academically successful
students. These programs and practices were ice cream socials, gold passes, and a summer
bridge program.
Incentives. Both ice cream socials and gold passes are incentives for students with
GPAs above 3.0. Ice cream socials were for students to be recognized for outstanding
academic achievement. These took place monthly. Students were called to the auditorium,
were recognized aloud by the principal, and were rewarded with ice cream. Gold passes were
different. They were awarded to seniors who exceeded standards on the 11th grade SBAC
examination because the test is not offered to seniors. Gold passes were also offered to seniors
who maintained a GPA of 3.8 to 4.0 or above. Gold passes came with special privileges such
as student parking, permission to leave last class early, and being allowed to go to lunch off
campus.
Summer bridge. The Summer Bridge Program at OMHS is a 3-week program that
allows incoming first-time freshmen to experience the school. Students are afforded the
opportunity to experience the school’s culture and learn of the expectations. This program was
designed to help students with the transition between middle school and high school. During
OUTPERFORMING NONTRADITIONAL SCHOOLS 49
the program, students learn of the academic coursework that is required, participate in
enrichment activities, and build social relationships with other students and with staff
members.
The Student ’s Success Skills Program
The Student’s Success Skills Program was used to enable students’ development of
cognitive skills, social skills, and skills in managing their own affairs without necessarily
having to involve any of the staff members. These skills fall within the guidelines of problem-
solving. The program provides a guide to students by helping them develop emotionally and
responsibly. The basis of the program is counseling and mentorship to students by students
facilitated by staff. The students act as the day-to-day mentors.
Success for All
Obama Magnet High School had another program designed in a success-for-all format
that incorporated the entire school. It was a model that integrated curriculum, the culture of the
school, the students’ family backgrounds, and the communities that provide support by
extension. Students from grades nine through twelve were aided with literacy, quality
assessments, development programs centered on emotional and social development, study
skills, computer skills, and assistance with college preparation.
In summary, the programs and practices in place at OMHS helped student success.
Research Question Two: Leadership Practices
Research question two was developed to understand how practices of leadership
support student success at OMHS. The results obtained from data pertaining to this question
were organized using the four frames presented by Bolman and Deal (2013). The four frames,
or lenses, helped to look at the research from different perspectives. The organizational frames
OUTPERFORMING NONTRADITIONAL SCHOOLS 50
were structural, political, human resource, and symbolic. Two of the four frames emerged in
this study: human resource and structural. The human resource frame lends itself to people and
relationships in an organization while the structural frame lends itself to goals, obtaining
excellence, and policies in an organization. At OMHS, the two important emerging themes
responsible for students’ success were a commitment, or longevity, of staff and shared decision
making between teachers and administrative leadership.
Staff Commitment
At OMHS, the ongoing commitment, as evidenced by longevity, of the staff is a
practice that played a role in student success. Ronfeldt, Loeb and Wyckoff (2013) noted that
students in organizations with high teacher turnover earn lower test scores. High turnover
affects low performing schools and students of color most. Additionally, teacher quality is
highly affected. Miller (2013) supported the notion that principal turnover negatively affected
student performance. Although the research showed that teacher and principal turnover rates
affect student achievement, the staff at OMHS were on the opposite end of the spectrum. Staff
interviews, staff surveys, and documents served as evidence that a leadership practice for
success at OMHS was commitment.
The survey (Table 1) results indicated that over 91% of the staff at OMHS had
remained at the school for four or more years, 52% worked there over 8 years, and 26% had
worked there for 16 or more years. In the documents, there were old records and school
pictures of most of the same staff members. More than 90% of the interviewees, including
teachers, leadership, and other staff members have been committed to OMHS to ensure high
achievement for all students.
OUTPERFORMING NONTRADITIONAL SCHOOLS 51
Table 1
Commitment of the Staff (Longevity)
# Answer (in years) % Count
1 0-3 8.70% 2
2 4-7 13.04% 3
3 8-15 52.17% 12
4 16 or more 26.09% 6
Total 100% 23

The statements presented below are examples of what staff members had to say.
Beverly said,
I was never anywhere else before. That’s what makes it so interesting. Not knowing
anything, but it was just out of pure, absolute pure luck, that I ended up here. I mean,
and I stayed, but, you know, I got really lucky that the year I started. The people who
were here, again, that’s what made me want to stay. At least you know your kid is cared
for. The are not just a student, they are looked at as a person. That to me changes a lot.
They’re not just a kid being shuffled from class to class. We look at them as the
individuals that they are.
Kim said:
So, this is the only school I’ve worked at. This is my first and only school. I’ve been
here for 11 years. It was kind of by chance. I wouldn’t want to work anywhere else.
One thing that makes OMHS successful is people stay here for a long time. So, the
majority of our staff, a lot of them, this is the only school they’ve ever been at. And,
many of them, probably 80% of them have been here over 10 years. And so, that has a
lot to do with sustaining the culture because we don’t have a lot of turnover. So when
our few new teachers come in, they’re ingrained into the culture.
OUTPERFORMING NONTRADITIONAL SCHOOLS 52
Leticia said,
Actually, this is my first teaching job ever. I used to work for a non-profit before I came
here. I always knew I wanted to teach, so I started substituting for half a year, and then
I said, “What am I doing?” So, I went to LAUC, it was one of the schools on their list,
and I came to interview, and I got hired as a Spanish teacher. I’ve been here 17 years
now.
Teachers and most of our staff here has been here for 20 years plus. Our
principal, our former principal, was here for 19 years. It’s very rare for a principal to
stay put for so long. Now we have Mr. Ralph who also has high expectations for this
school and this community. People here are invested. I think that’s very important when
you’re invested in the place where you work, and you’re invested in the students. I
think that’s what makes this school very unique.
Michelle said:
This is the first school I started teaching at. I started in the district when I first got out
of high school. I started as a TA. Then, I went to college. I had just graduated from
Howard University. I was approached about the job. They needed a French teacher for
a new program they were trying to start at school. While in D.C., I get a call, and I’m,
like, okay, well I’ll come for an interview. I hadn’t even thought about teaching. I fell
in love with our principal, Dr. McCoy, at the time. He was so passionate about science
and so passionate about young people, especially children of color, seeing themselves
in these under-represented fields of medicine and science. Meeting him just changed
my whole world. I’d never thought about teaching, never thought about any of that, but
I knew for sure if I ever was going to be an educator, it was going to be in a community
OUTPERFORMING NONTRADITIONAL SCHOOLS 53
of color. I wanted to work with students of color. My interview went great. I had
already gotten another job teaching somewhere else, and he told me no, you can’t go
there. You have to come here. That’s how I got here, and I haven’t left. I have been
here for 20 plus years.
In addition to the staff commitment and longevity, the leadership team at OMHS
expected the same commitment from the students. Each year during enrollment, OMHS only
accepted ninth graders. Here is what principal Ralph had to say:
One unique thing about us is we only really accept ninth graders. So, you can’t come to
OMHS in the 11th or 12th grade. And, last year, we only accepted five 10th graders.
So, once you’re here, you’re here for the four years. After norm day, we don’t accept
anybody. And so, that helps with the culture also because we’re not having to get new
people accustomed to what we do. And so, they get used to this.
Shared Decision Making
Shared decision making was another leadership practice that helped with student
success. Another study reported that, when principals and teachers worked together, the
outcome was student success (Sebastian et al., 2017). Staff surveys, observations, and staff
interviews revealed the importance of shared decision making. Observations by the researcher
revealed shared decision making among teachers and the leadership team. For example, during
an English department meeting, teachers and principal brainstormed ideas together on how to
better serve the needs of the new freshmen who were struggling academically. Instead of the
principal making demands, together, they attempted to find a strategy. Survey results showed
that more than 80% of the staff agreed that school leaders/administrators considered various
viewpoints when making decisions (Table 2).
OUTPERFORMING NONTRADITIONAL SCHOOLS 54
Table 2
Shared Decision Making
Question SD D A SA NA Total
1. The leaders at my
school lead by
example.
4.35% 1 0% 0 56.52% 13 39.13% 9 0% 0 23
2. The school provides
a clear pathway for
leadership
opportunities
8.70% 2 21.74% 5 34.78% 8 34.78% 8 0% 0 23
3. School
leaders/administrators
consider various
viewpoints when
making decisions.
8.70% 2 8.70% 2 52.17% 12 30.43% 7 0% 0 23
4. School offers many
leadership
opportunities for all
staff members
8.70% 2 13.04% 3 43.48% 10 34.78% 8 0% 0 23
5. Leaders/
administrators hold
staff accountable for
improving student
learning.
4.35% 1 4.35% 1 73.91% 17 17.39% 4 0% 0 23
6. When issues arise at
the school, leadership
responds in a prompt
manner.
4.35% 1 0% 0 78.26% 18 17.39% 4 0% 0 23
Response options were Strongly Disagree (SD), Disagree (D), Agree (A), Strongly Agree (SA), and Not
Applicable (NA)

Staff interviews also indicated that shared decision making at OMHS was an important
factor in student success. Principal Ralph stated,
Many people have been here for a very long time. And so, when I first came in, I had a
goal for myself that I should just sit back and learn before trying to implement a bunch
of things. So, I’m a strong believer in, and I had to learn this as this being my first
school site administrative position, is shared decision making. And, before trying to
implement something or make a change, we talk about it and try to get input from
different stakeholders because, usually from the top-down model, you don’t know how
OUTPERFORMING NONTRADITIONAL SCHOOLS 55
that decision may affect everybody. And so, I practice listening to my staff first before
we try to implement anything. I learned that because of having the experience trying to
do it a different way and realizing that the buy-in wasn’t there because people have to
feel the need to want to do things. And so, you help do that by making sure they have a
voice.
Teacher Kim stated:
I think you have to work with everyone. It can’t be top-down. It has to be getting input
from students, getting input from teachers and then having a plan and then going at it
that way because if admin just tells us to do this, no one’s going to buy in to it, which
means when we tell our kids to do it, they’re not going to buy into it. So, it’s all about
just working together and also letting people feel, whether it’s the teachers or the
admin, feel that I do have a say in this because I have a role in this, and I have a stake
in this.
The staff comments show the importance of shared decision making with the understanding
that working together is important for student success. This would suggest that shared decision
making helps to create an environment where leaders use this practice with other staff
members with the student’s best interest in mind. This leadership practice is modeled for
students, which has an impact on what they learn in aspects of making decisions.
A total of 23 participants took part in the survey. The first question was on whether
leaders at the school led by example. The second question sought to find out whether the
school provided a clear pathway to opportunities in leadership. The third question sought
answers to whether the leaders considered various points of view before arriving at an ultimate
decision. From the above indications, the general finding with respect to shared decisions is
OUTPERFORMING NONTRADITIONAL SCHOOLS 56
that those in administrative positions contribute to the delegation of leadership functions in the
school. In summary, commitment as evidenced by longevity and shared decision making were
portions of leadership practices that drove student success at OMHS.
Research Question Three: Cultural Norms
Two important themes emerged from cultural norms associated with high student
success rate at OMHS: high expectations and accountability. The data on school culture
derived from school and classroom observations, staff interviews, staff surveys, and document
review and analysis. Bolman and Deal (2013) explained that culture, in any form, is the glue
that holds an organization together, “unites people, and helps an enterprise accomplish desired
ends” (p. 254). The thematic dissertation group collectively determined that cultural norms
could be identified by the analysis of data collected at the school site. The investigation of
cultural norms at K-12 schools helped to determine strategies that were used to close the
achievement gap among students of color. As mentioned, there were two important themes that
emerged from the data collected and analyzed at OMHS. Those two themes were high
expectations of students and accountability of all staff, students, and parents.
High Expectations
One important theme that emerged during the collection of data was high expectations
for students at OMHS. This was discovered through classroom and campus visitations, staff
interviews, and document analysis. According to Bolman and Deal (2013), the structural frame
is essentially a blue print for standards and expectations within an organization. The authors
asserted that the structural frame designed to achieve goals and objectives is rational, is
designed to fit the circumstances of organizations, solve problems through restructuring, and is
focused on excellence. The sense of high expectations at OMHS was based on all staff
OUTPERFORMING NONTRADITIONAL SCHOOLS 57
members, through a symbolic and structural framework, demanding greatness from the
students. The expectations of students at OMHS were divided into sections to further elaborate
on the analysis: high expectations for students by teachers, high expectations for students by
administrative leadership, and high expectations for students by other staff members.
The first indication for high expectations for students derived from the teachers’
perspectives. Darling-Hammond and Friedlaender (2008) suggested that the key elements to
high student performance, regardless of students’ background, was the teacher’s expectations.
Results from the staff survey (Table 3) indicated that students were expected to achieve at high
standards. The survey showed that 91.31% of the staff indicated that students were expected to
achieve at high standards and 91.31% of staff stated that all students were constantly
challenged.
Table 3
High Expectations
Question SD D A SA NA Total
1.Students are
expected to
achieve at high
standards.
4.35% 1 4.35% 1 21.74% 5 69.57% 16 0% 0 23
2. All students are
consistently
challenged by a
rigorous
curriculum.
4.35% 1 4.35% 1 43.48% 10 47.83% 11 0% 0 23

OUTPERFORMING NONTRADITIONAL SCHOOLS 58
Table 3, continued
3. Teachers are
involved in
creating and
implementing a
culturally relevant
curriculum.
4.35% 1 8.70% 2 39.13% 9 47.83% 11 0% 0 23
4 The school
gives teachers
substantial
freedom to carry
out lessons and
activities
4.35% 1 4.35% 1 39.13% 9 52.17% 12 0% 0 23

This information was also captured by staff who participated in the interviews. Below are some
excerpts from interviews with teachers Kim and Beverly.
Beverly said:
But I think definitely academically; we’re quite strong. The expectation that we have of
our kids is strong. A lot of our freshmen, incoming freshmen, first semester they’ll
falter. Whether it’s our freshmen who come in with the lowest GPAs or some freshmen
who come in with the highest GPAs, it’s just a big transition from their junior high to
our high school because there is such a high expectation, and they’re not used to it.
They have an expectation of who we are on the corner of the hood, and they expect our
students to be like what the movies show about what a teenager, a teenager especially,
of color is. Then when they walk onto the campus and they see we’ve got a few of our
messes, but we’re fairly clean on this campus. Then when the kids are really polite, and
they ask them, like they give directions. Then when they walk into the classes, and they
see that the students are doing work, I think people, the expectation is that they’re going
to be these ghetto kids from the hood, but our kids defy the stereotype time and time
OUTPERFORMING NONTRADITIONAL SCHOOLS 59
again. Every staff member here, including the custodians, have high expectations for
the students. Even students have high expectations for each other.
Teacher Kim mentioned that incoming freshman are not used to the high expectations
and begin to falter but with support soon understand that they are expected to succeed. Teacher
Kim said:
A lot of them just cruise by from elementary to junior high without having to do much.
Now, they realize that’s not going to get me far at this school. Now, they’re learning to
actually do something. Like study skills, they need to apply. Learning that they actually
have to do work and they actually have to study. A lot of them have never done that.
So, we really challenge and push our kids. By the time they’re seniors, they’ll show.
I think it’s just the culture that we have of your studies are important. A lot of
our students if you actually talk to them. Even the ones that don’t really seem like they
care on the outside when you actually sit and talk to them, they know that their
education is important, and they know that this is the ticket outside.
High expectations for students were prevalent in many places throughout the campus.
Every classroom visited had student work displayed on the bulletin board where grades,
awards, names, and even pictures of the students were displayed. In many classrooms, there
were quotes and daily objectives written on the white boards for students to review daily. One
question written on Teacher Kim’s classroom whiteboard was, “I will not accept your failure
when you had no reason to fail.” Outside of classrooms, displayed on the hallway walls were
college admission requirements, banners about expectations, school awards, posters of leaders
of color, and test scores.
OUTPERFORMING NONTRADITIONAL SCHOOLS 60
Many staff members strongly agreed that students should achieve at high standards.
Statistical indication puts the figure at 69.57%. The lowest number of staff members strongly
disagreed. Most of the staff members strongly agreed that adopting a rigorous curriculum at the
school was one way to challenge the students consistently. The second largest majority simply
agreed with the notion while the lowest number of staff were split between either disagreeing
or strongly disagreeing with the notion. On the question of cultural relevance on its creation
and implementation, a majority of the respondents strongly agreed that it was relevant to the
culture and that teachers participate in the creation of the curriculum. The second largest group
just agreed with the notion, and the third disagreed while the fewest staff members strongly
disagreed. Again, no one found the issue inapplicable. A majority of the participants strongly
agreed with the fact that the school participated in giving teachers their much-needed freedom
when it came to carrying out the lessons in their plans and activities. The second-highest
majority simply agreed with the notion, which showed that a majority were in support of the
freedom teachers had at the institution. On average, a majority of the respondents have high
expectations on both performance and delivery. Only a few disagreed with the notion of
freedom and high expectations in the school.
The second indication for high expectations for students came from the administrative
leadership. The literature review on leadership practices revealed that a school leader’s
combination of beliefs, values, and qualities contributes to student success (Wang et al., 2016).
High expectations are beliefs that are most important for a leader to possess. The significance
of this finding was prevalent in the survey, interviews, and observations. According to the
survey (Table 2), over 95% of the respondents believed that the leadership team had high
expectations for students by leading by example while only 4.35% strongly disagreed. In
OUTPERFORMING NONTRADITIONAL SCHOOLS 61
addition to the survey, Principal Ralph and Assistant Principal Michael indicated high
expectations of students at OMHS and commented as follows:
Principal Ralph said:
Well, one thing that puts us in that position is our culture where at OMHS we’re family,
and we try to instill that family feeling in our parents, our students, our staff. And so,
what puts us in a position to outperform is also we have a very high expectation for all
of our students, and that begins before they come. And, so, from our interaction we
have with the parents when they’re applying during application season through
counseling day. Also through information tour night and through our Summer Bridge
Program that we have where our freshmen have to come for a week before school
starts.
It’s that kind of idea that, yeah, I guess there’s an arrogance about us where we
recognize that we’re better, that we’re a better alternative. We kind of make sure that
kids, parents, everyone who comes here, teachers, realize that we’re better than just
someone coming in and punching a clock. If you’re that guy, you’re not gonna work
here.
Assistant Principal Michael said:
I mean we all have to be pulling on the oars in the same direction. That’s why I
touched on the last question about a student who just isn’t getting in with the program,
a student who they just don’t take pride in being here. They don’t see themselves as
being, as one of our former principals said, “Kings and queens.” It’s just another school
and you just can’t have people around here. You can’t get to the level that we’re at with
people going, hey, it’s just kind of their high school. I think all of us are key to that.
OUTPERFORMING NONTRADITIONAL SCHOOLS 62
The leadership team’s high expectations contributed to student success.
The expectations were again evident during observations of leadership and student
interactions. For example, a student walked in Assistant Principal’s Michael’s office with a
concern. The concern was that he was expected to be college- and career-ready, but he felt that
the teacher was not challenging him enough. The student wanted the assistant principal to
review the teacher’s lesson plan to ensure that he was getting the education he was expected to
receive. The idea that the student was comfortable enough to enter the assistant principal’s
office indicated that high expectations were modeled by the leaders and students understood
the education they were expected to receive.
The third indication of high expectations for students came from other staff members.
Not only were the teachers and the leaders expected to play an important role in the lives of
students but other staff members were also. Over 95% (Table 3) of the interviewees indicated
that the school supported and appreciated the sharing of new ideas by staff members. Among
the interviewees, Magnet Coordinator Michelle and Title I Coordinator Leticia indicated that
high expectations for students were intact at OMHS. The commentary is as follows:
Title I Coordinator said:
Why they should bring them here because we have high expectations for all students to
succeed. We don’t believe that any of them are disposable. All of them matter. All of
them should graduate, and they should all be exposed to the college entrance
requirements, all courses. Not some kids, all kids. That includes our RSP kids, resource
students, that includes our gifted, everybody. We hold them to high expectations, but
we also cover them in support as well. We don’t want them lost and struggling.
Title I Coordinator said:
OUTPERFORMING NONTRADITIONAL SCHOOLS 63
I have been to other schools, visited other schools, and, yes, we are different.
We’re very unique because we have different expectations for our students and I think
that’s what makes a difference here at this school, the high expectations. I think they
should send them here because of the high standards we have for them and because we
believe they can do anything they want. I think that’s important in the education
community where if teachers don’t have those expectations for kids that they can do
what they’re expected to do then it’s not gonna work. If teachers have the mentality
where these kids can’t learn, then no they’re not gonna learn, but we’re the opposite.
We believe every kid that comes in here can learn and will learn and will be successful
at this school.
Magnet Coordinator said:
That’s what makes us unique and different is that expectation and that culture is
shared by everyone. We want our students to succeed. We care about our students.
That’s something that is from the top down; it’s not isolated, it’s not.
The high expectation of students by other staff members was also observed by the
researcher. One day, the researcher entered the office of the magnet coordinator as a student
entered explaining to the coordinator why she did not complete her homework assignment. The
coordinator explained to the student that the school’s expectations were that all students were
to complete all homework assignments and that there were no excuses for an incomplete. The
coordinator then asked the student if she had any difficulties in completing the task as an
attempt to understand why she failed to complete the homework. The student assured the
coordinator that she did not have any difficulties and understood the assignment well. As a
OUTPERFORMING NONTRADITIONAL SCHOOLS 64
result, the coordinator mandated that the student report to the homework lab after school to
complete the task and explained the expectations for completing the homework to the student.
The evidence supports that high expectations for students from teachers, leadership, and
other support staff serve as cultural norms. The students’ success of the is of importance. The
respect, drive, and determination of high expectations for students is evident in staff surveys,
staff interviews, documents, and observations.
Accountability
Accountability was another cultural norm identified at OMHS. The review of literature
reported that teachers were accountable for the learning and success of all students (Darling-
Hammond, 2002). This study identified accountability as a strong factor of cultural norms
found in staff interviews, observations, and document review. Staff interviews uncovered
accountability throughout the school. The assistant principal and the magnet coordinator
responded to the importance of accountability at OMHS. Michelle said,
I think it’s something that is shared by everyone that’s here, the teachers in particular.
They kind of keep each other accountable. We have to do better for our students. This
is why we’re here, and they may not appreciate or know yet why, but we help them get
from ninth to twelfth grade. We carry them through.
I mean, we all have to be pulling on the oars in the same direction. That’s why I
said like I said, that touched on the last question about a student who just isn’t getting
in with the program, a student who they just don’t take pride in being here. They don’t
see themselves as being, as one of our former principals said, “Kings and queens.” It’s
just another school, and you just can’t have people around here. You can’t get to the
level that we’re at with people going, hey, it’s just kind of their high school. I think all
OUTPERFORMING NONTRADITIONAL SCHOOLS 65
of us are key to that. Holding each other accountable. Students hold adults accountable.
Adults hold each other accountable and students.
Michael said:
I think setting high expectations and then holding everyone accountable to those high
expectations. Modeling those high expectations because I think that’s where
administrators really you get lost because you can’t be up there pounding your chest
about something if you’re just as bad at that. You can’t hold other people accountable if
you’re not nailing down those things. I think, at least I know what has worked for me,
and that’s vulnerability and the willingness to take the blame for something. I mean
when I screw up, I stand in front of the staff and say, “That’s on me. I did that.” It
diffuses all of the anger. It gives someone, someone to focus on. I don’t know how long
you’ve worked for the district, but nobody takes responsibility for anything. Everything
is someone else’s fault. It’s extremely frustrating. You know that.
In addition to the interviews, the researcher observed three students on three different
occasions who expressed their concerns about holding the teachers accountable for their
education. One the first occasion, the researcher walked the campus with the assistant principal
when a student approached. The student appeared distraught and anxious to speak with the
assistant principal. The student told the assistant principal, “you gotta come to my class
because that class is out of control, and I’m not getting anything from that class.” On the
second occasion, a different student approached the assistant principal as we supervised an
open area during lunch. The student, a senior, proceeded to say, “Hey, my teacher gave us this
activity to do. I happen to know that it is a freshman-level activity because I did it when I was a
freshman.” On the third occasion, three students came into the assistant principal’s office as the
OUTPERFORMING NONTRADITIONAL SCHOOLS 66
researcher prepped for an interview. One of the students said, “When you are free, we need you
to talk to that teacher about challenging us.” Other evidence of accountability was discovered
in the document review. The single plan for student achievement and the Western Association
of School and Colleges plan both indicated in writing that one of the goals at OMHS is
accountability.
In summary, there were two important themes that emerged under cultural norms
associated with high student success: high expectations and accountability. High expectations
were evident from teachers, leadership, and other staff members. The data were triangulated
with evidence from staff surveys, interviews, and documents. Accountability was evident
throughout the school and observed by the researcher. The data were triangulated with
evidence from staff interviews, observations, and document review.
Findings Related to School Culture
The findings relating to school culture at OMHS suggest that high expectations and
accountability are major indicators of high student success. The high expectations that each
stakeholder possesses play an essential role. All staff members hold themselves, each other,
students, and parents accountable and with high expectations. Survey and interview results
suggested that the students’ education is not taken lightly. The 97% graduation rate along with
the high college acceptance rate matched the expectations. The staff and student collaboration
in terms of expectations and accountability were witnessed on multiple occasions through
observations. Thus, the findings indicated that accountability and high expectations were the
keys to high achievement at OMHS.

OUTPERFORMING NONTRADITIONAL SCHOOLS 67
CHAPTER FIVE: RECOMMENDATIONS, IMPLICATIONS, AND CONCLUSION
Students of color in high-poverty urban schools have been associated with low
performance, low socioeconomic status, and low-test scores. However, some schools in urban
areas that serve students of color are successful. These schools are different from the norm.
They are outperforming schools where students of color excel academically. This study sought
to identify factors affecting student achievement. The factors examined were the programs and
practices, cultural norms, and leadership programs of the outperforming urban school.
The data collection methods for this study were school and classroom observations,
school document reviews, staff interviews, and staff surveys. The study used Bolman and
Deal’s (2013) four-frame model that included political, structural, human resources, and
symbolic lenses (Figure 2) to view the findings as they related to the three research questions.
The four-frame model puts the structure of an organization as one of the key distinct frames
that can be used in looking at the school. The school has an excellent culture that inspires
confidence and good performance.

Figure 1. Conceptual framework.
OUTPERFORMING NONTRADITIONAL SCHOOLS 68

Figure 2. Four frames.
The interviews and surveys were limited to staff members only, and no students were
included. The study focused on one magnet high school in an urban area which met all criteria
set forth by the thematic dissertation group. The research was conducted and written by the
author alone. The research questions were as follows:
1. What programs and practices are implemented in an urban outperforming
nontraditional school?
2. What are the leadership practices in an urban outperforming nontraditional school?
3. What are the cultural norms in an urban outperforming nontraditional school?

OUTPERFORMING NONTRADITIONAL SCHOOLS 69
Summary of the Findings and Discussions
The research provided an analysis of the school culture, leadership practices, and
programs and practices which assisted in the sustainment of student achievement. The themes
that were prevalent and emerged from the findings that could lead to student success were
commitment as evidenced by longevity, shared decision making, high expectations, and
accountability. There seemed to be no single theme that aided in student success alone. The
combination of all components was found to drive success.
The findings showed that using a shared decision-making model is one of the factors
that helped to drive student achievement. Involving staff members and the leadership team in
influential decision making was a way to arrive in making decisions based on the needs of
students. The results of shared decision making indicated that most respondents simply agreed
that those in leadership positions allowed the teachers and other staff members to participate in
the decision-making process. The shared decision-making process between teachers from
different departments and the leadership team comprised of meeting and coming up with
strategies. In the meeteings they could collaborate with each other to improve student
achievement. Shared decision-making aims at improving the effectiveness of a school with
respect to the students and their learning. It increases the commitment of individual members
of staff and ensures that the schools make an appropriate response to individual needs of
students with respect to learning and other necessary demands.
Commitment in terms of longevity was a factor in students’ academic success. As
indicated, most staff members at OMHS have worked at the school for at least 10 years. The
staff members view themselves as committed to the students and their responsibilities. The
staff members value education and are committed to ensuring that all students succeed.
OUTPERFORMING NONTRADITIONAL SCHOOLS 70
High expectations indicated that the students could and will be able to be successful.
The achievements of students highly depended on staff and what they expected of the students.
The expectations for a student were usually proportional to the expectations of the teacher with
respect to those students. It was a part of the culture at OMHS. The students were expected to
perform according to expectations the school had of them; however, students did receive
support to ensure they could meet those expectations. For instance, the Summer Bridge
Program was designed to help incoming freshmen with the transition from middle school to
high school. Furthermore, the students developed confidence in themselves to be successful
probably because of the confidence that staff had placed upon them. This can be a possible
explanation because the confidence levels from the Likert scale results indicated that the
programs and other developments that the teachers initiated for the students’ sake and their
desire to learn had been a boost to their confidence. Expectations can be heightened by a boost
in confidence level. The first thing a teacher must do is to convey confidence in the students
and their ability to deliver. Students need to be told that they can handle tasks that were meant
to be difficult for them.
The culture at OMHS is an indication of student success. The culture thrives on student
success and a family environment where everyone is held accountable. Leaders from the
Obama Unified School District visited the campus in hopes to replicate the school. However,
the staff at OMHS feel that culture cannot be replicated.
The programs and practices which were found to be factors for student achievement
were summer bridge, credit recovery, and extending school days. Staff implemented support in
varied ways to assist the students in being successful. These programs helped students at all
academic levels be successful. The programs were all supported by the leadership team.
OUTPERFORMING NONTRADITIONAL SCHOOLS 71
Darling-Hammond (2008) has shown that instructional strategies and programs are
necessary for student success. The author noted that such programs could be obtained through
professional developments and training. The use of these programs and practices has led to
student success at OMHS.
Recommendations for Practice
The findings from this research show that there are some factors that can be used to
improve student success in urban schools. These factors include setting high expectations and
using a shared decision-making approach.
The first recommendation is to change the mindset of the staff and students about the
ability to be successful. The expectations must be embedded in the culture of the school, and
all must be held accountable to ensure that it is engrained. Rojas and Liou (2017) noted that
high expectations drive student success. A synthesis of the student findings suggests that high
expectations are pivotal. A strong staff and a strong school understand the critical role that
expectations play. These expectations are almost second nature at OMHS, and these beliefs can
help other urban schools.
The second recommendation is to use and understand the importance of shared decision
making. Respondents at OMHS understood its importance and utilized it on a consistent basis
to help promote student success. Schools utilizing shared decision making, with student
achievement in mind, will effectively make the best decisions based on the needs of the
students. Additionally, the decisions will include the advice of all stakeholders involved. Open
communication among all staff members can increase the chances of student success. In
addition, there must be support and clear, effective communication. Clear expectations and
research-based approaches should be used.
OUTPERFORMING NONTRADITIONAL SCHOOLS 72
Implications for Further Research
Obama Magnet High School provides secondary education. The school was subjected
to a study. The focus of the study was the factors leading to students’ academic success at an
urban K-12 nontraditional outperforming school. The data results were obtained through staff
surveys, document reviews, interviews and observations. The four-frame model was exercised
during the research process so that the organization could be presented using different lenses
for an unbiased result in the research quest. The model provides some of the explanations
needed in understanding student success at OMHS.
The study analyzed programs in place, the culture of the school, and the practices of
leadership. Leadership was a significant pointer toward student achievement. Leadership was
found to facilitate aspects such as shared decision making which occurred through a process of
delegating decisions among staff and the leadership team.
Survey results showed a positive indication regarding high expectations and the culture
of the school. Respondents showed that their expectations were high with respect to their
students and themselves. They pointed to the willingness of the school’s administration to let
them participate in the leadership process through a shared decision-making model.
One interpretation that can be drawn from the programs offered is that the school
adopted a student-centered learning approach. Placing the student at the center means the
teacher takes the role of a facilitator rather than driver of academic programs. With the teacher
as a facilitator, students engage in learning by themselves under the teacher’s guidance. The
results are more positive than negative.
OUTPERFORMING NONTRADITIONAL SCHOOLS 73
Futher reseach that should be conducted include analysis of high expectations
embedded in school culture, the affect of shared leadership, student-centered learning
approach, and a longitudinally study contributing to student achievement in magnet schools .
One of the shortfalls of this study is that the time to conduct the research was not long.
As indicated, there was an allotted 3-month period during which observations, surveys, and
interviews were conducted. This and similar schools should be further studied longitudinally to
add to the identification of factors contributing to student achievement.
Conclusion
Positive learning at OMHS was facilitated by the involvement of teachers in the
decision-making process, which resulted in positive attitudes toward the school generally. The
programs adopted by OMHS were largely student-centered because they tended to make the
student the primary driver of the academic process rather than a secondary participant in
programs and learning initiated by the teacher. The students and teachers generally had a
positive view of the culture, the programs and the leadership of the school, which they
admitted is a contributor to the betterment of the school. High expectations from all
stakeholders contributed to better student performance. The teachers at OMHS have a positive
view concerning the programs in place to boost students in their academic quests.

OUTPERFORMING NONTRADITIONAL SCHOOLS 74
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APPENDIX A
Interview Question Protocol
I. Introduction
Thank you for agreeing to participate in my study. I appreciate the time that you have set aside
to answer my questions. The interview should take about an hour.
Before we get started, I want to provide you with an overview of my study and answer any
questions you might have about participating. I am currently a doctoral student at USC and I
will be conducting interviews, surveys, and observations for my research. I have structured my
line of inquiry around organizational practices that narrow the achievement gap in
outperforming non-traditional urban schools.
Thank you for volunteering to participate in this study. I want to assure you that I am strictly
wearing the hat of researcher. This means is that the nature of my questions and observations
are not evaluative. I will not be making any judgments on how you are performing as an
educator. None of the data I collect will be shared with other teachers, administrators, or the
district.
I am happy to provide you with a copy of the findings if you are interested. Do you have any
questions about the study before we get started? If you don’t have any further questions, I
would like to have your permission to begin the interview.
II. Setting the Stage
1. I am hoping we could start with you telling me a little bit about this year’s students that
you are serving here at the school.
2. Tell me about any specialized training you received to work with the students that you
serve.
3. What are some of the challenges and concerns the students bring to you?
4. How often do you meet with parents/guardians to speak on behalf of students
academic growth?
5. What are some of the instructional challenges that students encounter in the school?
III. Heart of the Interview (Interview Questions are directly tied to your Research
Questions)
Interview Questions
Questions RQ#1
What programs
and practices
are
implemented in
an urban
outperforming
nontraditional
RQ#2
What are the
leadership
practices in an
urban
outperforming
nontraditional
school?
RQ#3
What are the
cultural norms
in an urban
outperforming
nontraditional
school?
OUTPERFORMING NONTRADITIONAL SCHOOLS 83
school?
1. Why did you choose to
come to this school, and
what are your experiences
here in comparison to where
you were before?

X
2. When others visit your
school, what do you believe
their first impressions are?

X
3. Why do you believe
parents should send their
children to this school as
opposed to the traditional
neighborhood school?

X
4. What do you believe puts
your school in a position to
outperform traditional
schools?

X
5. How significant of a role
do you feel the
principal/students/teachers
play in the molding of the
school culture/climate?
 What other factors
do you feel have an
impact on school
climate?

X
6. How does the school
resolve discipline issues
when they arise?
 How are stakeholders
involved?

X
7. How empowered is the
staff to make decisions in the
best interest of the students
without waiting on the
leadership? Can you give an
example?

X

8. What specific leadership
X

OUTPERFORMING NONTRADITIONAL SCHOOLS 84
practices do you believe are
most significant factors that
sustain and improve
student achievement?
9. How are decisions made
to implement researched
instructional practices at
your school?

X

10. How are resources and
programs used to increase
student academic
achievement?
X

11. What school-wide
programs or rules does
your school implement in
order to promote student
success?
 What was the
process in coming
up with these
school-wide
implementations?
 How are they
implemented?
(Action-
Resolution?)
 How are they
measured for
effectiveness?
(Specific
benchmarks?
Numbers?)
X

12. How would you
describe the
implementation of
professional programs,
training, and professional
opportunities to grow?
X

IV. Closing Question (Anything else to add)
OUTPERFORMING NONTRADITIONAL SCHOOLS 85
I am wondering if there is anything that you would add to our conversation today that I might
not have covered?
V. Closing (thank you and follow-up option):
Thank you so much for sharing your thoughts with me today! I really appreciate your time and
willingness to share. Everything that you have shared is really helpful for my study. If I find
myself with a follow-up question, I am wondering if I might be able to contact you, and if so, if
email is ok? Again, thank you for participating in my study.

OUTPERFORMING NONTRADITIONAL SCHOOLS 86
APPENDIX B
School Site Observation Protocol
School _________________________________ Date______________________________
Observer _______________________________ Grade/Subject______________________
Observation duration: ______________________ Time______________________________

RQ 2: What are the leadership practices in an urban outperforming nontraditional
school?
What was your first impression of the leadership?

Please consider the following items to help facilitate your observation:
● Single Leader or Leadership team
● Who are the formal leaders
● Who are the informal leaders
○ Where are they; what are they doing
● Traits of leader(s)
● Leadership practice
● Decision-making process
○ how does it work; who is involved
● Leadership communication to/from stakeholders
● Leadership interaction with stakeholders
● Stakeholders role
● Clearly articulated mission and goals

OUTPERFORMING NONTRADITIONAL SCHOOLS 87
RQ 3: What are the cultural norms in an urban outperforming non-traditional school?
What was your first impression of the school site? Staff?

In preparation for your observation, please consider the following
Do you see or hear information regarding the following questions/items
(this is a guide to help facilitate your observation):

Considerations for Professional Culture
● Collaborative practices
● Professional development
● Monitoring of instructional practice for consistency
● Use of data
● Program evaluation
● Common understanding of expectations
● Instruction reflects high expectations
● Student engagement
● Classroom environments

Student Support
● Advertised/promoted supports and resources: physically, socially, and emotional
support
● Service personnel accessible
● Identify/ support students at risk of dropping out, students in crisis, and students who
OUTPERFORMING NONTRADITIONAL SCHOOLS 88
require intensive assistance
● Identification of students with special needs
● School resources to support diverse academic needs
● Procedures for lunch
● Group work/individual work
● Structure and organization of school
● Student work posted in hallways
● Communication of announcements and programs
● School spirit
● Appearance of campus

Various Stakeholders (Teachers, staff, students, parents, community members, board
members, community partners, etc.)
● Stakeholder engagement
● Feedback opportunities
● Methods of communication
● Partnerships
● Interaction among/between stakeholders

OUTPERFORMING NONTRADITIONAL SCHOOLS 89
Classroom Observation Protocol

Teacher_________________________________ Date______________________________
School _________________________________ Grade/Subject_______________________
Observer________________________________ Time______________________________
Observation duration: _____________________

Research Questions
RQ1: What practices and programs are implemented in urban outperforming non-traditional
schools?

Classroom Environment
Student Seating Arrangement (create a diagram of the classroom layout including what
direction students are facing, desk arrangement, tables, open space, instructional centers,
resources, computers, etc.):

OUTPERFORMING NONTRADITIONAL SCHOOLS 90
Student Demographics:
Male:
Female:
Race/Ethnicity:
Description of classroom wall space:
(Students work to aid in learning, data, standards, posters, what is written on the
whiteboard/chalkboard, code of conduct, etc.)

Instructional programs used in classroom
Curriculum:

Resources/Materials:

OUTPERFORMING NONTRADITIONAL SCHOOLS 91

Instructional practices used by teachers in classrooms:

1. What does the teacher
do?

2. What does the student do? 3. What are the interactions
between teachers and
students?

Stakeholders involvement in the classroom (community partners, aids, tutors, etc.):

OUTPERFORMING NONTRADITIONAL SCHOOLS 92

Observation Protocol

Name of Observer Date Time

Location Study

Brief Summary of Observation

Physical Space
OUTPERFORMING NONTRADITIONAL SCHOOLS 93
Define the physical
space.
· Geographical
· Temporal
· Physical
· Political

Utility: What is the
purpose of
event/setting?

Participant reactions to
physical setting

Other

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

Demographical
information:
· Racial
· Ethnic
· Gender
· Class

OUTPERFORMING NONTRADITIONAL SCHOOLS 94
What are the roles of
those being observed?
How do you know?

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

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

Who was invited to the
event? Who was not?

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

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

OUTPERFORMING NONTRADITIONAL SCHOOLS 95
· Roles
What is being
discussed?

Sequence of Events
Beginning
Middle
End

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

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

How did my
interaction/presence
affect the observation
participants?

Other
OUTPERFORMING NONTRADITIONAL SCHOOLS 96

OUTPERFORMING NONTRADITIONAL SCHOOLS 97

Pictures

OUTPERFORMING NONTRADITIONAL SCHOOLS 98
APPENDIX C
Document Review Protocol

1. What practices and programs are implemented in an urban outperforming
nontraditional school?
● Master calendar
● Daily schedule
● Mission statement
● School plan
● SARC (school accountability report card)-state mandated
● Curriculum guide
● Parent Handbook
● Student Handbook
● Staff handbook
● LEA plan (Local education agency plan)
● School site council minutes
● School website
● WASC (Western Association of school and colleges) accreditation
● Departmental meeting notes/agenda
● Student work/portfolio
● LCAP
● Attendance rates
● Dropout rates
● Graduation rates
● Discipline records
● Clubs and organizations
● Volunteer/parent volunteer records
● Field trips
● List of faculty
● Fundraiser forms
● Fundraisers
● Grants
● Achievement test scores
● Recruitment information
● Organization chart

2. What are the leadership practices in an urban outperforming nontraditional school?
● School plan
● District budget/fiscal year
OUTPERFORMING NONTRADITIONAL SCHOOLS 99
● SARC
● LCAP
● Leadership Team Meeting Notes
● Departmental meeting notes/agenda

3. What are the cultural norms in an urban outperforming non-traditional school?
● Master calendar
● Daily schedule
● Mission statement
● School plan
● Display of student work
● Curriculum guide
● Parent Handbook
● Student Handbook
● Staff handbook
● School site council minutes
● Departmental meeting notes/agenda
● Student work/portfolio
● Departmental meeting notes/agenda
● Leadership team meeting notes
● Team meeting notes
● California Department of Education
Attendance records
Demographics
Retention rates
School Programs available
● Recruitment information

OUTPERFORMING NONTRADITIONAL SCHOOLS 100
APPENDIX D
Survey

BACKGROUND INFORMATION
1) What is your primary role at the school?
Administration Teacher Teacher with leadership role
Classified staff Other certificated staff
2) How many years have you worked in your current role?
 0 – 3  4 – 7  8 – 15  16 or more
3) How many years have you worked at this school?
 0 – 3 4 – 7  8 – 15 16 or more
4) Have you previously taught at any other schools?
 Yes  No
5) What is the primary reason you decided to work at this particular school? (Mark all that
apply)
OUTPERFORMING NONTRADITIONAL SCHOOLS 101

Strongly
Disagree

Disagree

Agree
Strongly
Agree

Not
Applicable
Vision and Mission

1) The school has a clear mission/vision.

1 2 3 4
N/A
2) I have a clear vision of what the school
is trying to achieve.
1 2 3 4
N/A
3) The staff shares a common
understanding of what the school wants
to achieve.
1 2 3 4
N/A
4) The staff works beyond their official
roles in order to help achieve school
goals.
1 2 3 4
N/A
5) The school ’s vision/mission is evident
in multiple methods/practices.
1 2 3 4
N/A
6) The staff keeps the school ’s goals in
mind when making important decisions.
1 2 3 4
N/A

Strongly
Disagree

Disagree

Agree
Strongly
Agree
Not
Applicable
Leadership

1) The leaders at my school lead by
example.
1 2
3 4 N/A
2) The school provides a clear pathway
for leadership opportunities.

1 2
3 4 N/A
3) School leaders/administrators consider
various viewpoints when making
1 2
3 4 N/A
 Curriculum  Mission/Philosophy  Staff  Employment
Opportunity
 Unhappy at previous school  Other
__________________________________________

BACKGROUND INFORMATION
OUTPERFORMING NONTRADITIONAL SCHOOLS 102
decisions.
4) School offers many leadership
opportunities for all staff members.
1 2
3 4 N/A
5) Leaders/administrators hold staff
accountable for improving student
learning.
1 2
3 4 N/A
6) When issues arise at the school,
leadership responds in a prompt manner.
1 2
3 4 N/A

Strongly
Disagree Disagree Agree
Strongly
Agree
Not
Applicable
Learning Environment

1) The school environment is conducive
to learning.
1 2
3 4 N/A
2) Teachers use effective strategies to help
different subgroups of students meet high
academic standards.
1 2
3 4 N/A
3) Teachers use a variety of approaches
and activities to help students learn.
1 2
3 4 N/A
4) School work is meaningful to students. 1 2
3 4 N/A
5) Instruction is adjusted to meet
individual needs.
1 2
3 4 N/A
6) Classroom activities are intellectually
stimulating and engaging.
1 2
3 4 N/A
7) What instructional practices do teachers often use in the classroom? (Mark all that apply)
 Scaffolding  Direct Instruction  Differentiated Instruction 
Technology  Collaborative Learning  Hands-on learning  Project-based learning
 Other _______________________________
8) How is instructional content delivered at your school? (Mark all that apply.)
 Traditional Classroom  Small group  Independent Study 
One-to-one  Blended Learning  Distance Learning  Dual language
OUTPERFORMING NONTRADITIONAL SCHOOLS 103

Strongly
Disagree Disagree Agree
Strongly
Agree
Not
Applicable
School Environment

1) Student discipline is managed well. 1 2
3 4 N/A
2) Teachers show they care about all of
their students.

1 2
3 4 N/A
3) The staff respects the diversity of all
their students.

1 2
3 4 N/A
4) Student interactions are polite and
supportive of one another.
1 2
3 4 N/A
5) What are the common discipline practices at the school?
 Detention  Rewards/Consequence Programs
 Parent/contact meeting
 Restorative Discipline  Office referrals
Other _________________________
6) Which of the following clubs/activities/sports are offered at the school?
 STEM/STEAM  Visual arts  Performing arts
 Technology programs  Sports  Advanced
academics  Other ________________
 Other ________________

9) How does student attitude toward learning compare to your last teaching experience?
 Better  About the same  Worse  No previous experience
 Not Applicable

Strongly
Disagree Disagree Agree
Strongly
Agree
Not
Applicable
Standards/Expectations of nontraditional schools

1) Students are expected to achieve at high
standards.
1 2
3 4 N/A
OUTPERFORMING NONTRADITIONAL SCHOOLS 104

Strongly
Disagree Disagree Agree
Strongly
Agree
Not
Applicable
Monitoring of Teaching and Learning

1) Assessment results are used to determine
professional learning activities.
1 2
3 4 N/A
2) Teachers receive regular feedback on
how they are performing.

1 2
3 4 N/A
3) Teachers provide feedback to each other
to help improve instructional practices.
1 2
3 4 N/A
4) Students receive regular feedback about
what they need to do to improve.
1 2
3 4 N/A
4) The school gives teachers the substantial
freedom to carry out lessons and activities.
1 2
3 4 N/A
5) What is the evaluation process for teachers at the school?
 Portfolio model  Formal observation  Value-added model  Teacher
survey
 Parent/student survey  Informal Observations  None of the above
 Other __________________
2) All students are consistently challenged
by a rigorous curriculum.

1 2
3 4 N/A
3) Teachers are involved in creating and
implementing a culturally relevant
curriculum.
1 2
3 4 N/A
4) The school gives teachers substantial
freedom to carry out lessons and activities.
1 2
3 4 N/A

Strongly
Disagree

Disagree

Agree
Strongly
Agree
Not
Applicable
Collaboration and Communication
OUTPERFORMING NONTRADITIONAL SCHOOLS 105

1) School staff are interdependent and value
each other.
1 2
3 4 N/A
2) I feel comfortable sharing my ideas with
other staff members.

1 2
3 4 N/A
3) The school supports and appreciates the
sharing of new ideas by staff members.
1 2
3 4 N/A
4) Teachers regularly discuss teaching issues. 1 2
3 4 N/A
5) The staff works in teams across grade
levels to help increase student learning.
1 2
3 4 N/A
6) Staff routinely work together to plan what
will be taught.
1 2
3 4 N/A
OUTPERFORMING NONTRADITIONAL SCHOOLS 106

Strongly
Disagree Disagree Agree
Strongly
Agree
Not
Applicable
Family and community involvement
1) The school works with community
organizations to support its students.
1 2
3 4 N/A
2) Teachers have frequent contact with the
families of their students.

1 2
3 4 N/A
3) The school provides ample information to
families about how to help students succeed
in school.
1 2
3 4 N/A
4) Many families are involved as volunteers
at the school.
1 2
3 4 N/A
5) Compared to your last teaching
experience, how involved are
parents/community with the school?
1 2
3 4 N/A
6) The school has systems or structures in place to support and encourage parents to be
involved in the school.
 The school has many systems and structures in place that encourage and support
parent involvement.
 The school has some systems and structures in place that encourage OR support
parent involvement.
 The school has a few systems and structures in place that encourage OR support
parent involvement.
 The school does not have any systems and structures in place to encourage and
support parent involvement.

Strongly
Disagree Disagree Agree
Strongly
Agree
Not
Applicable
Professional Development
1) Professional development activities are
consistent with school goals.
1 2
3 4 N/A
2) The school provides enough
opportunities to grow professionally through
professional development opportunities.
1 2
3 4 N/A
OUTPERFORMING NONTRADITIONAL SCHOOLS 107
3) Different staff members periodically lead
professional development activities for other
staff.
1 2
3 4 N/A

Abstract (if available)

Abstract The purpose of this qualitative case study was to examine and analyze the programs, leadership practices, and culture at an urban school that successfully closed the achievement gap. A magnet high school in the urban area was selected for this case study. This study applied Bolman and Deal’s Four Frames method to understand the impact of the academic success at the outperforming urban magnet high school. This study identified best practices at one non-traditional urban school. The research questions included: (1) What programs and practices were implemented in an urban outperforming nontraditional school? (2) What were the leadership practices in an urban outperforming nontraditional school? (3) What were the cultural norms in an urban outperforming nontraditional school? This qualitative study identified the instructional practices and programs, leadership practices, and cultural norms of an outperforming urban magnet high school by triangulating data from observations, surveys, document review and interviews. Findings support student success is enhanced when commitment and high expectations are embedded into the school culture, when effective programs are made available to support students at all academic levels, and when decision making is shared among all stakeholders. The themes that emerged from this study were: (1) Commitment (Longevity) (2) Shared Decision Making (3) High Expectations (4) Accountability (5) Student Support. The researcher concluded from this study that the outperforming urban magnet high school was insightful of incomparable instructional programs and practices, cultural norms, and leadership practices.

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Asset Metadata

Creator Pettaway, Ali-Shah (author)

Core Title A case study of an outperforming urban magnet high school

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/09/2018

Defense Date 03/08/2018

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

Tag education,High School,magnet,nontraditional,OAI-PMH Harvest,outperforming,School,Urban

Language English

Contributor Electronically uploaded by the author (provenance)

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

Creator Email alipettaway@aol.com,apettawa@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-1950

Unique identifier UC11669046

Identifier etd-PettawayAl-6173.pdf (filename),usctheses-c89-1950 (legacy record id)

Legacy Identifier etd-PettawayAl-6173.pdf

Dmrecord 1950

Document Type Dissertation

Rights Pettaway, Ali-Shah

Type texts

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

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

Repository Name University of Southern California Digital Library

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