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Nontraditional outperforming K-12 urban schools: a case study of the implementation of promising programs and practices, leadership and cultural norms in a project-based curriculum college prepar...
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Running head: NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 1
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS: A CASE STUDY OF
THE IMPLEMENTATION OF PROMISING PROGRAMS AND PRACTICES, LEADERSHIP
AND CULTURAL NORMS IN A PROJECT-BASED CURRICULUM COLLEGE
PREPARATORY HIGH SCHOOL
by
Esperanza Sanchez
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 Esperanza Sanchez
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 2
DEDICATION
“Be the change you wish to see in the world”-Gandhi
I remember the first day I visited USC, it was in 1995 and I was 15 years old. It was my
brother’s middle school promotion assembly. I had heard about USC, but, when I walked into the
campus I fell in love with it and I was mesmerized by its architecture. I knew that I wanted to
attend USC. However, when I applied in my high school senior year, I was denied the
opportunity. I was discouraged, yet I still moved on, and I applied at Cal State University Long
Beach where I completed my Bachelor of Arts degree. I knew I wanted to apply for the master’s
program at USC, but I was afraid to be denied again, so I chose not to apply. A few years later, I
had a conversation with my friend Manuri and little sister Maria about applying for my doctorate
at USC, and they both said, “You should do it.” I later had the same conversation with my other
close friends and colleagues Elizabeth, Wendy and Elona. They said the same thing. I invited
Elizabeth and Wendy to review the USC website with me as I was so nervous to actually apply.
They both were supportive throughout the process. Thank you, “amigas!”A few months later, I
received an email with the acceptance at USC. I could not believe it, and I cried as I felt that I
had won the lottery. Memories of my childhood and my upbringings flashed through my mind. I
grew up in a small town in Mexico, where, at times, there was no electricity and there was no
plumbing. There was only one old school for the whole town. If I wanted to attend middle or
high school, I would have to travel to a different town and take two or three buses. However, my
mother would not have been able to afford that as a single mother. My mother had the courage to
leave her family and country to offer my siblings and I, a life of opportunities that I would have
not be able to attain if I would have stayed. “Gracias mami!!”
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 3
Mami gracias por tus sacrificios de dejar tu país para darnos un futuro lleno de
oportunidades a mis hermanos y a mí. Gracias por siempre creer en nosotros y nunca rendirte.
Gracias por ser mi amiga y apoyarme en mis fracasos y en mis éxitos. Gracias a tu valentía estoy
hoy recibiendo este título del “doctorado.” ¡Te lo dedico ya que sin tu amor no estaría donde
estoy!
Gracias a otra gran mujer y amiga que me ha apoyado siempre. ¡Mi abuelita Esperanza!
Abuelita gracias por criarme como a tu hija y cuidarme. ¡Gracias por ser la mujer que eres!
¡Hermanita Maria, mi gran amiga y coach! ¡Gracias por creer en mí, por motivarme
cuando lo necesitaba y por apoyarme siempre! Thank you for putting up with me, I know que
soy “mandona.” Please know I want the best for you!
Franklin amor, gracias por ser mi amigo, motivador, y por apoyarme cuando estaba
estresada y frustrada durante mis cursos del doctorado. Gracias por entenderme y darme mi
espacio para concentrarme. Gracias por darme ánimos cuando ya no tenía fuerzas para seguir.
¡Te amo con todo mi corazón y me siento muy afortunada!
Manuri my yawlua and sister astuti! Thank you for letting me stay in your apartment in
the weekends so that I could attend USC. Thank you for believing in me and motivating me to
complete my doctorate when I felt that I wanted to quit!
¡Familia y amigos gracias por entender que no siempre podía ir a sus eventos y por darme
el espacio para terminar este camino del doctorado tan difícil!
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 4
ACKNOWLEDGEMENTS
“A man is but the product of his thoughts, what he thinks, he becomes”-Gandhi
I became an educator because I wanted to make sure that others like me had an education
so that they can be successful productive citizens. I decided to further my education, as I felt that,
the more knowledge I have and prepared I am, the better I can serve the communities that I
represent. Receiving my doctorate at USC is a testimony of my dedication and determination to
make a difference. I feel fortunate that I have surrounded myself with positive individuals who I
have developed wonderful friendships and work relationships.
Mr. Rosas
Mr. Rosas, you have always believed that I could achieve more than I could dream of.
You were my teacher and became my friend. Thank you for always staying positive and
motivating me!
Elizabeth, Elona, and Wendy
Thank you for adopting me into your family and at Fontana USD. You are amazing
friends! Thank you for helping me apply for the doctoral program, although I was afraid to fail,
you encouraged me!!
Jesus
Thank you for being supportive as my boss and a friend. Thank you for understanding the
challenges of the doctorate program!
Ofelia and Luz
Thank you both for listening and for believing that I could do it. You both motivated me
to push myself and to believe in myself. It was definitely a pleasure sharing this difficult journey
with you both STRONG WOMEN! Ahora si podemos decir “Si Se PUDO!”
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 5
Special Trojans!
Thank you for making the courses so much fun and meaningful! Fight On! Eriberto,
Kristen, RJ, Rachel, Maddie, Hagop, Karol, Josh, Ali, Adrian, Patrick, Susan, Mathew, and
Jacque.
USC Cohort Chairs Dr. Gothold and Dr. Ott
Thank you both for guiding my cohort to complete this program successfully. Thank you
both for sharing your knowledge and experience. Dr. Ott, thank you for your feedback and your
support even when you were sick. Thank you, Dr. Gothold, for having a clear goal for all of us.
I think about my childhood and the path that I took to be here at USC and my current
professional position as an assistant principal, and I am truly grateful! Thank you to every
person who crossed my path good and bad as each of you influenced me and indirectly helped
me be the person that I am now! Everyone, thank you for helping me believe in myself and
motivating me to pursue and complete my doctorate! Sorry I haven’t spent quality time in the
past two and a half years. I have missed so much in your lives! It hurts that I couldn’t be there
and missed out on important events! Love you all and hope to continue to cherish many of your
success as well. I couldn’t have completed my doctorate without your support, love, and
motivation!
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 6
TABLE OF CONTENTS
Dedication 2
Acknowledgements 4
List of Tables 8
List of Figures 9
Abstract 10
Chapter One: Overview of the Study 11
Background of the Problem 12
Federal Accountability Reforms 14
High School Graduation 15
Higher Education 15
Workforce Skills Concerns 16
Problem Statement 16
Purpose of the Study 17
Research Questions 17
Importance of the Study 17
Methods of the Study 19
Limitations 19
Delimitations 19
Assumptions 20
Definitions of Terms 20
Organization of Dissertation 28
Chapter Two: Literature Review 29
Problem Statement 29
Background 29
Historical Context 30
History of Inequality 31
Extent of the Problem 32
Nationwide Inequities in Funding Education 33
Student Performance 33
Narrowing the Achievement Gap 34
The No Child Left Behind Act 36
Every Student Succeeds Act of 2015 37
Common Core State Standards 37
Race to the Top Program 38
Urban Schools 39
Efforts to Address the Problem 41
Nontraditional Schools 42
Nontraditional Teaching Strategies 43
Conceptual Framework 46
Chapter Three: Methodology 48
Research Questions 48
Research Design and Methods 49
Why Qualitative Methods? 49
School Site, Participants, and Sampling 50
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 7
Criteria for Selecting a School 51
Outperforming School Selected 51
Data Collection Approach 55
Document Analysis 55
Interviews 56
Limitations 56
Observations 58
Limitations 58
Surveys 59
Data Analysis 59
Ethical Considerations 59
Conclusion 60
Chapter Four: Results 61
Research Questions 61
Methodology 62
Background of AAA High School 63
Recruitment 63
Curriculum 64
School Entry Access 64
First Visitation at the School Site 65
Second Visitation at the School Site 66
Findings for Research Question One 70
Practices 71
Curriculum 71
Summary of Findings for Research Question One 76
Findings for Research Question Two 77
Summary of Findings for Research Question Two 81
Findings for Research Question Three 82
Summary of Findings for Question Three 87
Emergent Themes 88
Conceptual Framework 88
Summary and Final Thoughts 89
Chapter Five: Discussion 91
Purpose, Significance, and Methodology 91
Conclusions 92
Implications for Practice 94
Recommendations for Further Study 95
Conclusion 97
References 98
Appendix A: Documents and Artifacts 105
Appendix B: Survey Instrument 107
Appendix C: School Site Observation Protocol 117
Appendix D: Classroom Observation Protocol 120
Appendix E: Observation Protocol 123
Appendix F: Interview Protocol 127
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 8
LIST OF TABLES
Table 1: Poverty Thresholds for 2016 by Size of Family and Number of Related Children
Under 18 Years 35
Table 2: Case Study Criteria Compared With AAA High School 51
Table 3: AAA High School Vision and Mission 53
Table 4: AAA High School Enrollment by Student Group 2015-2016 54
Table 5: AAA High School CAASPP/SBAC Grade 11 results Comparison to State 2015-2016 54
Table 6: AAA HS Grade 11 State Assessment (SBAC) Results by Ethnicity 2015-2016 55
Table 7: Graduated Class of 2016 55
Table 8: Collaboration 73
Table 9: Survey Question: What instructional practices do teachers often use in the classroom?
(Mark all that apply) 75
Table 10: Shared Leadership 80
Table 11: High Expectations 83
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 9
LIST OF FIGURES
Figure 1: Nontraditional outperforming urban schools. 47
Figure 2: Bolman and Deal, 2003 77
Figure 3: Conceptual Framework 89
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 10
ABSTRACT
The purpose of this qualitative case study was to identify factors in a nontraditional
outperforming K-12 urban school, specifically the programs, the leadership practices, and the
cultural norms implemented. Data collection was conducted via surveys, staff interviews,
document analysis, and classroom and campus observations. The case study focused on a
nontraditional outperforming urban high school located inside of a university campus where the
focus is on Project-Based Learning (PBL). PBL is a student driven and teacher facilitated
approach to learning. Students select a topic of interest in which they need to include all core
subjects such as English, Math, Science, and Social Studies and do research to develop a deeper
understanding. Through PBL students create multiple project presentations either in small groups
or individually.
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 11
CHAPTER ONE: OVERVIEW OF THE STUDY
No other investment yields as great a return as the investment in
education. An educated workforce is the foundation of every
community and the future of every economy (Henry, 2005)
Historically, the United States has been recognized as the country where anyone can
attain the American Dream, the notion that everyone has an opportunity to achieve success
through his or her own efforts, talents, and hard work (Hochschild & Scovronick, 2004).
Nonetheless, the attainment of the American Dream was questioned with the publication of the
1983 report A Nation at Risk. This report revealed how the public education system failed
students nationwide, particularly minority students (Gardner et al., 1983). Since then, the public
education system has faced the challenge of providing equity for all students to close the
achievement gap between minority students and their non-minority peers. Therefore, this has led
to the development and implementation of accountability reforms and state standardized
assessments (Baffour, Boser, & Vela, 2016).
Although state and federal government officials develop and implement educational
reforms, they fail to address the needs of diverse and high-poverty student populations,
consequently widening the achievement gap (Baffour et al., 2016). For district and state
assessment purposes, students in high-poverty schools, students of color, English learners, and
students with special disabilities are considered subgroups of the larger student population
(Amrein-Beardley, 2009; Arocho, 2014; Bogin & Nguyen-Hoang, 2014). Low-income urban
schools generally serve large numbers of minority groups as compared to suburban affluent
schools with high White and Asian student populations (Coley & Baker, 2013; Colby & Ortman,
2015). Schools in urban districts are challenged with remaining competitive with traditional
(open enrollment to all students, no lottery system or application process) and nontraditional
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 12
(charter or schools with innovative programs such as PBL/STEM/STEAM and small enrollment)
schools even as they receive less funding support, lack resources, are overcrowded, experience
high teacher and staff attrition, and their facilities need much repair (Adar, Logan, & Minca,
2012; Ladd, 2012; Ushomirsky & Williams, 2015). Nonetheless, there are outperforming
nontraditional urban K-12 schools that have overcome these challenges and have developed
effective systems and programs to narrow the achievement gap.
The purpose of this qualitative case study is to identify the factors present in a
nontraditional outperforming urban K-12 school, specifically the programs, leadership practices,
and cultural norms implemented.
Background of the Problem
The United States provides students with a public education unable to provide all
students with equal resources in addition to funding, leaving behind students of color and from
low-income backgrounds (Bayar, Baydu, & Kaplan, 2013; Bogina & Nguyen-Hoang, 2014;
Farley & Welner, 2010; Ladd, 2012; Palardy, 2013). The public education system is
decentralized, meaning each state funds public education using different funding formulas
(Arocho, 2014). Although states have their own funding formulas, all formulas include three
main factors: federal funds, state funds, and local property taxes (Arocho, 2014; Darling-
Hammond, 2014; Wright, 2013). This type of system adds to the inequalities in public education
as some state officials prioritize education more than others and choose how to fund education
based on what they deem adequate and equal (Arocho, 2014; Darling-Hammond 2007). Local
property tax plays an important role in public education as home prices vary from city to city,
funding then contributes to the problem of unequal funding opportunities nationwide. Funding
affects the programs and support personnel available to students and the maintenance of school
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 13
infrastructure. This type of formula benefits the affluent suburban communities in comparison to
low-income urban communities that tend to have greater challenges such as malnutrition,
homeless families, foster children, higher percentages of students in special education, and
English learners (Arocho, 2014; Darling-Hammond, 2014; Pittenger & Wilhoit, 2014). Schools
in low-income communities are challenged with helping their students stay in school and
preparing them to be successful, whereas affluent schools spend their money on enrichment
courses and programs that lead to college. Therefore, it is important to point out that funding
schools equally is not necessarily the solution, rather create funding formulas that focus on all
schools based on need.
Research shows that urban schools are highly populated by minority and low-income
students whose communities and families face challenges that affluent students and communities
do not, such as high poverty, lack of access to health care, single-parent households, violence,
few employment opportunities, and low local property tax revenues (Arocho, 2014; Ladd, 2012;
Ushomirsky & Williams, 2015; Wright, 2013). In addition, home value highly indicates the type
of funding a school receives (Arocho, 2014; Palordy, 2013; Pitterger & Wilhoit, 2014). This
system increases segregation and adds to inequalities in school funding nationwide; therefore, it
needs to be addressed with state and federal government as well as with the public (Palordy,
2013). Nationwide, more than 60% of Black and Hispanic students are enrolled in urban schools
as compared to only 18% of Asian and 30% of White students (Ladd, 2013; Logan et al., 2012).
The 2014 US Census reported that, by 2044, racial and ethnic minorities are projected to make
up more than half of the total US population, and, by 2060, nearly one in five of the nation’s total
population is projected to be foreign-born (Colby & Ortman, 2015). Therefore, it is essential that
educational leaders and policy makers implement equitable, effective, and innovative student
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 14
support systems for urban low-income schools to increase student achievement (Coley & Baker,
2013; Darling-Hammond et al., 2014; Ushomirsky & Williams, 2015; Wright, 2013).
Federal Accountability Reforms
Federal and state government leaders, in an attempt to narrow the achievement gap in K-
12 education, collaborate with policymakers to write and implement accountability reforms
(Arocho, 2014; Wright, 2013). The purpose of these reforms is to create unity nationwide, to
close the academic achievement gap, and to improve public education school structures (Arocho,
2014; Darling-Hammond et al., 2014; Ladd, 2012; Logan et al., 2012). In the last two decades,
the United States developed and launched several education accountability reforms (Darling-
Hammond et al., 2014; Matthis & Trujillo, 2016). For instance, the No Child Left Behind Act
(NCLB) of 2001 (Amrein-Beardley, 2009; Hayes, 2015) was an extension of the Elementary and
Secondary Education Act of 1965 (McClure, 2008). The Race to the Top program of 2010 was
meant to increase innovation (McGuinn, 2012). The Common Core State Standards first
implemented in 2013 (Liebtag, 2013) and the Every Student Succeeds Act of 2015 (Mathis &
Trujillo, 2016) that replaced NCLB are also examples of attempts at reform. During
implementation of these reforms, the states experienced financial hardships. For instance, the
federal government provided only 10% or less financial aid for the implementation of these
policies, while each state was responsible for the remainder of the cost (Arocho, 2014; Baker,
Farrie, & Sciarra, 2010). The implementation of these reforms in some states pressured
government officials to discontinue student support programs and to cancel the services of
support staff, hindering mainly urban K-12 low-income schools (Arocho, 2014; Darling-
Hammond et al., 2014; Baffour et al., 2016).
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 15
High School Graduation
The achievement gap between minority groups and affluent groups is evident as Black
and Hispanic students in high-poverty urban schools have higher high school dropout rates than
Whites and affluent suburban students (Bayar et al., 2013; Royster, Gross, &, Hochbein, 2015).
In the 2013-2014 school year, 73% of African American students and 76% of Hispanic students
graduated from high school on time as compared to 87% of White students who graduated on
time (Baffour et al., 2016). The American College Test reported that 49% of White students met
three or more college readiness benchmarks as compared to 11% of Black and 23% of Hispanic
students (Royster et al., 2015). Preparing all K-12 students to be ready for higher education is the
responsibility of all government and educational leaders. All students should be able to live their
American Dream. Dropping out of high school is not an option (Darling-Hammond et al., 2014).
High school dropouts earn about $9,000 less per year than those students who graduate high
school. They will earn an average of $375,000 less than high school graduates, and roughly one
million less than college graduates over the course of their lifetimes (Burrus & Roberts, 2012).
Higher Education
Professionals and college graduates earn stable incomes, have higher salaries, and
contribute to the economy as taxpayers in comparison to high school dropouts (Schneider & Yin,
2012). For instance, by 2030 in California, 38% of all jobs will require a college degree, but only
33% of job seekers will have a college degree, producing a shortfall of 1.1 million workers
(Bohn et al., 2015). The Hispanic population is growing at the fastest rate, but only about 8% of
Hispanics enroll in higher education (Taylor, 2016). There are many factors that contribute to the
low enrollment of Hispanic students in higher education: family class status, low test scores, lack
of college preparation, and lack of knowledge of higher education opportunities (Arocho, 2014;
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 16
Delaney & Kearney, 2015; Taylor, 2016). Research shows that the wage gap between jobs that
require a high school diploma and jobs that require a college diploma continues to grow; in 2005,
degree holders earned 60% more than those without a degree, and, by 2013, degree holders
earned 70% more (Bohn et al., 2015).
Workforce Skills Concerns
In the United States and in the global market, the type of skills needed in the workforce
have changed over the last 50 years (Burrus and Roberts, 2012). In 1947, nearly half of the
workforce was employed in production industries that required relatively low levels of
educational attainment. By 2016, production industries made up only 19% of all employment,
and 65% of all employment required a high school diploma with some college, with 36%
requiring a bachelor’s degree or higher (Carnovale, Gulish, & Jayasundova, 2016). Research
points out that low wages and growing inequality in the US labor market slowed down growth of
workers’ skills and growth of high-paying jobs for skilled workers (Schneider & Yin, 2011).
Therefore, it is imperative that the United States invests in education to better prepare students to
meet present and future economic demands (Coley & Baker, 2013; Bohn et al., 2015; Logan et
al, 2012).
Problem Statement
Historically, students in high-poverty urban schools have not performed as well
academically as 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 nontraditional
outperforming schools operate to achieve excellence.
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 17
Purpose of the Study
The purpose of this qualitative case study was to identify the factors present in a
nontraditional outperforming urban K-12 school, specifically the programs, leadership practices,
and cultural norms implemented.
Research Questions
This study intended to identify and gain an understanding of the programs, leadership
practices, and cultural norms at an outperforming nontraditional urban school. The three research
questions were developed by the USC cohort class of 2018 with the guidance of the two cohort
chairs. Instruments were designed to collect data on programs, leadership practices, and cultural
norms. The cohort developed data collection instruments to support the collection of information
relevant to the study. The research questions below were identified and investigated to classify
characteristics of an outperforming nontraditional urban school:
1. What programs and practices are implemented in an urban outperforming nontraditional
school?
2. What are the leadership practices present in an urban outperforming nontraditional
school?
3. What are the cultural norms in an urban outperforming nontraditional school?
Importance of the Study
The study of nontraditional outperforming urban schools is significant as it supports the
increasing body of literature on narrowing the achievement gap. This study focused on the
programs, leadership practices, and cultural norms of one nontraditional outperforming high
school. The researcher observed how this school successfully closed or narrowed the
achievement gap for all students, especially low-income students, students of color, English
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 18
learners, and students in special education. Staff members at this school may find this study
useful as they continue to support minority students by implementing outperforming practices.
Last, the recommendations provided in this study will encourage other educators and
government leaders to create and support more outperforming nontraditional urban schools.
This case study was one of 12 thematic dissertations within a cohort of doctoral students
at the University of Southern California. The thematic group focused on three areas that make a
nontraditional urban school outperforming: programs, leadership practices, and cultural norms.
The group identified several themes from the literature, which were compared to the themes
identified after data collection. The group also created all data collection instruments for the
study. However, each member studied one school and wrote a separate dissertation. Each
researcher used the surveys and observation protocols to collect data. Although each researcher
analyzed at a different school and took a different approach to the study, it was essential that all
used the same collection instruments.
Finally, this case study identified the programs, leadership practices, and cultural norms
at one outperforming nontraditional urban high school in Southern California. The school
focuses on Project Based-Leaning (PBL) curriculum and Dual College Enrollment. PBL is a
student driven and teacher facilitated approach to learning. Students learn about a topic of
interest in which they have to research and include the core subjects such as English, Math,
History, Social Studies, and Science through small group and individual project presentations.
This study investigated practices that narrow or close the achievement gap at a high school while
other members of the group also studied other high schools and elementary schools. The
accumulation of these case studies contributes to research linked to increased student
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 19
achievement in urban schools. Educators, both at the site and district level, may find the results
and recommendations of these studies appropriate to their campuses or districts.
Methods of the Study
The USC thematic dissertation cohort class of 2018 collaboratively designed the
methodology for this case study. The group designed the observation, interview, and survey
protocols and agreed on the type of documents needed from the schools and websites. Each
researcher conducted about six observations and interviews over the course of 6 days. During
this time, relevant information was collected from administrators, teachers, and support staff.
Interviewing these individuals provided a comprehensive understanding of the programs,
leadership practices, and cultural norms that contributed to the school’s high academic
achievement.
Limitations
As in any case study, the focus on one school is a limitation. Data instruments were
collected over a short 6-day period. In addition, since only a few staff members shared their
personal opinions and experiences, their answers cannot be generalized. Students were not
interviewed, yet their interviews could have been crucial to this case study. Nonetheless, the
researcher presents student and staff interactions that were key to this study. The information
collected for this case study comes from only one school and its staff.
Delimitations
The USC thematic dissertation cohort class of 2018 decided on the criteria for the case
study. Although the school for this case study met most of the outperforming nontraditional
school criteria, it is important to point that two criteria were not met: English learner population
and socioeconomic status. While the agreed-upon criterion was that the school’s population
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 20
needed to consist of at least 50% English learners, only 1% of the selected school’s population
were English learners. Secondly, the criterion pertaining to socioeconomic status (SES) was that
at least 50% of the school’s population had to come from low SES households. However, the
school enrolled only 37% low SES students who were eligible to receive free and reduced-price
lunch. Most of the students enrolled in this school came from upper-middle-class families, as the
school has a lottery system offered to families in 40 nearby cities. Only 12% of the students
enrolled live near the school. Although the school does not meet the low-income requirement,
the students who come from low-SES households perform at levels comparable to those of their
high- and middle-class peers on state tests. The programs, leadership practices, and cultural
norms at this school need to be studied to add to the literature on outperforming nontraditional
urban schools.
Assumptions
It was assumed that the staff selected for this study had a clear understanding of the
programs, leadership practices, and cultural norms at this site. It was also assumed that the
school was an appropriate choice for this study, as it met almost all the criteria indicators: K-12
outperforming school, ethnically diverse, low dropout rate, and high state exam scores. The
researcher assumed that the staff would be comfortable with the study and would participate in
the research. Finally, the researcher assumed that each participant answered all questions on the
survey and in the interview with honesty.
Definitions of Terms
The definitions for this study are derived from government websites as well as empirical
studies. Throughout the rest of the paper, many of the definitions below may be referred to by
their abbreviations.
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 21
American College Test (ACT)
The American College Test is the US college admissions test that measures high
school students’ readiness for higher education (act.org).
Achievement Gap
A consistent difference in scores on students’ achievement tests between certain groups
of children and children in other groups. There is a strong association between poverty and
students’ lack of academic success as measured by achievement tests. Also, while poverty is not
unique to any ethnicity, it does exist in disproportionate rates among African Americans and
Hispanics and among English learners (Darling-Hammond, 2007).
California Assessment of Student Performance and Progress (CAASPP)
The California Assessment of Student Performance and Progress, or CAASPP, which has
replaced the Standardized Testing and Reporting, or STAR Program, is the new state academic
testing program. CAASPP is a system intended to provide information that can be used to
monitor student progress and ensure that all students leave high school ready for college and
career. The CAASPP includes computer-adaptive tests in English–language arts and
mathematics as well as paper-based tests for science (ccoe.k12.ca.us).
California A-G Requirements
The California Education Code (EC) establishes a minimum set of requirements for
graduation from California high schools. The requirements should be viewed as minimums and
support regulations established by local governing boards. The University of California (UC) and
the California State University (CSU) systems have established a uniform minimum set of
courses required for admission as a freshman. The UC maintains public “a-g” course lists that
provide complete information about the high school courses approved for admission to the
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 22
university. In addition to the required courses, California public universities have
other requirements for admission as a freshman (cde.ca.gov).
Common Core State Standards (CCSS)
Common Core State Standards were adopted by 45 states in 2010 and implemented in
2013. Students are expected to learn the same curriculum nationwide. These standards were
designed to prepare students for state test and college and career readiness (Liebtag, 2013).
Council of Chief State School Officers (CCSSO)
The Council of Chief State School Officers is a nonpartisan, nationwide, nonprofit
organization of public officials who head departments of elementary and secondary education in
the states, the District of Columbia, the Department of Defense Education Activity, and five U.S.
extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on
major educational issues. The Council seeks member consensus on major educational issues and
expresses their views to civic and professional organizations, federal agencies, Congress, and the
public (schusterman.org).
Charter Schools
Charter schools are public schools established on the basis of a contract that a private
board holds with a charter authorizer over a pre-determined number of years. Unlike public
traditional schools, charter schools are released from many state and district regulations that
govern traditional public schools, such as staffing, curriculum, and budget decisions (Clark,
Gleason, Silverberg, & Tuttle, 2011).
Dual Enrollment (DE)
The term dual enrollment refers to students being enrolled—concurrently—in two
distinct academic programs or educational institutions. The term is most prevalently used in
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 23
reference to high school students taking college courses while they are still enrolled in a
secondary school (i.e., a dual-enrollment student), or to the programs that allow high school
students to take college-level courses (i.e., a dual-enrollment program). For this reason, the
term early college is a common synonym for dual enrollment (edglossary.org).
The Elementary and Secondary Education Act (ESEA)
The Elementary and Secondary Education Act of 1965 was originally passed as part of
the Johnson administration’s War on Poverty campaign. The original goal of the law, which
remains today, was to improve educational equity for students from lower-income families by
providing federal funds to school districts serving poor students. Funds dispersed per this act are
the single largest source of federal spending on elementary and secondary education (Brady &
Thomas, 2005).
English Learner (EL)
Immigrant students and migrant students who do not speak, read, write or understand
English well as a result of English not being their home language (cde.ca.gov)
The Every Student Succeeds Act (ESSA)
The Every Student Succeeds Act was introduced by Congress and signed by President
Barack Obama in 2015 to replace NCLB. The new system remains predominately test-based and
requires interventions in the lowest-scoring 5% of schools. The new law calls for continued
disaggregation of data by race and by wealth and adds new sub-groups (Matthis & Trujillo,
2016).
High-Income Suburban School Districts
High-income school districts spend in excess of $15,000 per student per year (Farley &
Welner, 2010).
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 24
Local Control Funding Formula (LCFF)
The local control funding formula (LCFF) was enacted in 2013–14, and it replaced the
previous kindergarten through grade 12 (K–12) finance system which had been in existence for
roughly 40 years. For school districts and charter schools, the LCFF establishes base,
supplemental, and concentration grants in place of the myriad of previously existing K–12
funding streams, including revenue limits, general purpose block grants, and most of the 50-plus
state categorical programs that existed at the time. For county offices of education (COEs), the
LCFF establishes separate funding streams for oversight activities and instructional programs
(cde.ca.gov). Leadership
School and district stakeholders who collaborate to make decisions
Low-Income Urban School Districts
Low-income school districts spend about $4,000 per student per year (Farley & Welner,
2010).
The National Assessment of Educational Progress (NAEP)
The National Assessment of Educational Progress (NAEP) was first administered in
1969. NAEP exams in math and reading are given every two years to a random sample of
schools and students in each state and in almost two dozen urban districts (Baffour et al., 2016).
The No Child Left Behind Act (NCLB)
The United States Congress introduced NCLB in 2001 and signed by President Bush in
2002 to replace the Elementary and Secondary Education Act of 1965. NCLB required all states
to implement accountability policies to ensure that all public school students in grades 3 through
8 and in high school achieve academic proficiency by 2014 (Amrein-Beardley, 2009).
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 25
The National Governors Association Center for Best Practices (NGACBP)
The National Governors Association Center for Best Practices (NGA Center) develops
innovative solutions to today's most pressing public policy challenges and is the only research
and development firm that directly serves the nation's governors (nga.org).
Nontraditional Schools
These schools are public schools mainly governed by the state board of education, such
as charter, online, project-based learning, steam/stem academies, early college high school, or
dual college enrollment.
Organization for Economic Co-operation and Development (OECD)
The Organization for Economic Cooperation and Development (OECD) is a unique
forum where the governments of 34 democracies with market economies work with each other,
as well as with more than 70 non-member economies to promote economic growth, prosperity,
and sustainable development. The Organization provides a setting where governments can
compare policy experiences, seek answers to common problems, identify good practice and
coordinate domestic and international policies (usoecd.usmission.gov).
Partnership for Assessment of Readiness for College and Careers (PARCC)
The PARCC assessments are designed to give schools and teachers more information to
improve instruction. Moreover, PARCC is designed to let parents know how their child is
progressing academically. This more detailed information can lead to strong engagement
between parents and teachers (parcc-assessment.org).
Project-Based Learning (PBL)
Project-based learning (PBL) is a student-driven and teacher-facilitated approach to
learning (Bell, 2010) mainly used by charter and magnet schools (Coffey, 2008). Most projects
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 26
include reading, writing, mathematics and science-based or originate from current social
problems. The outcome of PBL is the understanding of a topic, deeper learning, higher-level
reading, and increased motivation to learn (Bell, 2010).
Program for International Student Assessment (PISA)
The Program for International Student Assessment is an international assessment that
measures 15-year-old students' reading, mathematics, and science literacy every three years in
more than 70 countries and education systems (nces.ed.gov).
Professional Development
A district-sponsored or school training program for all staff members
Race to The Top Program (RTTP)
In 2010, the Obama administration implemented this grant to support schools and
districts interested in innovation (McGuinn, 2012).
Reclassification
A school district determines whether an English learner student has sufficient English
proficiency to be reclassified as a fluent English speaker (cde.ca.gov)
Resources
Funding, physical or human capital dictated or distributed by the school district.
Smarter Balanced Assessment Consortium (SBAC)
The Smarter Balanced assessment system utilizes computer-adaptive tests and
performance tasks that allow students to show what they know and are able to do. This system is
based on the Common Core State Standards (CCSS) for English language arts/literacy (ELA)
and mathematics. The Smarter Balanced assessment system has three components designed to
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 27
support teaching and learning throughout the year: the summative assessments, the interim
assessments, and the Digital Library of formative assessment tools (cde.ca.gov).
Special Education
Special education is tailored to meet the needs of students with disabilities. The services
and supports one child receives may be very different from what another child receives. It’s all
about individualization. What’s important is giving kids the resources they need to make
progress in school (understood.org).
STEM Academy
Science, technology, engineering, and mathematics (STEM) is an educational program
developed to prepare primary and secondary students for college. Some traditional as well
nontraditional schools have adopted this program as part of their curriculum (Basham, Israel, &
Maynard, 2010).
Subgroups
Subgroups are used to disaggregate assessment scores and identify possible inequalities
in achievement. Schools are responsible for showing gains among each subgroup. Subgroups
include low-income, students of color, English learners, and students in special education
(Arocho, 2014).
Support Personnel/Staff
School tutors, intervention coordinator, school aides, counselors, psychologist, and
speech pathologists, among others.
Traditional Schools
These schools are supported with public funds, divided into grades from kindergarten
through grade twelve, and are governed by school districts (cde.ca.gov).
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 28
Urban Schools
Urban schools are located in neighborhoods with high concentrations of poverty and
serve high numbers of students of color. Students in these schools tend to earn low standardized
test scores and graduate at low rates (Ladd, 2012).
Vision/Mission
A district’s central goals as created by the board of education or superintendent.
Organization of Dissertation
This study contains five chapters. Chapter One includes the introduction, purpose of the
study, the statement of the problem, the background, the research questions, the importance of
the study, the methodology, the limitations, delimitations, assumptions, and definitions of the
study.
Chapter Two exhibits the literature review and addresses relevant information from
Chapter One. This chapter includes the history of accountability educational systems and defines
nontraditional and traditional schools.
Chapter Three introduces the methodology used in this study, including research design,
qualitative methods used to collect data, description of the school site and participants,
explanation of sampling, conceptual framework, data collected, data analysis, and conclusion.
Chapter Four conveys the findings of the case study and analyzes the data relevant to
each research question.
Chapter Five provides a conclusion and recommendations for educational leaders and
public policy makers.
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 29
CHAPTER TWO: LITERATURE REVIEW
The purpose of this study was to identify the factors present in a nontraditional
outperforming urban K-12 school, specifically, the programs, leadership practices, and the
cultural norms implemented to close or narrow the achievement gap between socio-economically
disadvantaged and affluent students. In this chapter the literature review offers clarity in
understanding the prevalence of the achievement gap in an urban school as well as how national
educational policies such as NCLB (Amrein-Beardley, 2009; Hayes, 2015), the Race to the Top
program of 2010 (McGuinn, 2012), the Common Core State Standards (CCSS) of 2013
(Liebtag., 2013), and the Every Student Succeeds Education Act of 2015 (Mathis & Trujillo,
2016) have not provided equal and quality education opportunities for all students (Darling-
Hammond et al., 2014; Palardy, 2013). This study demonstrated how one outperforming
nontraditional urban high school figured out effective educational systems to prepare their
students for high academic performance.
Problem Statement
Historically, students in high-poverty urban schools have not performed as well
academically as 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.
Background
Students of color and from socioeconomically disadvantaged status have historically
attended underfunded schools when compared to those of their White and affluent peers. In
1954, after the decision in Brown v. Board of Education, the American public school system had
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 30
to change to offer students of color adequate learning environments and to increase equity
(Jencks, Owens, & Reardon, 2016; Palardy, 2013). Nonetheless, students of color and minorities
continue to be underserved, as resource allocation to schools in urban areas is not equal to that of
schools in affluent communities (Arocho, 2014). The section presents a review of historical
events that perpetuated the disparity in education for students of color.
Historical Context
The American Dream is connected to the definition of personal wealth. The United States
has historically been the country of opportunity, and the US government promotes the idea hard
work and playing by the rule leads to a chance to succeed (Hochschild & Scovronick, 2004).
This notion of the American Dream holds individuals responsible for achieving their own dreams
(Hochschild & Scovronick, 2004). In 1983, America faced a new reality in education with the
publication of the report A Nation at Risk. This report pointed out that the US education system
of the time was not preparing students for the job market (Gardner et al., 1983). The report
suggested that schools should provide students with opportunities to learn critical-thinking and
problem-solving skills. It also denoted the areas of math, science, and technology as vital for a
prosperous society (Gardner et al., 1983). The report advised the nation to pay attention to the
education systems of other advanced countries in order to have students compete globally.
Although the report was published in 1983, the public education system continues to face those
same challenges. As a result, nontraditional schools and innovative programs have been
spreading nationwide to better prepare students for college and the job market (Basham, Israel, &
Maynard, 2010).
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 31
History of Inequality
The history of education in the United States began with an education system that was
offered only to affluent White students and excluded students of color and low-income students
(Darling-Hammond, 2007; Palardy, 2013; Wright, 2013). During slavery, African descendants
were denied the opportunity to participate in any form of education (Darling-Hammond, 2007;
Wright, 2013). Although slavery was abolished in 1865, the Supreme Court sustained laws that
supported segregation, such as the decision in Plessy v. Ferguson for separate but equal facilities.
African Americans were forced to attend unsanitary schools that lacked learning resources like
books and where unqualified teachers were hired due to funding (Goldsmith, 2011; Palardy,
2013; Wagner, 2017). In 1954 the decision in Brown v. Board of Education declared segregation
unconstitutional. As a result, African American students were granted the opportunity to enroll in
schools that were predominately White (Jencks et al., 2016).
As desegregation spread quickly in the 1970s and 1980s nationwide, school districts
witnessed the formation of mainstreamed and marginalized communities (Wagner, 2017; Wright,
2013). For instance, southern school districts implemented freedom of choice and tuition
voucher programs so that schools might remain racially segregated (Jencks et al., 2016; Roda &
Stuart-Wells, 2013). Suburban communities emerged as a result of affluent White families
moving to the suburbs throughout the 1990s, leaving the majority of poor and minority families
concentrated in urban districts (Boustan, 2012; Jencks et al., 2016; Wright, 2013). Nonetheless,
the federal government still demanded the school system promote racial integration by creating
magnet schools and voluntary transfer plans to meet this movement’s demands (Roda & Stuart-
Wells, 2013). Currently, inequities pertaining to student resources, qualified and trained staff,
and facilities in urban low-income schools across the nation persist (Jenks et al., 2016). Although
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 32
the federal government and policymakers passed educational policies aimed at narrowing the
student achievement gap, many of these policies failed due to lack of funding, inconsistencies
with accountability, and difficulties in implementation for support staff and programs (Arocho,
2014; Darling-Hammond et al., 2014; Jencks et al., 2016; Palardy, 2013). As result of an array of
changes, the achievement gap has widened between minority and affluent White students
(Arocho, 2014; Darling-Hammond et al., 2014; Jencks et al., 2016; Palardy, 2013).
Extent of the Problem
America’s public education system is challenged with providing students with a quality
education. Student academic achievement varies among affluent and low-income as well as by
race. Funding disparities varies as each state has its own funding formula (Arocho, 2014). This
funding system has a negative impact on high-poverty urban school districts in comparison to
affluent suburban school districts (Ushomirsky & Williams, 2015; Wagner, 2017; Wright, 2013).
Funding provides school districts with opportunities to hire and retain qualified professionals,
teachers, and paraprofessionals such as counselors, psychologist, and supportive staff such as
teacher’s aides. Furthermore, these funds support the purchase of technology programs and
technology equipment, as well as updating school facilities such as the library, computer lab, and
other school infrastructure (Arocho, 2014; Wagner, 2015). As the literature points out, school
districts depend on state and local property tax, therefore, property tax funding is higher in
affluent communities (Arocho, 2014; Wagner, 2017). Overall, low-income school districts are
negatively affected every year as funding dictates how school districts decide on either to keep or
close programs and staff positions that are greatly needed (Arocho, 2014; Wagner, 2017).
Although, funding is not the only factor on student achievement, it does have an impact on
educational opportunities (Arocho, 2014; Wagner, 2017).
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 33
Nationwide Inequities in Funding Education
Nearly one-third of US children are in a household where neither parent holds full-time,
year-round employment (Coley & Baker, 2013). One in five children in the US live in official
poverty today (Coley & Baker, 2013). Thirty-eight percent of Black and 43% of Hispanic
students attend schools that have a student body composed of 90% to 100% minority students
(Coley & Baker, 2013). Minority students are still likely to attend schools where facilities are
physically inadequate, where many of the teachers are new and some of them do not hold a
teaching credential, where the curriculum is not complex, where teachers spend 50% to 80% of
their day preparing students to pass state tests, and where college readiness courses such as
advanced placement and career technical education classes are not readily available (Logan et
al., 2012; Jencks et al., 2016; Wright, 2013). Nationwide, 31% of all subgroup students in the
United States are concentrated in 1.5% of urban schools and, as expected, classrooms in these
schools are overcrowded (Ushomirsky & Williams, 2015). The research also exemplifies how
urban minority students tend to exhibit wider learning gaps, have higher rates of mobility and
absenteeism, and have less access to health facilities resulting in high dropout rates as compared
to students in affluent communities (Bayar et al, 2013; Bohn et al., 2015; Royster et al., 2015;
Schonider & Yin, 2012; Wright, 2013).
Student Performance
The percentage of children living in poverty has doubled in the United States, and
poverty tends to be correlated with lower rates of high school graduation (Depaoli, Fox, Ingram,
Maushard, Bridgeland, and Balfanz, 2015). Nationwide, an estimated 88.2% of middle- and
high-income students graduated from high school, compared to 73.3% of low-income students
(DePaoli et al., 2015). In 2015, the American College Test reported that only 40% of high school
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 34
students were prepared for college-level work, and only 60% of those who enter a 4-year
university finish within 6 years (Baffour et al., 2016; Royster et al., 2015). The lack of college
readiness among high school graduates is a concern, since more jobs in the US economy require
an education beyond high school (Royster et al., 2015). Many observers believe that state and
national standards-based assessment reforms created more disparities and unequal opportunities
for students in the subgroups, rather than closing the academic gaps (Depaoli et al., 2015;
Royster et al., 2015; Welner & Farly, 2010; Wright, 2013). State standardized assessments add to
the academic achievement gap as these tests are given to all students with the assumptions that
all teachers are teaching the standards, that all students have the same learning skills, family
background, and experiences, and that all schools have the same learning resources and
supportive staff (Depaoli et al., 2015; Liebtag, 2013). In addition, nationwide professional
development for educators varies as some school districts offer professional development and
training to their staff on the state standards and assessments while others do not (Darling-
Hammond et al., 2104; Liebtag, 2013).
Narrowing the Achievement Gap
Pressure to maintain accountability in the public K-12 education system led the United
States to continue implementing standardized state assessments as a tool to monitor student
academic achievement (Darling-Hammond et al., 2014; Ladd, 2012; Liebtag, 2013; Wright,
2013). Research exhibited that these standardized state assessments serve to monitor student
performance but do not narrow the academic achievement gap (Darling-Hammond et al., 2014;
Ladd, 2012; Liebtag, 2013; Logan et al., 2012; Wright, 2013). In addition, the costly
implementation of these standards and assessments decreases needed funding for urban school
districts and urban schools to hire support personnel, purchase learning programs, and update
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 35
facilities (Arocho, 2014; Darling-Hammond et al., 2014; Farly & Welner, 2010; Logan et al.,
2012). Under this testing system, many urban schools and districts cheat the system by having
teachers teach to the test to prevent losing funding (Liebtag, 2013). For the most part, students in
low-income urban communities and students of color are at a disadvantage in comparison to their
affluent peers because their coursework for several months focuses only on test preparation
rather than on college preparation and academic enrichment (Ladd, 2012; Liebtag, 2013; Logan
et al., 2012; Wright, 2013). Most affluent suburban schools tend to have students meet or exceed
the state standardized assessments and, therefore, are more likely to offer students opportunities
to participate in enrichment programs and college preparation courses (Arocho, 2014; Baker et
al., 2010; Bayar et al., 2013; Wright, 2013).
Table 1
Poverty Thresholds for 2016 by Size of Family and Number of Related Children Under 18 Years
Related children under 18 years
Size of family
unit
Weighted
average
None One Two Three Four Five Six Seven Eight or
more
threshold
s
One person
(unrelated
individual):
12,228
Under age 65...... 12,486 12,486
Aged 65 and
older
11,511 11,511
Two people: 15,569
Householder
under age
65…....
16,151 16,072 16,543
Householder
aged 65 and
older...
14,522 14,507 16,480
Three people......... 19,105 18,774 19,318 19,337
Four people........ 24,563 24,755 25,160 24,339 24,424
Five people......... 29,111 29,854 30,288 29,360 28,643 28,205
Six people............ 32,928 34,337 34,473 33,763 33,082 32,070 31,470
Seven people....... 37,458 39,509 39,756 38,905 38,313 37,208 35,920 34,507
Eight people......... 41,781 44,188 44,578 43,776 43,072 42,075 40,809 39,491 39,156
Nine people or
more
49,721 53,155 53,413 52,702 52,106 51,127 49,779 48,561 48,259 46,400
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 36
The No Child Left Behind Act
To close the achievement gap between subgroups and affluent White students, the federal
government implemented No Child Left Behind act (NCLB) in 2002 (Amrein-Beardly, 2009;
Liebtag, 2013). NCLB mandated that all students were to be proficient in reading and math by
2014 (Hayes, 2015; Darling-Hammond, 2007). States had the freedom to define proficiency and
to choose the rigor of the standards-based assessments on which students had to score proficient
or advanced (Amrein-Beardley, 2009; Bogin & Nguyen-Hoan, 2014; Hayes, 2015). Students
who were considered proficient met the standards as well students who met and exceeded the
standards were considered advanced. Although NCLB was developed with the intention to
narrow and close the achievement gap, it failed. This reform only exemplified the wide
achievement gap between subgroups and affluent students (Baffour et al., 2016). Under NCLB,
schools that failed to meet the proficiency standards were sanctioned, lost funding, and were
publicly called failing schools or schools in program improvement (Arocho, 2014; Baffour et al.,
2016; Baker et al., 2010). Schools in program improvement that could not improve their scores
over 2 years were taken over by the state (Amrein-Beardley, 2009; Hursh, 2007). The
department of education would assign a team to visit the school to help with the process. The
process entailed to dismiss the current staff from their position, to hire new staff, and to develop
a plan to increase academic achievement. Unfortunately, many schools in high-poverty urban
communities were declared failing schools, which led to the development of schools of choice.
Families had options and were granted the opportunity to select a school outside of their
community (Amrein-Beardly, 2009; Bogin and Nguyen-Hoang, 2014; Hayes, 2015). Moreover,
many families moved out of the urban communities and urban schools’ student enrollment
declined. This meant that urban school districts lost funding and had to reduce funding support
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 37
for schools (Amrein-Beardly, 2009; Arocho, 2014). In 2015, the federal government, in another
attempt to support and improve public education, implemented the Every Student Succeeds Act.
Every Student Succeeds Act of 2015
The Every Student Succeeds Act replaced NCLB. Under the new law, states and districts
are required to provide comprehensive support and improvement to the lowest-performing 5% of
schools, high schools that fail to graduate at least one-third of their students, and schools in
which subgroups perform at the same level as students in the lowest-performing schools despite
local interventions (Miller & Straus, 2016). This law requires districts to implement evidence-
based interventions in under-performing schools (Mathis & Trujillo, 2016). Under this law,
states and school districts have flexibility to develop and implement school improvement plans
and innovation (Miller & Straus, 2016). It requires school districts to identify low-performing
schools and to develop a plan of improvement as well as provide more autonomy to school
leaders (Mathis & Trujillo, 2016; Miller & Straus, 2016).
Common Core State Standards
In 2010, to narrow the achievement gap, the Council of Chief State School Officers and
the NGA Center introduced the CCSS. However, it took about 3 more years before they were
implemented nationwide. Initially, the main challenge for states to implement the CCSS was
funding (Liebtag, 2013). As a result, it took about 3 years for all states to purchase the CCSS
materials and to fund teacher professional development and training. The intention of the CCSS
is to provide consistency, transparency, and a rigorous curriculum for students to develop
problem-solving, critical-thinking, and 21st century learning skills (Liebtag, 2013). According to
the government officials and policymakers who collaborated in the development and
implementation of CCSS, the standards will increase accountability among school districts.
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 38
Students under CCSS will be held to the same learning expectations nationwide to prevent
students from missing the curriculum when they move from one state to another (Liebtag, 2013).
States also had to adopt one web-based assessment to measure student proficiency in the CCSS
for English language arts and mathematics: that of the Partnership for Assessment of Readiness
for College and Careers or the SBAC.
One major challenge most urban schools had to overcome was the lack of updated
computers or a computer lab at all for students to take the test. Due to the lack of funding, many
urban school districts were unable to purchase computers for all schools and some did not have a
computer lab (Arocho, 2014). As a result, states, to comply with the federal government, had to
cut funding to school districts. Urban school districts, in comparison to affluent school districts,
had to close enrichment and intervention programs as well as cut support staff positions (Arocho,
2014; Darling-Hammond et al., 2014). Subsequently, some states, in efforts to continue to
support school districts interested in innovation and creativity, applied for grants such as Race to
the Top, developed be the federal government in 2009 to support school districts nationwide
(McGuinn, 2012).
Race to the Top Program
In 2009, the Obama administration collaborated with the US Department of Education to
develop a competitive grant with over $4 billion to support the 48 states and schools interested in
innovation programs by providing Race to the Top grants (McGuinn, 2012). Through this
program states needed to develop accountability systems to improve student performance.
Therefore, CCSS were created and implemented by the states because of Race to the Top. In
addition, states interested in receiving this grant had to write a plan for ongoing teacher training,
evaluation, and retention and had to create better data systems as well as adopt preferred school-
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 39
turnaround strategies (McGuinn, 2012). Race to the Top has been supporting school districts
across the nation in implementing innovative programs in traditional schools such as
STEM/STEAM, PBL, charter schools, early college high schools, and many other programs
(McGuinn, 2012).
Although policies and programs were implemented to close or narrow the achievement
gap, minority students continue to lack educational and social mobility opportunities offered to
their affluent peers (Arocho, 2014; Baffour et al., 2016; Darling-Hammond et al., 2014; Hayes,
2015). To better support minority students to be globally competent, reforms efforts, essentially,
must account for the needs of all students, teachers, support staff, administrators, district
officials, and school and district facilities. There needs to be more research to address the
problem and develop solutions to improve and increase students’ academic achievement.
Urban Schools
Urban schools are defined as schools that serve low-income students, students of color,
and English learners (Ladd; 2012; Logan et al., 2012; Wagner, 2017). There are 24 large central
cities that serve about 4.5 million students with student demographics of 70% Black and
Hispanic (Logan et al., 2012; Wagner, 2017). In 20 of these districts, the student population is at
least 90% Black and, in some, reaches 100%. These schools face a number of barriers that
affluent suburban schools are less likely to encounter. For instance, most schools are
underfunded and as a result they have fewer resources such updated facilities and updated
technology. These schools have difficulty finding and hiring qualified credentialed educators and
paraprofessionals (Logan et al., 2012; Wagner, 2017). Furthermore, minority students are prone
to receive lower test scores on state assessments in comparison to their affluent peers as these
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 40
schools have high rates of student mobility and a large percentage of EL students who tend to
lack proficiency in English (Wagner, 2017; Wright, 2013).
High-poverty urban schools tend to struggle to provide students a quality education.
Unfortunately, this situation widens the achievement gap (Arocho, 2014). Urban students are
more likely to receive intervention services such as tutoring for English language arts,
mathematics, and behavior, whereas affluent students are exposed to enrichment opportunities
(Logan et al, 2012; Wagner, 2017; Wright, 2013). Urban high school students may need more
support to meet graduation requirements and learn how to apply for college, whereas their
affluent peers tend to enroll in college and career courses (Darling-Hammond, 2007; Liebtag,
2013; Wagner, 2017). As a result, many urban high school students do not enroll in higher
education, and, if they do, many are unable to finish (Taylor, 2016).
Furthermore, urban schools are challenged with allocating money to improve school
facilities, updating technology, and hiring qualified educators and support staff (Arocho, 2014;
Ushomirsky and Williams, 2015). These obstacles can have a long-term effect on the
opportunities offered to students from elementary to high school and on the number of students
who enroll in higher education (Ushomirsky and Williams, 2015; Taylor, 2016). As a result,
opportunities for urban students to earn higher wages and attain social mobility are low in
comparison to their affluent peers (Taylor, 2016). Educators in urban schools have to exercise
creativity and innovation to fund their schools and programs (McGuinn, 2012). For instance,
teachers have to work harder than their colleagues in affluent schools to engage low-income
students by developing and creating a curriculum that is meaningful to them (Darling-Hammond,
2007; Ladd, 2012; Logan et al., 2012). Therefore, urban schools tend to lose out, as they are
unable to offer students extracurricular enrichment opportunities such as college and career
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 41
courses, as these schools spend more time on intervention (Arocho, 2014; Darling-Hammond,
2007; Wright, 2013).
Funding continues to be a negative factor that has indirectly exacerbated the wide
achievement gap, in particular for urban students (Arocho, 2014; Wagner, 2017). However, some
states are working new funding formulas to increase equity. For instance, in 2013-2014
California adopted the Local Control Funding Formula (LCFF) by directing resources to the
students in greatest need (Blum and Knudson, 2016). Districts will then create a Local Control
Accountability Plan (LCAP) for three years, with goals and strategies designed to achieve those
goals, and the resources allocated to support those strategies (Blum and Knudson, 2016). This
new funding system provides an opportunity for school districts to create goals of equity and
better serve their local communities (Blum and Knudson, 2016).
Efforts to Address the Problem
Great educators and great schools can transform students’ academic achievement
(Darling-Hammond, 2007). Narrowing and closing the achievement gap nationwide has been an
ongoing goal for educators. This section presents some of the efforts and solutions that have been
implemented to close the achievement gap. For instance, nontraditional schools, alternative
programs and teaching methods have been developed to support low-income students. As a result
of A Nation at Risk, national initiatives like NCLB, Race to the Top, the Every Student Succeeds
Education Act, and CCSS have been implemented to address academic achievement. These
initiatives required all school districts to develop new accountability systems and educational
platforms to provide better learning opportunities for students in urban schools (McGuinn, 2012;
Miller & Straus, 2016). States are required to work with school districts to create a funding
system that is adequate for all schools. Nontraditional schools provide an opportunity to district
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 42
officials, site administrators, and teachers to be attentive and listen to student needs beyond
academic expectations to close the achievement gap.
Nontraditional Schools
Charter schools. The operations of the Charter School Management Organization
continue to increase in low-income urban communities as a choice for students and parents
looking for alternatives to low-performing neighborhood schools (Furgeson, Gill, Haimson,
Killewald, McCullough, Nichols-Barrer, and Hill, 2012; Greenstone, Looney, & Shevlin, 2011).
Although research shows that charter schools, on the whole, are not any more effective than
traditional public schools, some charter school models do have a positive impact on student
achievement (Greenstone et al., 2011; Tomas & Zimmer, 2011). It is key to mention that
successful charter schools do not follow one pedagogical scheme or design (Greenstone et al.,
2011). Charter schools in suburban affluent communities tend to focus on subjects like
performing arts, STEAM (Greenstone et al., 2011), and STEM using the PBL model (DeJarnette,
2012) rather than student intervention programs. Therefore, they can implement different
programs and teaching strategies that permit innovation at a rapid rate. Expenses per student vary
as charter schools usually have smaller budgets than most traditional public schools, forcing
them to find different ways to improve student achievement (Greenstone et al., 2011; Tomas &
Zimmer, 2011).
The charter school movement started in the state of Minnesota in 1991 (Tomas &
Zimmer, 2011). States that applied for Race to the Top grants had to remove all prohibitions or
limitations on the increasing number of charter schools (Clark, Gleason, Silverberg, & Tuttle,
2011). Charter schools are public schools established through a contract between a private board
and a charter authorizer over a pre-determined length of time (Clark et al., 2011). Unlike public
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 43
traditional schools, charter schools are released from many state and district regulations, such as
those pertaining to staffing, curriculum, and budget decisions (Clark et al., 2011). However,
charter schools are still accountable for providing all students with a quality education and, if
they fail to do so, they will be closed (Clark et al., 2011). Charter schools, like traditional
schools, are open enrollment schools, meaning any student within the district or state may attend
if space is available. In comparison to traditional schools, charter schools have smaller
enrollment (Carruthers, 2011). They also provide teachers and administrators with more
authority to engage in innovative and creative learning teaching practices such as PBL to meet
educational standards (Carruthers, 2011; DeJarnette, 2012; Greenstone et al., 2011).
Nontraditional Teaching Strategies
Project-based learning. PBL is a student-driven and teacher-facilitated approach to
learning (Bell, 2010) mainly used by charter and magnet schools (Coffey, 2008) to provide
several learning opportunities. For instance, students can ask questions about what they are
learning to develop a project as teacher supervises and guides them following their research
questions. Students’ discoveries are illustrated by creating a project to share with a selected
audience; students choose their study and teachers oversee each step of the process and approve
each choice before the students embark in a direction. Students with similar inquiries may elect
to work cooperatively, thereby following the 21st century skills (collaboration, communication,
problem-solving, and critical thinking), and honoring student’s individual learning styles or
preferences (Bell, 2010; Kubiatko & Vaculova, 2010). Most projects include reading, writing,
mathematics and science or originate from current social problems. The outcome of PBL is the
understanding of a topic, deeper learning, higher-level reading, and increased motivation to learn
(Bell, 2010).
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 44
William H. Kilpatrick, philosopher of education at the Teachers College of Columbia
University, presented PBL. Kilpatrick, with the collaboration of his colleagues Richards and
Dewey Kilpatrick, wrote The Project Method in the fall of 1918 (Knoll, 1997). Kilpatrick
developed the project concept inspired by Dewey’s theory of experience in which children were
to acquire experience and knowledge by solving practical problems in social situations (Knoll,
1997). Differently than Dewey, Kilpatrick believed that children had to be able to freely decide
their motivation and learning success would increase to the extent to which they pursued their
own purposes (Knoll, 1997). Kilpatrick suggested that projects be interdisciplinary, combining
math, science, and social studies, to provide learners with a rich array of concepts and ideas
(Kubiatko & Vaculova, 2010). Vygotsky also added that learning occurs through social
interaction that encourages individuals to deal with cognitive challenges based on their current
levels of ability (Kubiatko & Vaculova, 2010). Dewey and others did not agree with Kilpatrick’s
philosophy and influenced educators to ignore Kilpatrick’s project methods for learning (Knoll,
1997). PBL was rediscovered and implemented in the 1950s in the medical field in an attempt to
increase students’ performance in clinical problem-solving and life-long learning skills (Hung,
Jonassen, & Liu, 2008). In the1980s, PBL spread in US higher education organizations and, in
the 1990s, was adopted by many K-12 schools (Hung et al., 2008).
The success of PBL. Students, through PBL, learn to solve real-world problems by
designing their own inquiries, planning their learning, organizing their research, and
implementing a multitude of learning strategies (Bell, 2010). Standardized testing shows that
students engaged in PBL outscore their traditionally educated peers. One British study presented
that, over the course of 3 years, students were taught using traditional math programs at one
school and PBL at another school. The results demonstrated that three times as many PBL
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 45
students achieved the highest possible grade on the national exam as students at a traditional
school (Bell, 201). Students at the PBL school, were equally able to answer procedural questions
that used formulas, but they were superior at answering applied and conceptual problems
correctly (Bell, 2010).
In the United States, several schools have adopted the PBL model, and their students
continue to outperform students in traditional schools (Bell, 2010). For instance, in Boston,
eighth graders who took the Stanford 9 Open Ended Reading Assessment earned the second
highest score in the district. Also, in Maine, eighth graders who took the Maine Educational
Assessment Battery had scored three times higher than the state average (Bell, 2010). In another
study, students were asked to apply the concepts of geometry to architecture and submit designs
for a new playhouse for a community center. Eighty-four percent of the submissions were judged
to be accurate enough to build.
According to Bell (2010), accountability to an audience coupled with a due date keeps
students on track. PBL students develop important skills such as responsibility, independence,
and discipline (Bell, 2010). Students monitor their learning, evaluate their peers and themselves,
and reflect on their communication and social interaction (Bell, 2010). This process is helpful as
these are the skills needed in the work force and society. There are multiple PBL programs
across the nation (STEAM, STEM, dual language, early college high school, etc.) offered mostly
to middle and high schools. However, few elementary schools currently implement PBL (Bell,
2010; Kubiatko & Vaculova, 2010; Markham, 2011).
Throughout history, students in urban communities have faced many barriers that have
widened the achievement gap, such as high dropout rates in comparison to their affluent peers in
suburban communities (Farley and Welner, 2010). Time after time, the differences in educational
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 46
access and student outcomes are evidence of systematic problems (Farley & Welner, 2010). The
overall findings of the literature review exposed a variety of factors that helped perpetuate the
problem of low-performing traditional urban schools nationwide. They exemplified how the
success of students in the K-12 public education system continues to be influenced by the middle
and high social classes (Bogin & Nguyen-Hoang, 2014; Ushomirsky & Williams,
2015). Furthermore, there are positive outcomes with the growth of nontraditional schools such
as charter school management organizations (Bowen et al., 2012; Greenstone et al., 2011) and
PBL (DeJarnette, 2012; Markham, 2011). Federal and state governments need to use data from
these nontraditional outperforming urban schools to improve the academic achievement in
failing traditional urban schools.
The literature review presented in this chapter addressed national legislation implemented
to increase students’ academic achievement. This legislation introduced systems of
accountability and funding to narrow the achievement gap. Nontraditional PBL schools proved
successful because of educators’ fidelity to PBL teaching practices as well as that of all other
community and district stakeholders. Nonetheless, there is more to be learned about
nontraditional outperforming urban schools.
Conceptual Framework
In the process of analyzing the literature, three concepts were identified as potential
practices of a successful nontraditional school. Figure 1 represents the conceptual framework
used in this study. The conceptual framework was developed in collaboration with the USC
thematic dissertation cohort of the class of 2018. The framework focuses on what outperforming
schools have in place to improve and sustain student achievement: cultural norms, school-wide
practices and programs, and leadership practice.
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 47
Figure 1. Nontraditional outperforming urban schools.
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 48
CHAPTER THREE: METHODOLOGY
High-poverty schools have faced many challenges historically, especially in narrowing
the student achievement gap in comparison with suburban affluent schools. There are a number
of reasons that explain the continuous low academic performance in these schools: high poverty,
high minority student population, high English learner student population, and high special-
needs student population (Darling-Hammond, 2007; Ushomirsky & Williams, 2015). Although
the problem of low academic achievement is apparent in these schools, there are nontraditional
urban schools that narrow or close the achievement gap (Greenstone et al., 2011). For this
qualitative case study, a high school was selected using criteria created by the thematic
dissertation cohort class of 2018. The case study included multiple sources of data such as
documents, interviews, observations, and surveys to investigate the connections among
programs, leadership practices, and cultural norms that helped to narrow the achievement gap.
Research Questions
This study intended to identify and gain an understanding of the programs, leadership
practices, and cultural norms at an outperforming nontraditional urban school. The three research
questions were developed by the USC cohort class of 2018 with the guidance of the two cohort
chairs. Instruments were designed to collect data on programs, leadership practices, and cultural
norms. The thematic group collaborated to develop tools to ensure the information collection
processes were identical. Therefore, this study is one of 12 studies of the same kind that
contributed to the investigation of outperforming nontraditional urban schools. The research
questions below were identified and investigated to classify characteristics of an outperforming
nontraditional urban school:
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 49
1. What programs and practices are implemented in an urban outperforming nontraditional
school?
2. What are the leadership practices present in an urban outperforming nontraditional
school?
3. What are the cultural norms in an urban outperforming nontraditional school?
Research Design and Methods
This study followed the case study approach to explore which processes and programs
are pivotal to improving student achievement. Utilizing a case methodology, the researcher
carefully follows an interpretive or constructivist approach. Constructivists understand that their
reality is socially constructed; therefore, people experience multiple realities. Constructivists
comprehend the world based on their life experiences (Merriam, 2016). Constructivist research
focuses on the participant’s point of view on cultural norms and social historical phenomena
(Creswell, 2014). For this case study, the phenomena of study were outperforming nontraditional
K-12 schools. The outperforming urban high school is located in a school district in Southern
California. The cohort team created three measurement tools needed to complete this study:
interview and observation protocols and a survey.
Why Qualitative Methods?
A study can be conducted through three different methods. The researcher can use
qualitative, quantitative, and mixed-methods approaches (Creswell, 2014). For this study, the
qualitative method was selected as this method focuses on how people interpret and make sense
of their world (Merriam, 2016). In a qualitative study, the researcher is the primary instrument of
data collection and analysis (Merriam, 2016). The qualitative researcher is interested in learning
the topic through a collecting data from multiple sources like interviews, observations, surveys,
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 50
and important documents that guide the researcher to develop a theory and a hypothesis about
the topic of study (Creswell, 2014). This process allows for control of the study and triangulation
of the findings to validate the study (Creswell, 2014). The researcher carefully analyzes the
limitations, delimitations, and validity of the study. In addition, the qualitative study also permits
the researcher to have a better understanding of the topic of study through interactions and
conversations with the participants (Merriam, 2016).
School Site, Participants, and Sampling
The researcher selected an outperforming nontraditional urban high school that met the
criteria. The participants for this study were two teachers, one site administrator, a school
recruiter, and a writing coach. at the identified school. The respondents participated in
observations, interviews, and surveys. The aim was to gather observational evidence to help
identify the instructional and organizational programs, leadership practices, and cultural norms
that help to close the achievement gap. The researcher observed and interviewed the participants
in their natural setting (classroom, office, staff meeting, professional development, and in grade-
level and content-planning meetings).
The researcher purposely selected the participants to acquire a better understanding of
reasons for the high academic achievement using PBL. According to Merriam (2016), the
researcher selects the participants based on time, money, location and accessibility of sites or
respondents. It is important for the researcher to choose the right participants to obtain
significant information to help understand the topic of study (Merriam, 2016). The high school
for this study was suitable to the purpose because it met most of the required criteria, with the
exception of the criteria of low socioeconomic status/free and reduced-price lunch, as only 37%
of the student population fit that category. Although, one criterion was not met, it is significant to
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 51
point out that low-income students met or exceeded academic performance state standards.
Therefore, this school was key to study as it contributes to the literature on outperforming
nontraditional urban schools.
Criteria for Selecting a School
The USC thematic dissertation cohort group of the class of 2018 developed the criteria in
which outperforming schools needed to be selected.
Table 2
Case Study Criteria Compared With AAA High School
USC Cohort 2018 Criteria AAA HS
Urban Urban
1. Low SES-50% or more 1. 37% Low SES
2. Ethnic Diversity 50% or more 2. 88% Diverse
3. Under Resourced 50% or more 3. Los Angeles –Low-income community
Outperforming Outperforming
1. K-12 1. Grades 9
th
-12
th
2. High Assessment Scores 2. State Test Results-CAASPP/SBAC ELA 96%/Math
63%
3. Low Dropout Rate/High
Graduation Rate
3. 100% 4-year Graduation Rate
4. Identified as a Distinguished
School
4. WASC Accredited, Gold Ribbon Award in 2006 &
2015, Innovative Award 2013, California State Judicial
Department Civic Merit Award, Bronze Medal for High
Performance on state exam 2015 (ONLY 33% of schools
nationwide received this award)
Nontraditional Nontraditional
1. Specific H.S. 1. Project-Based Learning (PBL)
Outperforming School Selected
AAA High School (AAA HS) is located within the parameters of a university in Southern
California. The name of this school was changed to protect the participants’ identities (Merriam,
2016). Although AAA HS is located on a university campus, the surrounding communities are
particular to this study. The university is located in the center of low- and upper-middle-class
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 52
communities. The east side community has low-income homes, apartments, industrialized
factories, streets in need of repairs. The west side has middle-class and affluent homes. AAA HS
is a small public school that serves 547 students in grades 9 through 12. Students come from over
40 cities in Southern California; however only 12% come from the surrounding community.
Public transportation is not available. Thus, parents drive their students to school while other
students drive, use public transportation, ride their bicycles, or carpool. Students who attend
AAA HS have to submit an application to enroll, as space is limited. AAA HS has a lottery
enrollment process, and students who want to attend must meet the school requirements of 2.5
grade-point average, participate in an interview, pass English and math entrance exams, create
and complete a group project in front of selected staff members and current students, and attend
a summer math and English language arts enrichment program.
The curriculum follows the PBL model with a focus on college and career readiness. The
core curriculum meets the University of California and California State University admissions
requirements. It also provides STEM curriculum opportunities and dual enrollment with a
partnership with various colleges and universities. Students in 11th and 12th grades who earn a
grade-point average of 3.0 can enroll in college and career courses. Many of these students, when
they graduate, have accumulated about two years’ worth of college units. As a result, 11th and
12th graders are dismissed by noon to attend college courses or the high school’s career technical
education courses. AAA HS teachers follow constructivist pedagogy, and the curriculum
provides a well-rounded education that integrates critical thinking, communication,
collaboration, and creativity as well as the California CCSS. The CCSS are embedded and
integrated into student projects, and this helps students develop a deeper understanding of what
they are learning. Teachers develop essential questions that drive the curriculum and projects.
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 53
The information is relevant to students as they connect the information to the real world. AAA
HS also follows the 4x4 block schedule of 83-minute blocks where 9th and 10th grade students
see their teachers three times a week as they attend four classes a day.
Although AAA HS met most of the USC cohort’s criteria mentioned above, it is essential
to point out that it does not meet the low socioeconomics criterion. Only 30% of students are
socioeconomically disadvantaged as there has been an increase in students from middle and
affluent communities applying to the school. AAA HS has 1% of students who are English
learners as 39% of the students were reclassified either in elementary or middle school. Students
who reclassified passed the state test of English Language Proficiency Assessments for
California (ELPAC). However, this school was suitable for this study as 93% of low-income
students met or exceeded the state average score on the California Assessment of Student
Performance and Progress (CAASPP) English language arts exam and 61% met or exceeded the
average math score.
Table 3
AAA High School Vision and Mission
Vision Mission
The innovative environment of AAA HS
develops informed, resourceful, collaborative
students who are college-ready and civic-
minded individuals. Students are prepared to
complete postsecondary programs to become
productive and respected leaders in a just and
sustainable world.
AAA HS provides a college preparatory,
project-based curriculum that is socially and
environmentally relevant. Students develop
curiosity, gain knowledge, and acquire new
skills through the projects and state-
mandated curriculum. AAA’s 6 values are
the focus of the projects, ensuring that
students:
Develop Creativity
Think Critically
Communicate Effectively
Embrace Culture
Demonstrate Character
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 54
Table 4
AAA High School Enrollment by Student Group 2015-2016
Race Percentage
American Indian/Alaskan Native <1%
Asian 10%
Black 2%
Filipino 8%
Hispanic 63%
Pacific Islander <1%
White 15%
Two or more races <1%
Socioeconomically Disadvantaged 37%
English Language Learners 1%
Female 55%
Male 45%
Source: AAA High School
Table 5
AAA High School CAASPP/SBAC Grade 11 results Comparison to State 2015-2016
Subject AAA HS-Results CA-Results
English (CAASPP) 96% 48%
Math (CAASPP) 63% 37%
Source: AAA High School
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 55
Table 6
AAA HS Grade 11 State Assessment (SBAC) Results by Ethnicity 2015-2016
Ethnicity English Math
Asian 100% 73%
Filipino 93% 73%
Hispanic 94% 55%
White 100% 83%
Socioeconomically
Disadvantaged
93% 61%
Source: AAA High School
Table 7
Graduated Class of 2016
Higher Education Percent Enrolled
Four-year College or University 67%
Community College 33%
Note: This information was found in AAA HS website (SARC) 2015-2016
Data Collection Approach
The thematic cohort team created three measurement tools to complete this study:
interview and observation protocols and a survey. Data were collected through observations,
interviews, surveys, and school documentation.
Document Analysis
The collection of various documents is pivotal to the understanding of a study. The
researcher, in order to understand the effectiveness of PBL, gathered documentation such as
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 56
copies of the curriculum, professional development agendas, calendar of student events, WASC
documents, graduation information, and information from the website. Authentic documentation
from the school was key to triangulating the findings to have a clear understanding of the study
(Merriam, 2016). The data collection instruments are located in the appendices.
Interviews
Interviews are essential for a qualitative study as participants’ responses help the
researcher understand how others think about the topic of study (Merriam, 2016). The process of
an interview offers information that observations or surveys do not offer. Throughout the
interviews, the researcher formulated relevant questions to support the research questions and
wrote these questions in consideration of the participants’ background (Maxwell, 2013). For this
study, the researcher interviewed two teachers, one site administrator, a school recruiter, and a
writing coach.
Limitations
In an interview, the researcher depends on the participants responding truthfully to
triangulate their responses. However, participants can be hesitant to respond truthfully when they
do not know the researcher or do not trust that their answers will be kept anonymous. Therefore,
the relationship between the researcher and the participant is crucial to gathering authentic
information (Merriam, 2015). The researcher needed to also plan ahead and consider the
environment in which the participants were interviewed. According to Maxwell (2013),
participants tend to feel more comfortable to respond when they are interviewed in their natural
work setting. Some of the participants may not provide truthful information to the researcher as,
in many cases, the participants are concerned that their answers may be disclosed to their
employers and may negatively affect them in their work setting (Merriam, 2015). The
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 57
participants for this study during observations were friendly and welcoming. However, during
the interviews, one of the participants seemed hesitant and uncomfortable. The researcher
stopped the recording during the interview as the participant signaled with hand and facial
expression. The participant immediately shared with the researcher that due to having a new
principal it was becoming difficult to work at AAA. According to the participant, the new
principal wants to be included in all meetings and notified of any changes. The participant has
been working at AAA for the past 10 years and none of the previous principals had questioned
the participant’s job. The participant feels that with this new principal AAA might lose what
makes it unique, which is, all stakeholders having the freedom to collaborate and make
decisions. Once the participant shared this information, the researcher thanked the participant for
trusting her with this information. The researcher assured the participant that this information
was going to be anonymous. The participant then agreed to continue with the interview.
Although the interviews were scheduled in advance, the staff rescheduled a few times due to
school events. In addition, even when the researcher was in the premises there were a number of
events that at times kept the participants from participating in the interview. For instance, one
day there was a fire drill scheduled which impeded the interview with the dean of college of
admissions and other participants. On another occasion, the researcher was unable to conduct the
interview with the dean of college of admission as students and staff needed to meet with him. It
was challenging meeting with him as he had students and staff members stop by his office
throughout the day. However, there were multiple times where the researcher had the
opportunity to observe the dean of college of admissions interact with students and staff. The
researcher was invited to his office a few times to observe and to listen to the dean of college of
admissions interact with students. Although, the researcher did not interview him with a
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 58
recording device, the researcher was able to gather information through informal conversations
and observations.
Observations
The observations are another essential component to the study. During an observation,
the researcher can examine certain participant behaviors that are relevant to the study (Merriam,
2016). In addition, observations provide the researcher clarity of the participants that at times an
interview may not if they do not know or feel comfortable with the researcher (Merriam, 2016).
The observations of the participants in different environments help triangulate important facts of
the study (Merriam, 2015). The most important observation during the study consisted of
watching the participants in their natural work environment. This observation was critical for the
researcher as it helped triangulate relevant information (Maxwell, 2014). The participants were
observed in multiple settings: classroom, office, staff meetings, and grade-level and content-
planning meetings.
Limitations
Observations are essential; however, the researcher may be influenced based by past
experiences and values. This may impede the authenticity of the findings. Researchers have
beliefs and perceptions about the world; therefore, it is possible to create opinions that may
hinder the study (Merriam, 2015). Researchers need to pay attention to their own thoughts and
personal opinions to not skew the findings. The researcher for this study was invited to sit in staff
and teacher planning meetings and to observe student interaction as well as classrooms. The
researcher participated by listening to staff-student conversations and, at times, participated in
the conversation as the staff treated the researcher as if she were one of them.
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 59
Surveys
Surveys in a qualitative study provide information difficult to gather during an
observation or interview. Surveys are anonymous; therefore, the answers, reveal information
that, at times, the participant may be uncomfortable voicing to the researcher (Merriam, 2015;
Maxwell, 2013). Surveys collect information faster from a large group. It is important that
surveys are created with open-ended questions and carefully follow the Likert scale, which is the
most effective process when analyzing data (Maxwell, 2013; Merriam, 2015). The researcher
sent the survey link to the site administrator who sent it to the staff. The researcher asked the
administrator if she could remind the staff to fill out and submit the survey within 2 weeks, as it
was important to collect their responses. For this study, 20 surveys were submitted out of 24 sent
to staff members. The survey was used to gather information to identify trends in teachers’
instructional and leadership practices.
Data Analysis
The researcher collected and revised surveys, observations, interviews, and important
school-related documents. To triangulate the data, the researcher reviewed the research questions
daily to prevent irregularities. The researcher was responsible for understanding and reflecting
during the process to not skew relevant information (Merriam, 2015).
Ethical Considerations
The thematic cohort, with the support of their two chairs, developed and submitted a
study proposal to the institutional review board at the University of Southern California. The
team developed and followed case study research protocols. The researcher met with the school
site administrator for consent as well as to introduce herself to the staff at AAA HS. The
protocols for interview, observations, and surveys were explained to the staff in person and via
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 60
email. The names of all respondents were changed, and their identities were not disclosed. All
participants were asked for permission to digitally record, and the recorder was visible to the
participants. The transcribed interviews were stored in a secure place as the researcher assured
the participants that it would be destroyed once the case study was complete.
Conclusion
This chapter presented the methodology used to complete the study. The researcher
collected and reviewed data from multiple sources to triangulate relevant information, such as
documents, interviews, observations, and surveys to classify and make sense of the data carefully
and not skew important information. Chapter Four provides answers to the three research
questions:
1. What programs and practices are implemented in an urban outperforming nontraditional
school?
2. What are the leadership practices present in an urban outperforming nontraditional
school?
3. What are the cultural norms in an urban outperforming nontraditional school?
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 61
CHAPTER FOUR: RESULTS
The first three chapters of this dissertation addressed the problem, significance of the
study, a review of the literature that referenced the problem, and the methodology and design
used to study the selected school site. The results presented in Chapter Four are from a
qualitative case study of an outperforming project-based learning high school. The researcher
provides, in this chapter, an analysis of the results for each of the research questions and explores
each theme that emerged from the observation, surveys, interviews, and documentation.
Research Questions
This study intended to identify and gain an understanding of the programs, leadership
practices, and cultural norms at an outperforming nontraditional urban school. The three research
questions were developed by the USC Cohort Class of 2018 with the guidance of the two cohort
chairs. Instruments were designed to collect data on (1) programs, (2) leadership practices, and
(3) cultural norms. The thematic group collaborated to develop tools to ensure information
collection processes were identical. Therefore, this study is one of 12 of the same kind that
contributed to investigating outperforming schools as identified by the other researchers. In this
study, three research questions were identified to classify characteristics of one outperforming
nontraditional urban school:
1. What programs and practices are implemented in an urban outperforming nontraditional
school?
2. What are the leadership practices present in an urban outperforming nontraditional
school?
3. What are the cultural norms in an urban outperforming nontraditional school?
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 62
Methodology
The research for this case study took place at AAA High School over a period of 3
months, which included 6 days on site. To perform the observations, surveys, and interviews, the
researcher had to gain access to the school. The data collection process included a document
review of the school’s WASC report, the school’s most recent School Accountability Report
Card (SARC), recruitment process, and website information. For the purpose of this study, all
data were collected solely in a qualitative manner. The researcher followed the open-ended
method as this process allows the effective use of limited time (Maxwell, 2013). The data were
analyzed and interpreted using Creswell’s (2014) six steps for data analysis and interpretation.
Data were also triangulated to guarantee consistency in emerging themes and to ensure data
validity and reliability (Creswell, 2014).
There were a few steps that the researcher had to follow before site observations,
interviews, and surveys. The researcher called, emailed, and met with the administrator to gain
access to the school site. The researcher interviewed five staff members: one administrator, two
teachers, and two support staff members. Surveys were distributed via email to the administrator
to pass on to the staff, as the survey was online. Out of 24 staff members, 20 replied to the
survey. The researcher visited the school site on six days: one half-day in May, three full-days in
June, and two half-days in September. During each visit, the researcher acquired a deeper
understanding of the school’s programs, leadership practices, and cultural norms. This
understanding informed the discussion of the results of the interviews, observations, and surveys
under the lens of each of the research questions guiding the case study. Through the formal and
informal observations, the interviews, and the surveys, the researcher obtained enough data for
triangulation and validation of the findings.
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 63
Background of AAA High School
AAA High School opened in 1993 with enrollment of 12 students. Since then, enrollment
has grown to 550 students representing over 40 cities from Los Angeles, Orange, Riverside, and
San Bernardino counties. The origin of AAA dates to 1991 and was influenced by the
publication of the report A Nation at Risk in 1983. The school’s classrooms were in portables on
one and a half acre of land. However, in the fall of 2012, thanks to a hardship grant, a new $20-
million-dollar school opened. The new two-level building features numerous green innovations,
abundant natural light, recycling stations, a computer lab, technology in all classrooms, a
recording studio, and a beautiful large multipurpose room (MPR). AAA is a college preparatory
public high school with curriculum centered on project-based learning (PBL) and wherein dual
college enrollment is encouraged. The student population at the time of study was made up of
55% females and 45% males who had a 100% graduation rate. The AAA website states,
AAA is a project-based learning (PBL) school. It is essentially student-centered and
driven, and incorporates new technologies, as well as the global, 21st century landscape.
AAA has won the California School Boards Association’s 2006 “Golden Bell Award” in
the category of “Innovation in High School” and was named a 2009 and 2013 California
Distinguished School by the California Department of Education (award is valid for a 4-
year term). AAA is fully accredited by the Western Association of Schools and Colleges
(WASC).
Recruitment
The school’s selection process is based on an application (transcripts, letters of
recommendation, evaluation of disciplinary and attendance history). Applicants must have a
minimum 2.5 academic GPA over the previous two years. Once the student meets the initial
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 64
minimum requirements, he or she is invited to take an assessment test. The test consists of a
math exam, essay, and a group activity. Upon passing the exam, students enter a lottery.
Curriculum
The core curriculum meets the University of California and California State University
admissions requirements and is based on the California Department of Education Frameworks
and Standards. In addition, 11th and 12th grade students with a minimum of a 3.0 grade-point
average are eligible to take college courses at a university and earn college credits transferable to
all accredited universities. AAA curriculum emphasizes student development, beginning with
personal responsibility, self-management, effective communication, lifelong learning skills and
effective use of technology.
School Entry Access
Via email and telephone, the researcher contacted the assistant principal who was serving
as the interim principal, as the principal was promoted to a district position. The administrator is
a USC Trojan and was happy to support a fellow Trojan. She informed the researcher that the
school is constantly visited by an array of researchers who conduct various studies. Many
researchers and other educators contact the school to observe their current academic practices.
The researcher and administrator scheduled a time to meet for an hour over the phone to
review the study guidelines. The researcher and administrator met on May 30, 2017 at 1:30 pm
to formally review the proposed case study, expectations, and the required data collection
elements. After the initial meeting, the school administrator agreed for the researcher to stop by
AAA as needed and to let her know in advance. The data collection would take place starting the
day they met and continued from May to September 2017. Using the observation protocol, the
researcher noted some observations on May 30 as well as on Senior Capstone Day on June 12,
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 65
was invited to AAA’s professional development on June 15th and June 19th and conducted other
observations and interviews on September 26 and 28, 2017.
First Visitation at the School Site
The researcher arrived at the school on the afternoon of May 30, 2017 at 1:30 pm. The
school building is modern and located on a university campus. It is a beautiful campus with two
entrances: at the front, one leads to the main office and, at the back, the other leads to the
courtyard and classrooms. The school parking lot is also part of the university’s parking lot;
therefore, incoming commuter college students may park in available spaces. I had to park my
car by the school sidewalk and go to the office to see if I could have a parking permit. There is
no parking on the street, as every lane that surrounds the school is for driving only. The front of
the school is clean, has trees, and has a gate on the side that faces a parking structure where, I
later found out, staff and students from AAA can park if they purchase or have a parking permit.
As I walked inside to ask for assistance, two parents who had also parked by the sidewalk behind
my car walked behind me. I stood by the doorbell, and, as I waited, I overheard a bit of their
conversation. The woman shared with the man behind her “My daughter is going to be a
freshman, and I hear this is a great school. I want to make sure she comes here,” and the man
responded, “Good luck. My son was put on the waiting list. I am here to check when would he be
admitted.” I immediately was asked to go inside and get a parking permit and a visitor’s pass. I
went outside and moved my car to a parking space. I returned, and I sat down to wait for the
administrator.
As I walked in, there were three support staff members in the front office. One staff
member was the office secretary and two clerks whose work stations faced the school entrance
door and the offices of the counselor, dean of college admissions, student recruiter, intervention
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 66
coordinator, assistant principal, and the conference room. I noticed how quiet that place was: no
screaming, loud voices as students would enter quietly and engage in conversations respectfully
with the office staff. The administrator came out of her office and, with a smile, welcomed me as
we provided self-introductions. I presented her with all the observation, interview and survey
protocols, and with the focus of the study. The administrator shared that she was a Trojan and
that she had completed her doctorate in 2015. She was pleasant and very professional. The
administrator said, “Do you want to take a tour of the school so that you can get familiar with the
school campus?” She also printed her dissertation and shared her experience as an assistant
principal at AAA and her experience at USC. The meeting was approximately an hour in length,
as she was asked to step outside to attend a student incident and a phone call. I observed the
professionalism of the assistant principal and her office staff. I noticed that students walked
around the campus and entered the office without being asked for a pass or questioned about who
gave them permission. It was interesting to see the trust and respect that students and staff have
for each other. Outside the school, I observed the traffic that surrounds the school, community,
businesses, and the transportation challenges that some families and students at AAA may
encounter. I noticed students used bicycles, buses, and personal cars to arrive and leave the
campus.
Second Visitation at the School Site
On the second day, June 1, the researcher arrived at the school campus at 7:45 am and
was challenged again with parking, as it was crowded since the senior capstone presentations
were taking place. The researcher decided to park in the university’s parking lot, which was a
significant distance away. As I got closer to AAA, the parking lot near the school had a few
AAA students coming out of their cars. I approached a young lady who was dressed
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 67
professionally in a navy-blue dress. I asked her if she could direct me to the main entrance, and
she said, “No problem. I am walking to that direction, I’ll walk you there.” I said, “Thank you.
Are you presenting today?” The student looked very excited and said, “I am extremely nervous,
but happy as this is my last presentation as I graduate next week.” I said, “Congratulations.” The
student felt comfortable with me as she continued to tell me that her presentation was going to be
about the history of art and how art historically influenced society. Finally, we arrived at the
school, I wished her good luck, and she left to her classroom.
This time, I entered the school through the back gate, which was interesting. Some
students sat on the floor or on benches, and others were standing by the stairs or by a classroom
door. It was interesting to see that everyone had a peer to converse with, and, although students
had different fashions, no one seemed to care or make inappropriate comments. I heard students’
laughter, music, conversations about their presentations, and about getting ready for their class.
As I was observing the courtyard, I did not notice a security guard, a policeman, or a staff
member supervising. This was different in comparison to most public high schools, where there
are teachers, security guards, and, at times, a police officers assigned to certain school areas for
supervision. I noticed, again, trust and respect between students and staff.
As students entered class, I decided to head to the main office. I signed in and sat down to
wait for the administrator. As I waited, I observed students and staff coming in and out of the
office. There were some staff members who engaged in a conversation with each other while
others spoke to students. It did not seem that they were aware I was there, or my presence did not
seem to bother them. The administrator greeted me and, again, introduced me to the office staff
and walked me to different classrooms. We visited a few classrooms and stayed for about 5
minutes in each classroom. The administrator asked me if I was ok to continue on my own as she
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 68
had to go back to the office for a meeting. I felt comfortable, as she trusted me to walk around
the campus.
On my own, I visited some classrooms in which seniors presented their senior capstone
presentation. Each student had an audience, and their presentation topics varied (sports,
videogames, art, fashion, philosophy, technology, music, culture and traditions, and many other
topics). Presentations were about 20 to 30 minutes long and were conducted in a classroom
where 9th to 11th graders had to sign up for the presentation and parents were invited, via online
notice, a month in advance. I observed parents standing and waiting alone outside the classroom
door for their turn to enter the classroom to see their child present. I did not see a staff member
walking the parents or waiting with the parents. Parents seemed to know the process and waited
patiently.
Another observation during the senior capstone presentations was the manner in which
students who had signed up for the presentation entered the classroom, greeted each other, and
sat right away to show respect to the presenter. I noticed this behavior happened in every
classroom presentation I visited as I sat at the back of the classroom as an audience member. I
introduced myself to each teacher at the beginning or at the end of the presentation so that they
knew who I was and what I was doing there. My presence did not seem to make a difference. On
the contrary, they welcomed me and wanted me to feel part of their team. I felt they trusted me
and were interested in building a relationship so that I could feel comfortable. On the other hand,
I had students approach me and ask questions, “Are you here to see your daughter or son
present?” I answered with a smile and said, “no.” I also heard students say to one another, “I
can’t wait to learn about …” It was obvious that seniors established a relationship not just with
each other, but also with students in other grades. For instance, for every presentation, different
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 69
students asked the presenter a question or said something positive and clapped at the end. Each
teacher took notes of the presentation, and although at times some of the teachers had to attend to
other responsibilities, the presenters and audience did not seem to notice.
I noticed all classrooms have the same set up, students sit in groups of five or seven,
depending on the activity or subject. Each classroom has a large touch screen TV centered in a
cabinet that has two sliding white boards that can cover the TV when class is over. In addition,
each classroom has six large screen Apple monitor computers, plus a teacher’s Apple computer
and Apple laptop, printer, and document camera. There are about 30 students in each classroom,
as each grade level has about 120 students divided by four teachers.
After visiting most classrooms and walking around campus, I decided to walk back to the
office around 12:30 where the dean of college admissions approached me. He introduced himself
and invited me to his office. The dean informed me that this was his first year in the position and
that, prior to working there, he worked at other outperforming schools. During our conversation,
students entered his office and sat next to him and next to me to discuss a variety of topics. Some
of these students belonged to organizations such as the Young Scholars Club (11th and 12th
grade students who have a 3.0 GPA or higher and are enrolled in college courses or CTE
courses), Leadership Club, and News Crew. They spoke to him about their ideas for the next
show, volunteering at an organization, and creating a club. The dean followed the same protocol:
he listened and asked information respectfully of all students, and it did not seem to matter to
these students that I was there. One of them shared how she had about 20 friends in the club who
wanted to feed the homeless every weekend. Another student shared how she wanted to
volunteer at an elementary school and teach students how to think about college.
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 70
Of each student, the dean would inquire, “Why do you want to do this? What is your
vision and purpose? I need you to write that and show it to me again before I approve your idea.”
The dean explained to me that students at AAA must volunteer at an organization or create one.
However, he highly suggested students create their own, as they will acquire a deeper
understanding on how to solve a problem that already exists in their community. The dean also
shared how he communicates with different colleges and universities throughout the year for
students to visit their campuses and take college courses. During the 2017–2018 school year, Mt.
San Antonio College agreed to send professors to teach a few college-level courses at AAA.
During my visits, I had many opportunities to observe staff with staff and student interactions. I,
fortunately, was invited by the assistant principal to attend their end of the year grade-level and
content-planning meetings as well as staff meetings, to meet with other support staff, and to visit
classrooms.
Findings for Research Question One
The first research question asked, “What programs and practices are implemented in an
urban outperforming nontraditional school?”
AAA High School was recognized by WASC for its programs and practices such as PBL
teaching strategies, dual college enrollment, and a 4x4 with 86-minute block schedule. AAA also
received the Gold Ribbon Award in 2006 and 2015, the Innovative Award 2013, the California
State Judicial Department Civic Merit Award, and the Bronze Medal for High Performance on
state exam 2015 (only 33% of schools nationwide received this award). The researcher collected
data to identify effective programs and practices at AAA High School. The data were
triangulated to ensure validity of findings. The emerging themes from coding the observations,
surveys, interviews, and documentation showed a strong correlation among trust, relationships,
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 71
and collaboration. AAA staff freely collaborated to deliver instruction based on the decision of
each grade-level team as long as they followed the Common Core State Standards (CCSS).
Practices
Curriculum
In 2015-2016, AAA students outperformed in the SBAC/CAASPP state testing: 96% of
the students met or exceeded the standards in ELA, and 63% met or exceeded the standards in
math. All members of the class of 2017 graduated, and all graduates enrolled in higher education
institutions. During my observations, interviews, and surveys, it was evident that teachers
collaborated to design their instruction freely and enjoyed teaching their curriculum. The
researcher asked one teacher, “What programs and resources contribute to student academic
achievement?” After a pause, the teacher answered,
AAA is a project-based school. PBL has been used since the school was opened and it
has demonstrated to be effective in student academic achievement. Students at AAA are
invested in their education, as they have opportunities to collaborate in groups to develop
and create meaningful projects. One of our core philosophies is to get students to be
active in their learning and learn to self-regulate. In addition, we believe that learning
should be similar to play because that’s how kids learn to be critical thinkers and problem
solvers.
The teacher’s response was not unusual, as I heard this from most teachers and support
staff personnel during observations of staff, grade-level, and content-planning meetings and
during interviews. One interviewee shared, “The teachers’ teams are great. They know their
students as they meet and talk about them.” During another interview, the interviewee responded,
“I don’t think there’s a lazy teacher among us. We all really feel passionate, if not about kids,
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 72
passionate about our subject matter. There’s nobody that’s like, eh, I just want to do what’s
easy.” Another teacher who has worked at AAA for about 17 years said,
Each teacher contributes to the curriculum, and, as a grade level, we make decisions
without waiting for the principal to give us feedback. The teachers and administrators, we
have a relationship of collaboration. It is not top down. I love working here because it
feels like a family, I trust all my colleagues, and I know that we are all working hard to
challenge and prepare our students.
AAA’s PBL instructional practices are decided through collaboration from every grade-
level team. Through these projects, students are responsible to collaborate with their peers and
teachers to present one project in the fall and one in the spring. In addition, AAA’s teachers
collaborated to develop the 6 C’s values that are infused in the curriculum and followed by staff.
Students are expected to learn these 6 C’s values, as the staff believes that these values are
essential to students’ lives and their success. The 6 C’s are (1) Develop Creativity, (2) Think
Critically, (3) Communicate Effectively, (4) Work Collaboratively, (5) Embrace Culture, and (6)
Demonstrate Character. Students develop curiosity, gain knowledge, and acquire new skills
through the projects and state-mandated curriculum. One teacher commented,
AAA teachers collaborate in their grade-level team that assigns students a semester-long
project. Each grade-level team meets about every day on a common prep period to
develop and monitor student project. In addition, the team collaborates across disciplines
to effectively integrate the curriculum and share information about the students. PBL has
gotten more rigorous over the years. Every year, teachers collaborate to improve and
change the projects and curriculum to expose students to meaningful learning experiences
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 73
that they can use in college and in their communities. Every department reviews their
procedures following the federal and state educational laws and teaching standards.
Table 8
Collaboration
Question Agree Disagree
1. 1. School staff are independent and value each other. 100% 0%
2. 2. I feel comfortable sharing my ideas with other staff members. 100% 0%
3. 3.The staff works in teams across grade levels to help increase student
learning.
100% 0%
4.The school supports and appreciates the sharing of new ideas by staff
members.
94% 6%
5.Teachers regularly discuss teaching issues. 94% 6%
6.Staff routinely works together to plan what will be taught. 94% 6%
Information from the Staff Survey
The table above clearly demonstrates that collaboration is a practice at AAA that is
followed with fidelity. 100% of the staff at AAA shared in the survey that they feel independent,
valued, they are able to share their ideas with one another, and work in teams across grade levels
to help increase student learning. In addition, 94% of the staff reported in the survey that they
appreciate sharing new ideas, regularly discuss teaching issues, and they are able to work
together to plan their lessons.
Recruitment
Incoming freshmen are recruited from over 40 cities, come from public and private
schools as well as from homeschooling environments. AAA is a free publicly funded high school
where, after applying, students are selected via lottery. They are selected mainly as freshmen.
The recruiter shared the process:
AAA sends marketing materials such as flyers to the four surrounding county libraries
and hosts campus orientations twice a month. AAA also has a large recruitment open
house, which draws over 300 to 400 plus families or individuals to pick up the
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 74
application. In addition, AAA is invited to attend high school information events mainly
held at private schools. AAA is one of the very few public school options invited to these
events amongst some pretty prestigious private schools.
Although, AAA is invited to attend these prestigious schools, the recruitment process
does not change, all students need to apply and follow the recruitment process even when some
parents pressure her and the administration. Also, she mentioned that not all students who have
high GPAs are successful at AAA, since PBL requires students to complete most of their
assignments through group presentations. Moreover, some of these students are not comfortable
presenting, collaborating with other students, and some do not have the maturity needed to meet
the expectations of the program.
The researcher asked a teacher the following question, “What type of supports do
incoming freshmen or new students receive to adapt to PBL at AAA?”
Teachers assign students into groups to develop and complete a semester project.
Throughout the semester teachers use the same groups in every subject to assign other
smaller projects. Students are also assigned individual projects. For instance, 9th grade
students collaborate in their group in social science, math, English, and science class. The
point of assigning students into groups is to help them develop a sense of familiarity and
a structure so that they’re not in a whole new world every time they’re in a new
classroom or in a new subject area.
The recruiter shared that incoming freshmen who are low in Math and ELA are required
to attend the two-week Summer Freshmen Boot Camp. Students review math skills needed to
begin 9th grade along with writing skills that are required for freshmen English. The survey
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 75
helped the researcher understand what programs and practices were used to increase student
achievement. The following question and answers are from the survey.
Table 9
Survey Question: What instructional practices do teachers often use in the classroom? (Mark all
that apply)
Instructional Strategies
Scaffolding 85% Collaborative Learning 95%
Direct instruction 95% Hands-on learning 75%
Differentiated instruction 80% Project-based learning 95%
Technology 95% Other 0%
The instructional strategies stated above are an indication of the academic success of
AAA. Almost 100% of the teachers use all the instructional strategies to engage students with the
curriculum. These data demonstrate that teachers need to use an array of teaching strategies to
prepare students successfully.
Technology
AAA has updated technology in all classrooms and school facilities. The researcher
observed the use of technology in every classroom. Each classroom is equipped with a teacher’s
Apple laptop and six Apple computers available to students with a printer and a flat screen touch
TV placed by the cabinet wall center space. Students and teachers’ presentations were mostly
done through technology. One teacher shared, “My favorite part of the technology is Turnitin. I
have students submit their final writing piece and it scans for plagiarism.” Another teacher
shared, “Aries has been great to communicate with parents.” The school also purchased
“Naviance.” The assistant principal shared,
AAA adopted Naviance, an online student portfolio. Naviance helps teachers monitor
students’ interest for colleges and career. This program provides students an opportunity
to explore colleges and careers and do research before they accept which college or
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 76
university to enroll. In addition, the program provides teachers with short lessons for all
grade levels.
The English department has three carts with tablets that teachers alternate using in their
classrooms. Some teachers shared with the researcher that they all help each other share the
resources. Therefore, at times, teachers from other departments can borrow a cart. The school
also has a large computer lab that all departments have access to and where they can schedule
their classes. In one English class, the teacher had students discuss their topic in groups, type up
an outline, and, if done, they could continue typing to expand their ideas. The teacher walked
around the class to check on students for further support.
The researcher also observed how teachers incorporated technology with PBL
effectively. For example, during the senior capstone presentations, students had to research a
topic and create a PowerPoint presentation that included videos, music, and pictures to teach
their topic to their peers. Parents and students from 9th to 11th grade were invited to these
presentations.
Summary of Findings for Research Question One
The staff at AAA has a clear vision of how to prepare students for college, as their
programs and practices revolve around student academic achievement. It was evident, based on
the observations and interviews. AAA students’ academic success can be verified through their
outperforming test scores and ranking among other high schools in the state. It was evident that
teachers, support staff, and administrators were all devoted to students’ academic success. In
addition, most of them indicated that trust, respect, and collaboration were key elements to
continue to work at AAA.
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 77
Findings for Research Question Two
The second research question asked, “What are the leadership practices present in an
urban outperforming nontraditional school?”
Figure 2 below lists the four leadership frames of Bolman and Deal (2003). The four
leadership frames are (1) structural, (2) human resource, (3) political, and (4) symbolic. Most
school leaders tend to display one or two of the frames, and very few can move from one frame
into another (Bolman and Deal, 2003).
Figure 2. Bolman and Deal, 2003
AAA’s leadership model was determined after the researcher triangulated the data
collected from observations, interviews and surveys. Although the assistant principal modeled all
four frames of leadership, she exemplified, for the most part, the structural and human resource
frames. According to Bolman and Deal (2003), structural leaders tend to develop and implement
specific processes and systems to increase the organization’s success, such as rules and policies.
The assistant principal, throughout the observations and during an interview, spoke of AAA’s
success based on how teachers implemented PBL with fidelity and the importance of planning
funding to support teachers’ yearly professional development.
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 78
Teachers do professional development for four days at the end of the school year. They
collaborate and plan the yearly student projects. They communicate with the
administrators to either continue with the same support or request other resources for the
incoming year. Teachers reflect on which projects were most meaningful or which ones
should be cancelled. In addition, they discuss which programs are effective using data
and which are needed or removed from their curriculum.
The assistant principal discussed a number of programs, trainings, and courses that students and
staff have access to:
AAA hired a writing coach last year to help students pass ACT/SAT and state tests. The
writing coach models writing lessons for every English class weekly 9th through 12th
grade. She rotates throughout the month, as she spends one week with each grade level.
She sits down with students who are struggling with writing, edits their papers, and
provides students feedback.
The assistant principal also modeled the human resource frame by sharing how important
it was for her to develop professional relationships with her staff. Human resource leaders are
concerned with empowering and forming relationships with people on their team (Bolman &
Deal, 2003). The researcher noticed that the assistant principal engaged in conversations with
teachers and staff in the office, hallways, courtyard, and throughout the school campus. The staff
approached her with confidence and respect. The researcher observed a great amount of trust that
enabled the assistant principal to engage, at times, in difficult conversations. Some of the
conversations I overheard were about students and the curriculum. The assistant principal shared,
Most of AAA’s teachers are involved in the implementation of new programs and
protocols. For example, the 11th grade teachers are on board with helping students
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 79
improve SAT scores and PSAT scores. Eleventh grade English and math teachers
collaborate with the science and social studies teachers to provide 10 minutes of SAT,
PSAT prep weekly. Teachers provide a few math problems that students might see on the
SAT.
Teachers collaborate within their content subject matter. The administrators provide
teachers with time on Friday to meet up with their content or grade level group. For
instance, English teachers collaborate by reviewing what is working or not and what
should be the writing expectation for each grade level. Teachers reflect with each other
by asking questions such as “What do we want to see in 9th grade?” Teachers follow a
vertical alignment across with the writing.
The assistant principal also displayed the political frame during the observations and
visits by the researcher. According to Bolman and Deal (2003) a political leader is concern with
how to negotiate and ensure that work gets completed effectively. It was evident that the staff
and the administrator had a positive relationship. The other frame that was modeled by the
assistant principal was the symbolic frame. Leaders analyze the culture, beliefs, values, and
patterns of the organization (Bolman & Deal, 2003). Throughout the observations and
interviews, the staff shared that they felt they had a voice in decision-making and were
comfortable making decisions without waiting for the administration. Most of the teachers and
staff members indicated they all were a team who shared responsibilities. One teacher
commented,
Teachers feel comfortable to make decisions as a grade level without the school
administration. Teachers at AAA also collaborate in order to meet the needs and interests
of their students.
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 80
The assistant principal continued to share,
AAA staff has a lot of shared decision-making (SDM). The staff is provided daily and
weekly with time to collaborate and review protocols and systems in place in order to
continue to offer their students a quality of education.
Curriculum-wise, we had made some changes to make our math program a little more
rigorous. The math teachers initiated to offer extra support to our students, as they
understand that our students need to be competitive. They come to us and they tell us
what they see, so it's very much a partnership with the teachers, not a manager/employee
relationship, definitely not that.
Table 10
Shared Leadership
Question Agree Disagree
1.Teachers are involved in creating and implementing a culturally relevant
curriculum.
95% 5%
2.School leaders/administrators consider various viewpoints when making
decisions.
95% 5%
3.The school gives teachers substantial freedom to carry out lessons and
activities.
94% 6%
4. 4. The leaders at my school lead by example. 84% 16%
5. 5.School offers many leadership opportunities for all staff members. 79% 11%
Information from the Staff Survey
The table above points out how the staff and administration share leadership. 95% of the
staff responded that the leaders at AAA consider various viewpoints when making decisions. On
another survey question, 84% of the staff agreed that leaders at AAA lead by example.
According to the staff and assistant principal, there had been several principals and assistant
principals within the previous 10 years, which affected leadership stability. Each principal has a
leadership style in which they approach stakeholders and situations differently. The researcher,
during informal conversations with some of the staff, was told that, at times, some of the staff
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 81
gets discouraged from building relationships with the administrators as they may not stay at
AAA for long. This is significant information, as this suggests that leaders should plan to work at
a school site with the intention to remain there for a long time to build trust, relationship, and
collaboration, except if the environment at the school site brings emotional and physical harm.
For instance, some of the stakeholders expressed that at times they do not agree with the
administrators’ decisions, but because they respect them, they follow their leadership. This can
create negative tension and may hinder the quality of instruction, negatively affecting academic
achievement. Nonetheless, the researcher observed, during informal and formal conversations,
that, although leadership changes often at AAA, the staff continues to follow the programs and
practices with fidelity. The assistant principal shared,
AAA has six core values that guide teachers when developing their curriculum and
teaching instruction. These values were designed and created by teachers. Teachers at
AAA are very involved and they collaborate to ensure that all students are provided with
high-quality instruction. For instance, this year AAA is going through WASC
accreditation and teachers right away ask how to help and participated sat with their
WASC groups to complete chapter four.
AAA’s teachers demonstrate to care and have pride and ownership at AAA. In addition,
teachers feel comfortable to voice their opinions, they tell the administrators if something is
working or not in order to make some curricular and program changes.
Summary of Findings for Research Question Two
AAA High School’s assistant principal supported PBL with fidelity and maintained a
positive relationship with all staff members. Overall, the staff stated that they feel valued by the
current leadership. Although there is a bit of uncertainty about whom the new principal will be,
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 82
most of the staff commented that they trusted the hiring system. It was evident, through
observations, interviews, and surveys, that all stakeholders had a sense of shared leadership. The
assistant principal exemplified qualities of leaders who can operate in all four leadership frames
(Bolman & Deal, 2003). However, findings indicated that main administrators’ leadership frames
were the structural and human frames. It was evident that the assistant principal was consistent in
modeling effective communication to all stakeholders. In addition, the administrator considered
all stakeholders’ voices before implementing a new program or curriculum by writing or
listening to all the pros and cons from the staff. The administrator had a calendar in which all
school events were scheduled. In addition, she had a plan for every event or program. For
instance, she shared that allowing the staff to collaborate freely without her visiting their PLC
was a form of trust and teachers collaborated with their ideas efficiently. The administrator
shared that her office was always open for all stakeholders to stop by and share ideas or to ask a
question. The researcher observed the administrator’s leadership to be transparent about her
decisions and school goals.
Findings for Research Question Three
The third research question asked, “What are the cultural norms in an urban
outperforming nontraditional school?”
AAA cultural norms of high expectations were evident in formal and informal
observations, survey, interviews, and documentation. In addition, the staff expressed to have
high expectations of their students and of each other. According to Busch, MacNeil, and Prater
(2009), principals’ focus on developing the school’s culture as a learning environment is
fundamental to improved teacher morale and student achievement. Busch et al. (2009) added,
“When an organization has a clear understanding of its purpose, why it exists and what it must
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 83
do and who it should serve the culture will ensure that things work well” (p. 74). AAA’s PBL,
dual college enrollment, and the 4x4 block schedule are cultural norms followed by the staff and
leadership with fidelity, as noted by the researcher. All stakeholders exemplified a sense of pride,
strove for excellence, and expressed that teachers were passionate about their relationships with
each other and students’ academic achievement.
Table 11
High Expectations
Question Agree Disagree
6. 1. Teachers use a variety of approaches and activities to help student learn. 100% 0%
7. 2. The staff works beyond their official roles in order to help achieve
school goals.
100% 0%
3. Classroom activities are intellectually stimulating and engaging. 100% 0%
4.Students are expected to achieve at high standards. 100% 0%
5.The staff keeps the school’s goals in mind when making important
decisions.
90% 10%
6.The school provides ample information to families about how to help
students succeed in school.
89% 11%
Information from the Staff Survey
The table above demonstrates how the staff at AAA has high expectations of their
students and of each other. For instance, the staff survey exemplified that 100% of the teachers
have high expectations for their students and therefore they use a variety of approaches and
engaging activities to help students learn. 90% of the teachers communicated to keep the
school’s goals in mind when making important decisions and 89% of the staff inform students’
families about how to help their student succeed in school. Moreover, the researcher also noticed
teacher and student interaction in the courtyard, as well as student engagement in the classrooms.
Student Emotional Support
During interviews, teachers shared that, as a grade level, it was important to support their
students, and that included their social-emotional development. One teacher shared,
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 84
Teachers within each grade level communicate with each other about all students’
progress. There are times that teachers discuss concerns about either students
academically or students’ behaviors as well as making accommodations for students who
are experiencing family grief. For instance, “So-and-so hasn’t turned in any homework
for me. He hasn’t turned any homework for me either. Maybe we should have a student
plan or a student study team in order to try and get to the bottom of what’s going on with
the student.” Teachers make the decision on the type of interventions and enrichment for
their students.
Academic Intervention
The academic advisor shared informally that most incoming freshmen tend to have the most
challenges at the beginning of the school year:
Many incoming 9th graders are not emotionally ready. Students are not used to
collaborating as often in teams and, in their first semester, their grades drop. Ninth
graders need to quickly learn to adapt to PBL, otherwise, their grades do drop. In
addition, some students develop negative behavior, as a result teachers immediately
communicate with the student advisor, counselor, and parents to help and support these
students.
Struggling students at AAA receive support immediately to prevent them from failing.
The academic advisor and teachers meet with the parents and place the student on a contract if
needed. The academic advisor might suggest a summer program only to students who are failing.
AAA does not offer a summer program, therefore, students must find another school that could
offer them an opportunity to make up a course. If students do not make up the course, they do
not graduate. Ninth to tenth grade have the largest transitions, and about 12 students drop out
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 85
every year. The main challenge for incoming freshmen is that they need to learn to collaborate
and work in groups. The academic advisor screens students weekly to see who is failing:
Ninth graders who are struggling are encouraged to attend tutoring after school in
addition to the support that is provided by the 9th grade teachers. The university adjacent
to AAA provides two college students who freely tutor twice a week for one hour after
school to help struggling students with their academics.
Higher Education Path
The assistant principal also shared with pride about the success of PBL,
PBL is effective in preparing students for college and to service their community. For
instance, teachers develop the curriculum to challenge students academically and develop
awareness within their communities and the world. Students collaborate within their
teams to create and develop projects that will help their community. PBL provides
students opportunities to develop empathy for each other as they learn to communicate
respectfully with all stakeholders to complete their assignments. This system has ensured
that all students graduate and succeed together. The staff feels that through their
collaboration they are able to create and improve their PBL program to meet the needs of
all their students.
In addition, the school hired a dean of college admissions to increase college enrollment.
The dean meets with all students by grade level and helps each student design a college and
career path goal with the help of the counselor. The assistant principal shared,
AAA teachers, dean, counselor monitor students’ progress in order to develop programs
that may help improve students’ academic achievement and increase college enrollment.
About 62% of students are first generation to attend college and many of them do not
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 86
understand how to successfully apply for college and scholarships. In addition, the dean
invites several speakers to motivate students and to develop their awareness about higher
education.
The dean of college admissions has created and developed a system to help
students develop a path for college. He meets with all students 9th through 12th grade,
monitors 11th and 12th grade students who have enrolled in dual college enrollment
courses and CTE courses, and collaborates with universities to provide students
opportunities for dual college enrollment.
Although, AAA students learn PBL skills that help them be successful in college, many
students are struggling with state multiple-choice tests such as SAT/ACT. This is concerning to
the staff and administration as these tests are required by most universities. The assistant
principal commented,
Students at AAA learn how to create and implement projects that have to do with hands-
on research and collaboration. These students are hardly exposed to multiple-choice
exams, as is the case of state tests. Rather, PBL’s curriculum challenges students to
demonstrate academic achievement through group or individual presentations in which
students have to meet the CCSS state standards through critical thinking and problem-
solving activities. Although, AAA students’ have scored rather well on the state test
CAASPP ELA 96% and MATH 63% in comparison to the state ELA 48% and MATH
37%, AAA still wants to prepare its students by offering SAT/ACT weekend workshops
that will expose students to multiple-choice practice tests.
AAA also, provides students with opportunities to take college courses as the campus
partnerships with colleges and universities. The dual college enrollment program at AAA is
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 87
called “Young Scholars,” which only students with a 3.0 GPA or higher in 11th and 12
th
grade
can participate. Students’ pay $10 dollars per class. Sometimes, students experience challenges
to enroll in a course as they learn how to navigate through course enrollment. Most of the
courses that students take are transferable, which motivates most of the students to work hard
and keep up their GPA. As a result, about 90% of the students enroll in college courses leaving a
few students with the option to complete CTE courses offered at AAA. In addition, this year
2017-2018 AAA started a dual college enrollment with Mt. SAC. The professors will teach these
courses at AAA to increase the number of students taking college courses.
The survey results demonstrated that, at AAA, all teachers agree that they use a variety of
approaches and activities to help students learn PBL successfully. According to 94% of the staff,
students’ interactions are polite, supportive of one another, and students tend to be self-regulated.
Summary of Findings for Question Three
High Expectations at AAA is a cultural norm. The staff and leadership are committed to
increase student academic achievement through the implementation of multiple programs, a
variety of practices, and collaboration. Respondents indicated being determined to help every
student succeed. Students were exposed to college through dual college enrollment and visiting
other campuses. In addition, the leaders hired important support staff such as the dean of college
admissions and a writing coach to increase college enrollment. The observations, interviews, and
surveys indicated that the staff collaborated to ensure that students’ socio-emotional needs were
met. Also, the staff felt fully supported and valued by the leadership. AAA High School’s culture
was characterized as positive and supportive of all stakeholders, as evidenced by how everyone
expressed themselves about the school and, most important, by how many years most of the staff
had been employed there.
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 88
Emergent Themes
Collaboration: Teachers, administrators, and support staff met at different times during
the day and week to ensure that everyone was following the PBL curriculum with
fidelity.
Shared Leadership: School leaders focused on ensuring a learning and professional
environment for their staff. They provided teachers with professional development,
collaboration time, and opportunities to discuss concerns during the year.
High expectations: Staff developed programs to support students during state tests, such
as SAT/ACT classes and a summer boot camp for 11th graders to apply for college
applications and a 9th grade summer boot camp to prepare them for ELA/MATH courses.
Conceptual Framework
The conceptual framework illustrates how the programs and practices, leadership
practices, and cultural norms can have an impact on student academic achievement. Although, a
few topics emerged during the case study and triangulation of all data, the researcher decided
that it was important to keep the original conceptual framework, as these themes are under the
topic of study.
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 89
Nontraditional Outperforming Urban Schools
Figure 3. Conceptual Framework
Consequently, four findings follow:
The lenses remained the same: programs and practices, leadership practices, and cultural
norms.
High expectations were found among most staff members and students. Students create
and schedule school functions with the support of their teachers and counselors. The
teachers share leadership through collaboration within their grade level and across
content to make decisions in the curriculum. The administration collaborates with all
stakeholders, and welcomes staff to vote and come to consensus as needed.
Collaboration is a key practice by all stakeholders.
There was evidence of trust, as most staff members expressed that they feel comfortable
voicing their opinion and making decisions.
Summary and Final Thoughts
The purpose of this case study was to identify systematic practices at an outperforming
nontraditional urban school by examining programs and practices, leadership practices, and
cultural norms. This chapter presented the results acquired through observations, interviews,
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 90
survey, and documentation collection following the three research questions with fidelity. The
three research questions were written by the 12-member thematic cohort group:
1. What programs and practices are implemented in an urban outperforming nontraditional
school?
2. What are the leadership practices present in an urban outperforming nontraditional
school?
3. What are the cultural norms in an urban outperforming nontraditional school?
Data triangulation led to the identification of two additional themes of trust and
relationship among all stakeholders. The school was an outperforming nontraditional urban
school because staff not only adopted practices since the school opened in 1993, but they
continued to reflect on what works and what does not. Leaders collaborate with all stakeholders
to focus on students’ academic and socio-emotional success and their college and career
mentality. As a team, they built a number of student and staff support systems in addition to
providing staff full confidence in their teaching practices and autonomy in the classroom. The
observations, interviews, and surveys validated the successful systematic practices of AAA High
School.
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 91
CHAPTER FIVE: DISCUSSION
This case study was divided into five chapters. Chapter One provides an overview of the
study. It presents an introductory summary of current academic achievement gaps in the
educational system. Chapter Two introduces the literature on the topic and exemplifies historical
barriers, attempts to address these barriers, and the current academic achievement gap. It also
provides background on nontraditional schools as an alternative to address academic
achievement gaps. Chapter Three describes the methodology of this qualitative case study,
defines the three research questions and design, and presents the participants’ demographics, the
instrument tools, the data collection process, the conceptual framework, and the validity and
reliability of the methodology. Chapter Four introduces the findings for each research question
and discusses themes that emerged from the data. Chapter Five presents a summary of this case
study and explains implications and suggestions for further research.
Purpose, Significance, and Methodology
The purpose of this qualitative case study was to identify factors present in a
nontraditional outperforming urban K-12 school, specifically its programs, leadership practices,
and cultural norms. A twelve-member thematic group developed the following three research
questions to gain a deeper understanding of programs, leadership practices, and cultural norms:
1. What programs and practices are implemented in an urban outperforming nontraditional
school?
2. What are the leadership practices present in an urban outperforming nontraditional
school?
3. What are the cultural norms in an urban outperforming nontraditional school?
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 92
Nontraditional schools are publicly financed (Clark, Gleason, Silverberg, & Tuttle,
2010). The Race to the Top program, introduced in 2009, gave states incentives to encourage
school districts to adopt and implement innovative programs and practices, such as PBL and dual
college enrollment, to narrow or close the achievement gap (Clark et al., 2010; Delawsky &
Johnson, 2013). The purpose of this case study was to present one outperforming nontraditional
urban high school that successfully developed, implemented, and sustained effective learning
programs and practices that contributed to its academic outperformance.
This case study is one of twelve in the same thematic cohort studying outperforming
nontraditional urban schools. The goal for this study was to identify programs, leadership
practices, and cultural norms that could be reproduced in other schools to increase students’
academic achievement. Observations and analyses were limited to the sampling site and its
demographics. The case study found programs and practices foundational to the success of AAA
High School.
The study used a qualitative approach and focused on one urban high school. Data
collection was guided by three research questions, and data were collected through document
review, surveys, interviews, and observations. The process of triangulation assisted in
interpreting data and checking for validity (Maxwell, 2013). The researcher triangulated all the
data to validate the findings while providing an understanding of the programs and practices that
supported the school in becoming an outperforming nontraditional urban school.
Conclusions
There were three emerging themes found through data triangulation: Collaboration, High
Expectations, and Shared Leadership.
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 93
The first theme was collaboration among all stakeholders. The teachers expressed, during
interviews and informal conversations, that they have the freedom to create a curriculum that is
appropriate for their students. They decide on the type of projects that students will present
without waiting on administration’s approval. Classified and certificated staff collaborates
throughout the day in a number of tasks and in weekly meetings. The support staff takes a
number of roles. For example, the computer technician also supports the maintenance of the
office and staff lounge and helps to set up for lunch. In addition, the front office secretary
collaborates with the technology technician to set up lunch. Furthermore, teachers collaborate in
various forms, such as lesson planning during their grade-level prep period, with other grade-
level teams to discuss student academic and emotional support, and with support staff. Teachers
also have the opportunity to collaborate with administrators in organizing staff meetings,
professional development, and analyzing what works and what does not within their curriculum,
programs, and events. The administrators share testing data and collaborate with teachers on how
to continue or improve instructional strategies and intervention programs. All stakeholders
collaborate to organize student events, such as project presentations, back to school night, pep
rallies, and other school events.
The second theme is student-centered. All stakeholders shared that they all communicate
about what data to use to analyze student academic achievement. They use data from attendance,
academics, clubs, and student behavior. The administrator collaborates with counselor and dean
of college admissions to develop a plan to increase college enrollment, state test scores,
opportunities to volunteer in the community, summer writing and math program for incoming
freshmen, college application program, and other meaningful programs that help monitor student
academic achievement such as naviance. The dean of college of admissions organizes field trips
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 94
to take 11
th
graders to look at some colleges and universities and meets with all 11
th
and 12
th
grade students to monitor their higher education goals. It was evident throughout the
observations, as well as informal and formal conversations that all stakeholders share a passion
that drives either their curriculum, instructional strategies, and the type of conversations with
students as well as organizing school functions to provide students a positive high school
experience.
The third theme was administrator support. The administrators have an open-door policy.
For instance, the assistant principal engages in conversations with all stakeholders in the same
professional and welcoming manner. She welcomes all stakeholders to share their opinions and
ideas. During staff meetings, she briefly presents important information so that teachers can have
the remaining time to collaborate. The assistant principal also meets with each grade- and
content-level department to listen to their concerns as necessary. In addition, she regularly meets
with all support staff, such as the counselor, recruiter, the dean of college and admissions, and
other support staff to discuss students’ graduation rates, college enrollment, and present and
future programs to increase test taking strategies for students when taking the SAT/ACT and
state tests. The assistant principal cares about having a relationship with all stakeholders, as she
understands each plays an important role to student academic achievement at AAA.
Implications for Practice
AAA High School successfully exemplifies how schools nationwide need to
academically perform. This case study provides school leaders another option to effectively
running a school. AAA staff follows the PBL and dual college enrollment models with fidelity.
Teachers collaborate with each other and with other support staff to ensure that students receive
an education that will prepare them for college and to be productive citizens in society. In
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 95
addition, the staff at AAA has high expectations of their students. They support students with
their academic and social emotional well-being, students are assigned to groups with random
peers throughout the year and to a homeroom teacher who monitors their academic and
emotional well-being weekly starting in 9th grade. Students are expected to work in teams and
complete projects every semester to ensure that they are learning 21st century skills. The
counselor, dean of college admissions, and other support staff members meet with students on a
consistent basis to check on their academic progress. Students receive guidance to complete all
courses, are encouraged to enroll in college and CTE courses in 11th and 12th grade, and to
apply for summer internships as well as to volunteer in community organizations. The
administrators established a culture of trust in which all stakeholders share leadership. Staff,
students, and parents feel comfortable speaking to the administrators about their concerns or
sharing their ideas. The assistant principal displayed the four leadership frames. In particular, the
structural and human resource frames were apparent throughout the study (Bolman & Deal,
2003). Teachers have a say on curriculum, events, and professional development needed.
Therefore, findings indicate the school’s success is related to programs, leadership practices, and
cultural norms. AAA has a 100% graduation rate and approximately 98% of students enroll in
higher education. It is evident that AAA students learn skills that prepare them for the workforce
and college.
Recommendations for Further Study
Research on outperforming nontraditional urban schools is essential. Education is
evolving; therefore, current programs, leadership practices, and cultural norms need to be
analyzed and, if necessary, changed or removed by educators and school leaders to meet the
needs of urban students. Currently, most research has been conducted on traditional public
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 96
schools’ success, and not much research has analyzed nontraditional schools or their programs
and practices to try to close or narrow the achievement gap. The lack of information may limit
school leaders from learning about programs, practices, and cultural norms at effective
nontraditional schools. Although twelve case studies focused on nontraditional outperforming
urban schools, more research needs to be done to further understanding of successful programs,
practices, and cultural norms that lead to students’ high academic performance.
The case study results lead to three important recommendations to help further research
on outperforming nontraditional urban schools. First, more research needs to be performed on
leadership practices and student performance. Leadership practices were an indication in the
success of AAA High School. It was a theme found through interview, observation, and survey
data. The leadership practices provide opportunities for all stakeholders to feel comfortable in
decision-making, which creates a safe environment. If all stakeholders feel safe voicing their
opinions to one another and to their administrators as well as making decisions using data
instruments, they are prone to stay and collaborate often to meet expectations, which increases
staff stability and student academic achievement.
Second, research needs to be conducted on effective programs that contribute to closing
or narrowing achievement gap. AAA High School granted their staff the liberty to collaborate
and create meaningful curriculum using the CCSS, 21st century skills, and PBL with fidelity.
Also, staff members collaborated to encourage students to participate in dual college enrollment
and CTE courses, to sign up for internships, and to volunteer in community organizations to
increase their college awareness and to gain admission to a 4-year university.
Third, further study needs to be conducted on successful cultural norms that can be
adopted at other school sites. A culture that has high expectations, provides all stakeholders
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 97
opportunities to collaborate, share ideas, and make decisions, which increases accountability, and
allows staff and students to innovate freely.
Conclusion
Identifying effective programs, leadership practices, and cultural norms to close or
narrow the achievement gap is always a challenge for educators. Through this case study, the
researcher observed how some challenges are due to programs and practices that are not properly
implemented and followed with fidelity. AAA High School has been able to narrow the
academic achievement gap with an ongoing review of PBL and dual college enrollment
programs and practices that have helped create a culture of high expectations. Teachers
collaborate and make decisions on what to maintain or change in the curriculum as well as
support students academically and emotionally. AAA High School established programs,
leadership practices, and cultural norms that work and should be used as a model to replicate.
The leadership practices are shared among all stakeholders, which creates accountability and a
sense of empowerment and entitlement to the school’s success and failures.
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 98
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NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 105
APPENDIX A
Documents and Artifacts
Document Review
1. What practices and programs are implemented in urban outperforming non-
traditional schools?
● 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
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 106
2. What are the leadership practices in an urban outperforming non-traditional school?
● School plan
● District budget/fiscal year
● 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
Graduation rates
School Programs available
● Recruitment information
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 107
APPENDIX B
Survey Instrument
OUTPERFORMING NON-TRADITIONAL SCHOOL 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)
❑ Curriculum ❑ Mission/Philosophy ❑ Staff ❑ Employment Opportunity
❑ Unhappy at previous school ❑ Other __________________________
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 108
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
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 109
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
N/A
3) School leaders/administrators consider
various viewpoints when making decisions.
1 2 3 4 N
N/A
4) School offers many leadership
opportunities for all staff members.
1 2 3 4 N
N/A
5) Leaders/administrators hold staff
accountable for improving student
learning.
1 2 3 4 N
N/A
6) When issues arise at the school,
leadership responds in a prompt manner.
1 2 3 4 N
N/A
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 110
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
❑ Other _______________________________
9) How does student attitude toward learning compare to your last teaching experience?
❑ Better ❑ About the same ❑ Worse ❑ No previous experience
❑ Not Applicable
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 111
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 ________________
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 112
Strongly
Disagree
Disagree Agree Strongly
Agree
Not
Applicable
Standards/Expectations of non-traditional schools
1) Students are expected to achieve at
high standards.
1 2 3 4 N/A
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
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 113
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 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
__________________
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 114
Strongly
Disagree
Disagree Agree Strongly
Agree
Not
Applicable
Collaboration and Communication
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
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 115
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.
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 116
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
3) Different staff members periodically
lead professional development
activities for other staff.
1 2 3 4 N/A
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 117
APPENDIX C
School Site Observation Protocol
School _________________________________ Date______________________________
Observer _______________________________ Grade/Subject______________________
Observation duration: ______________________ Time______________________________
RQ 2: What are the leadership practices in an urban outperforming non-traditional
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
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 118
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 reflect high expectations
● Student engagement
● Classroom environments
Student Support
● Advertised/promoted supports and resources: physically, socially, and emotional
support
● Service personnel accessible
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 119
● Identify/ support students at risk of dropping out, students in crisis, and students who
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
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 120
APPENDIX D
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.):
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 121
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:
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 122
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.):
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 123
APPENDIX E
Observation Protocol
Name of Observer Date Time
Location Study
Brief Summary of Observation
Physical Space
Define the physical
space.
· Geographical
· Temporal
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 124
· 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
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
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 125
Purpose of Events/Observation
Why is the event taking
place? Are there any
political contexts to be
discussed?
Who was invited to
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
· Roles
What is being
discussed?
Sequence of Events
Beginning
Middle
End
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 126
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
Pictures
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 127
APPENDIX F
Interview 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 student’s 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)
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 128
Interview Questions
Questions RQ#1
What programs
and practices
are
implemented in
an urban
outperforming
nontraditional
school?
RQ#2
What are the
leadership
practices
present in an
urban
outperforming
nontraditional
school?
RQ#3
What are the
cultural norms
in an urban
outperforming
nontraditional
school?
1. Why did you choose to
come to this school, and
what are your experiences
here in comparison to where
you were before?
* How is that communicated
to students? What do teachers
do that contribute to that?
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
NONTRADITIONAL OUTPERFORMING K-12 URBAN SCHOOLS 129
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 practices do you believe are most
significant factors that sustain and improve student achievement?
X
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)
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.
Abstract (if available)
Abstract
The purpose of this qualitative case study was to identify factors in a nontraditional outperforming K-12 urban school, specifically the programs, the leadership practices, and the cultural norms implemented. Data collection was conducted via surveys, staff interviews, document analysis, and classroom and campus observations. The case study focused on a nontraditional outperforming urban high school located inside of a university campus where the focus is on Project-Based Learning (PBL). PBL is a student driven and teacher facilitated approach to learning. Students select a topic of interest in which they need to include all core subjects such as English, Math, Science, and Social Studies and do research to develop a deeper understanding. Through PBL students create multiple project presentations either in small groups or individually.
Linked assets
University of Southern California Dissertations and Theses
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Asset Metadata
Creator
Sanchez, Esperanza
(author)
Core Title
Nontraditional outperforming K-12 urban schools: a case study of the implementation of promising programs and practices, leadership and cultural norms in a project-based curriculum college prepar...
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
04/12/2018
Defense Date
04/10/2018
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
collaboration,high expectations,leadership,nontraditional,OAI-PMH Harvest,outperforming,project based-learning
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Ott, Maria (
committee chair
), Gothold, Stuart (
committee member
), Hocevar, Dennis (
committee member
)
Creator Email
esperans@usc.edu,sanchezesperanza2014@gmail.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c89-4318
Unique identifier
UC11668806
Identifier
etd-SanchezEsp-6228.pdf (filename),usctheses-c89-4318 (legacy record id)
Legacy Identifier
etd-SanchezEsp-6228.pdf
Dmrecord
4318
Document Type
Dissertation
Rights
Sanchez, Esperanza
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
Tags
collaboration
high expectations
nontraditional
outperforming
project based-learning