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Promising practices for building a college-going culture: a case study of a comprehensive high school

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Promising practices for building a college-going culture: a case study of a comprehensive high school

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Content Running head: A CASE STUDY OF A COMPREHENSIVE SCHOOL
1

PROMISING PRACTICES FOR BUILDING A COLLEGE-GOING CULTURE:
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL

by

Consuelo Hernandez Williams

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

May 2019

Copyright 2019 Consuelo Hernandez Williams

A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 2
ACKNOWLEDGEMENTS
I would like to thank my chairperson, Dr. Kathy Stowe and my committee members Dr.
Courtney Malloy and Dr. Shafiqa Ahmadi for their valuable feedback and support. Dr. Stowe,
thank you for believing in me and for your unwavering guidance and encouragement throughout
this journey. I would also like to thank Dr. Evelyn Felina Castillo and Dr. Ilda Margarita Jimenez
for the tremendous support provided through the Doctoral Support Center and Weekend Writes.
I would like to express my deepest appreciation to the school leaders who took part in
this study, generously sharing their time and testimonies. Your commitment to students, our
future, is inspirational. I would also like to thank my dearest friends, my USC family, and my
VCOE family for your moral and emotional support over the last 3 years.
Thank you to my amazing family, each of you made the pursuit of this milestone
possible. To my parents, your love and guidance is with me in whatever I pursue. You are the
ultimate role models. Most importantly, I would like to express my deepest gratitude to my
loving and supportive husband, Michael, your profound commitment to our partnership and
unending inspiration made this possible and I am forever grateful.
Above all, I thank God for the gift of breath, His greatness has allowed me to serve
children and our community. It has been nothing but the hand of God that has equipped and
empowered me to accomplish this dream!

A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 3
TABLE OF CONTENTS
List of Tables 5
List of Figures 6
ABSTRACT 7
Chapter One: Overview of the Study 8
Background of the Problem 9
The Role of School Leadership in Building a College-Going Culture 11
Statement of the Problem 12
Purpose of the Study 14
Research Questions 14
Importance of the Study 15
Limitations and Delimitations 16
Definition of Terms 16
Organization of the Study 17
Chapter Two: Literature Review 19
Academic Accountability and Influences within Schools 19
Access to Curriculum 20
Ensuring Student Preparedness 20
Educational Opportunities and Outcomes 22
Equitable Master Schedule 22
Appropriate Access and Systematic Support 23
Social Supports and Influences within Schools 24
Building College Aspirations 24
College Talk 27
Significance of School Leadership in Fostering a College-Going Culture 28
Faculty Involvement 30
Comprehensive Counseling Model 31
Summary 32
Chapter Three: Methodology 34
Research Questions 34
Research Design 35
Sample and Population 36
Overview of the Organization 36
Theoretical Framework 37
Conceptual Framework 39
Data Collection 41
Instrumentation 42
Data Analysis 44
Ethical Considerations 45
Credibility and Trustworthiness 45
Ethics 46
Summary 46
Chapter Four: Findings 48
Overview of the Organization 49
Overview of the Participants 51
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 4
Principal 53
Assistant Principals 53
School Counselors 54
Department Chairs 54
Teacher Librarian 55
College and Career Technician 56
Findings by Research Question 56
Research Question 1: Strategies 56
Theme 1: Role of Leadership in Creating Equitable Access 57
Theme 2: Role of Leadership in Communicating Expectations 63
Theme 3: Role of Leadership in Providing Resources 67
Discussion: Research Question 1 71
Research Question 2: Challenges 73
Theme 4: Role of Leadership in Addressing Perceived Barriers 73
Discussion: Research Question 2 77
Summary 78
Chapter Five: Summary 79
Purpose of the Study 79
Summary of Findings 81
Implications for Practice 85
Implications for School Leaders 85
Implications for District and County Leaders 86
Recommendation for Future Research 87
Conclusion 88
References 90
Appendix A: Letter to Principal - Purpose of the Study 98
Appendix B: Letter of Introduction and Purpose of the Study 99
Appendix C: Interview Protocol 100
Appendix D: Observation Tool 102

A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 5
LIST OF TABLES
Table 1: Articulation Plan (Corwin & Tierney, 2017) 32
Table 2: Sample Demographic Information and Data Collection 41
Table 3: Research Questions as Instrumentation 43
Table 4: Illuminate High School Graduates Completed Courses for UC/CSU Admission 50
Table 5: Participants’ Descriptions 51
Table 6: Illuminate High School UC A-G Course List 58

A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 6
LIST OF FIGURES
Figure 1: Urie Bronfenbrenner’s (1979) ecological systems model of socialization. 38
Figure 2: Conceptual framework. 40
Figure 3: Creswell’s Six Steps for Data Analysis 45

A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 7
ABSTRACT
The type of experience a high school student has is determined by the environment,
opportunities, and access school leaders create. The theoretical and conceptual model
framework adapted to this study was Bronfenbrenner’s (1979) ecological model as well as the
work of McClafferty and colleagues (2002) on a college-going culture. The purpose of this study
was to derive an in-depth understanding of the process school leaders engage in to increase
college aspirations and college attainment of Latinx students in a large comprehensive high
school. Specifically, this study sought to address: 1) What perceived strategies do school leaders
employ to promote a college-going culture with Latinx students at Illuminate High School, and
2) What are the perceived challenges for school leaders at Illuminate High School in sustaining a
college-going culture for Latinx students? The methodology for this qualitative case study
included purposeful sampling with 15 identified school leaders. Through the process of
triangulation, using data from semi-structured interviews with the college-career guidance
technician, librarian, counselors, teachers, and administrators, observations of college-going
events, and document analysis including multiple school reports, the study’s findings illuminated
strategies school leaders employ within the macro and micro level in the school environment to
support and contribute to the development of a college-going culture. This study begins to bridge
the gap between the literature on college-readiness, college-going, and college-attainment at the
secondary level and illuminates promising leadership practices to create equitable access,
communicate expectations, provide resources, and address perceived barriers. Overall, this study
contributes to the body of work on promoting academic accountability, social supports, and
fostering a college-going culture to impact the college-attainment rate for Latinx students.

A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 8
CHAPTER ONE: OVERVIEW OF THE STUDY
The Latinx population is the fastest growing minority group in the United States (U.S.
Census Bureau, 2017). By 2025, it is projected that 25% of K-12 students will be Latinx
(Gregory, 2003; Vela-Gude et al., 2009). Although the Latinx population is growing in numbers,
they continue to be the subgroup with the lowest percentage of baccalaureate degrees in the
country (Ryan & Bauman, 2016). McKillip, Godfrey & Rawls (2013) suggest that Latinx
students are a significant part of the student population who struggle in high school with the
pursuit of post-secondary education. For Latinx students who do not have prior experiences that
lead them on the college path, it is especially important for school staff to exert extra efforts to
develop a college-going culture and increase student aspirations (McKillip et al, 2013). Without
a college degree, students will be at a disadvantage because it is expected that by 2020, 65% of
the jobs will require post-secondary education (Dyce, Albold, & Long, 2013). The individual
benefits corresponding with a college education include employment and financial earnings,
retirement and health insurance, social mobility, healthier well-being, and civic involvement all
of which will benefit society at large (Ma, Pender, & Welch, 2016).
According to Conley (2007), the likelihood that students will make a successful transition
to the college environments is the degree to which their previous experiences have equipped
them for the expectations and demands they will encounter in college. These experiences include
access to rigorous courses and supports provided to successfully complete a pathway,
specifically a UC a-g pathway. Moreover, successful completion of this pathway will improve
the current 45.4% rate of all California graduates meeting UC/CSU entrance requirements. The
type of experience a student has is determined by the environment, opportunities, and access
school leaders create. Leadership is instrumental in creating and sustaining a college-going
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 9
culture in high schools where students believe that college is for them and is not reserved for the
exceptional few especially for Latinx high school students to begin to comprehend the journey of
their future self (Oakes, Mendoza, & Silver, 2004). The shared understandings of a school
culture, according to Short, Rinehart & Eckley (1999), are the traditions, beliefs, policies, and
norms within a school that can be shaped, enhanced, and maintained through the school’s
principal and teacher-leaders.
A strong college-going culture is one in which students find encouragement and help
from multiple sources to prepare them with knowledge needed for college success; a college-
going culture facilitates student learning, college readiness, and college matriculation for all
students (Corwin & Tierney, 2007). In a college-going culture, all students are exposed to and
encouraged to engage in essential communication where they can envision what their
responsibilities as a college student will entail, which Conley (2007) describes as expectations
and demands. This communication begins with students understanding what is expected of them
academically. Students must be able to demonstrate mastery of learning in their courses.
Moreover, for students to be college-going they need to understand how to function in their
current culture and structure as well as how to successfully navigate their future academic and
social environment.
Background of the Problem
Underperformance by local education agencies over the last several decades led to the
shift in California’s academic accountability system. Academic accountability has evolved from
the 2001 No Child Left Behind Act to the Every Student Succeeds Act (ESSA) signed into law
in 2015 (California Department of Education, 2018). Accordingly, states are allowed to select
frameworks, standards, and materials for instruction as well as evidence-based interventions.
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 10
Additionally, California’s new accountability and continuous improvement system provides
information on the progress local educational agencies are making to meet the needs of students
according to the eight state priorities. This progress is reported through the California
Dashboard which school leaders can use to identify strengths, challenges, and areas in need of
improvement for each student group. Specifically, the college and career indicator reports and
data are based on the four-year graduation cohort which evaluates how well districts and schools
are preparing students for success after high school. Unlike the former Academic Performance
Index (API), which was based solely on students’ test results, the new accountability system in
California uses multiple measures to determine school, district, and county performance and
progress and emphasizes equity by focusing on student group performance (California
Department of Education, 2018). Hence, using resources accessible through the new academic
accountability model is a shift from past accountability practices and can be instrumental for
school leaders in creating a college-going culture.
In a college-going culture, there needs to be school wide academic accountability efforts
that support college attainment. According to Contreras (2011), several approaches to raising the
academic success of minority students exist in the form of school and programmatic efforts. One
programmatic effort such as the design of a master schedule with multiple tiered systems of
intervention and support serve to strengthen the bridge to higher education for academically
promising underrepresented students (Contreras, 2011). A second statewide programmatic effort
includes the implementation of CA Common Core State Standards in all courses at all grade
levels which offers the potential to improve college readiness (Venezia & Jaegaer, 2013).
Another statewide metric reflecting college readiness and eligibility to pursue higher education is
the 12
th
Grade Graduate Data reported through the California Department of Education.
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 11
Currently 72.5% of Asian students, 62.6% of Filipino students, and 51.7 % of White students
completed all courses for U.C. and/or C.S.U entrance compared to 37.2% of Hispanic students
(California Department of Education, 2018). It is evident that Latinx students continue to be
adversely affected by the academic achievement gap, underachieving in comparison to their
White and Asian counterparts (Vela, J.C., Sparrow, G.S., Lerma, E., Cavozos, M., & Gonzales,
S.L., 2014). The statewide shifts in academic accountability can have an impact on student
achievement provided school leaders take active roles in accessing and utilizing these resources
to build a college-going culture.
The Role of School Leadership in Building a College-Going Culture
School leadership is critical in supporting a college-going culture. Limited access to
curriculum stifles the ability of already underserved students to experience a college-going
culture in high school that academically prepares them for college (Contreras, 2011). The
perceived strategies that school leaders employ to promote and sustain a college-going culture is
the focus of this study. In a college-going culture, the role of guides (family member, friend,
school personnel) in assisting the student map a course of action is critical in accessing resources
(Boden, 2011). School leadership is an essential element in creating a college-going culture and
school leaders may employ different leadership styles. Regardless of leadership style, the goal is
to engage in “a process whereby an individual influences a group of individuals to achieve a
common goal,” (Northouse, 2016, p. 6). The common goal is creating a culture that fosters
student attainment of higher education.
According to the findings of McKillip et al. (2013), leadership that focuses on
relationship-building, is the key to creating a college-going culture that teaches academics while
offering social supports to students, particularly when the school is based in a community where
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 12
college is not the norm. In addressing the problem of the Latinx college-going rate, strong
relationships that allow school staff to fully support student learning may take more to build in
communities where Latinx students must overcome stereotype threat, making it critical for
leadership to take tremendous care in their hiring process of having highly qualified team
members who also “fit” with the mission of the school and value all students (McKillip et al.,
2013). School leaders have the professional and political responsibility, regardless of their
leadership style, to create an accountability system that includes meaningful learning, equitable
and widely used resources, and practitioners must have professional capacity and accountability
(Darling-Hammond & Snyder, 2015) to systematically and deliberately exert efforts to cultivate
a college-going culture that increases postsecondary participation and completion.
Statement of the Problem
A college-going culture is important for students to experience success beyond high
school and is defined as one in which students find encouragement and help from multiple
sources to prepare them with knowledge needed for college success (Corwin & Tierney, 2007;
Holland & Farmer-Hinton, 2009). Additionally, providing students the opportunity to take
rigorous coursework in high school will increase their chances of succeeding in college
(Warburton, Bugarin, & Nunez, 2001). The Latinx student population currently comprises the
fastest-growing student population within U.S. schools with an estimated Latinx school-aged
population likely to reach approximately 20.1 million by the year 2025 (Cook, A., Pérusse, R., &
Rojas, E. D. 2012). In 2021-2022, one out of every five graduates will be Latinx (de los Santos
Jr. & Cuamea, 2010) and with this continued growth and demographic reality, the need for
school leaders to understand and support Latinx students as they navigate their educational
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 13
experience will directly impact their opportunity to access higher education (Saenz, Rodrigues,
Martinez, & Romo, 2011).
California reported 429,323 graduates in 2015-16 of which 45.4% met UC a-g
requirements. Of these graduates, 217,397 were Latinx students and only 37.2% of this
population graduated meeting UC a-g course requirements (California Department of Education,
2018). In the United States, especially California, we have a problem with academic
preparedness of Latinx students (Boden, 2011). Statistics of Latinx graduates being 8.2% lower
than those of their counterparts statewide reflect the problem of academic preparedness and
illuminate the urgency and importance of focusing on addressing the college-going rate
especially since they will represent 20.4% of the total number of high school graduates within a
few years.
Researching how school leaders develop networks of support to provide Latinx students
access to college-going requirements is important. Identifying how school leaders are building
instructional environments where academic and social-emotional knowledge and skills are being
taught in tandem with college knowledge and skills (Roderick, Nagoka, & Coca, 2011) can
inform other school leaders and educational practices. Equipping Latinx students with the
necessary skills to be nationally and globally competitive requires an understanding of promising
leadership practices that can improve educational opportunities and outcomes for students
(Roderick, Nagoka, & Coca, 2009). Moreover, the field of education, as well as our global
economy, would benefit from a more comprehensive and consistent method for learning what
college-going practices are effective (Venezia & Jaeger, 2013).

A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 14
Purpose of the Study
According to Jackson & Kurlaender (2014), having a college education is critical in
ensuring the economic prosperity of individuals for society at large. The purpose of this study
was to examine how a college-going culture is created, promoted, and sustained by secondary
school leaders as well as to identify promising practices and strategies that promote the
successful transition from high school to college. School leaders play a significant role in
creating a conducive learning environment. They are instrumental in supporting the academic
and social-emotional development in Latinx students’ educational attainment, career options,
preparation, and social mobility (Contreras, 2011).
Research Questions
This study sought to examine promising practices secondary level instructional leaders
engage in to foster a college-going culture in an urban high school, where a high percentage of
Latinx students are graduating ready to pursue post-secondary education. The research questions
for this study were constructed collaboratively by six members of a University of Southern
California Ed.D. thematic dissertation group who seek to further understand the practices of
instructional leaders in creating and sustaining a college-going culture in urban high schools.
This investigation intended to answer the following research questions:
1) What perceived strategies do school leaders employ to promote a college-going
culture with Latinx students at Illuminate High School?
2) What are the perceived challenges for school leaders at Illuminate High School in
sustaining a college-going culture for Latinx students?

A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 15
Importance of the Study
Educators continue to study college-going practices to improve student achievement such
as the 83% Latinx graduation rate and the 45% college completion rate which is lower than that
of their counterparts (US Census, 2016). In California, for every ten students in the graduating
class of 2016 only three were eligible for public university admission (California Department of
Education, 2017). It is evident that further exploration is necessary and findings will offer
practitioners effective strategies that will equip them with considerations to create necessary
change. Considering the achievement gap and growing Latinx student population, there is a
strong need to promote the academic success among Latinx students (Cook, Perusse, & Rojas,
2012). It is important to explore promising practices and strategies implemented by secondary
school leaders in high schools to identify practices that promote college attainment and other
school leaders may consider implementing as well as improve the 37.2% UC a-g completion rate
for Latinx students in California. Examining how school leaders effectively prepare students
with the development of academic and college planning skills, how school leaders collaborate
and communicate with each other, students, parents, and other members in their ecological
system to execute their mission and vision of a college-going culture will help identify best
practices.
Further, conducting this study is important as the findings may contribute to the body of
literature by illuminating transferable and scalable promising practices and strategies on how to
create, promote and sustain a college-going culture in urban secondary settings where Latinx
students and all students in California are no longer performing below the 50
th
percentile rate of
graduates meeting UC/CSU entrance requirements. Finally, intended outcomes resulting from
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 16
implementation of proven practices informs systems changes and have the potential to drive
policy changes.
Limitations and Delimitations
The limitations of this study were those factors that may influence results but were
beyond my control. One limitation was time constraints which only allowed for data collection
to be conducted for a span of three months. This limited time of study afforded examination of
promising practices during the fall semester and did not capture promising practices during the
spring semester. The validity of this study was dependent upon the responses that the participants
provide. Efforts were made to create a research environment where respondents felt comfortable
being transparent in their responses. In an effort to increase validity, triangulation of data was
utilized to create justifiable themes (Creswell, 2014). Another limitation which is common to
qualitative research was the researcher as the primary instrument of data collection and analysis.
Thus, researcher bias may impact the collection and/or interpretation of the data (Merriam &
Tisdell, 2016).
Delimitations in this study was the primary focus on Latinx students, the use of only
interviews and observations and exclusion of surveys, as well as the pre-selected criteria of the
unit of analysis for this case study. The dissertation group agreed upon the following criteria: the
school examined needs to have a graduation rate of 90% or higher. Based on delimitations,
findings are limited and may not be generalizable to other settings.
Definition of Terms
There are many terms that are referenced in this research study that are used to describe
and guide the research. For the purpose of this research study, the following terms are defined as
follows:
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 17
a. College and Career Ready is defined as the level of preparation a student needs to
enroll and succeed—without remediation — in a credit-bearing general education
course at a postsecondary institution that offers a baccalaureate degree or transfer to a
baccalaureate program, eligible means you’ve taken the classes; ready means that you
can be successful and don’t need remediation. (Conley, 2007)
b. College-going Culture is defined as one in which students find encouragement and
help from multiple sources to prepare them with knowledge needed for college
success; a college-going culture facilitates student learning, college readiness, and
college matriculation for all students (Corwin & Tierney, 2007)
c. UC a-g course is defined as approved high school courses required for University of
California admission (California Department of Education, 2018)
d. UC a-g completion is defined as students who completed all the courses required for
University of California (UC) and/or California State University entrance (California
Department of Education, 2018)
e. School Leader – for the purpose of this study is defined as principal, assistant
principals, counselors, and teachers
Organization of the Study
This study sought to inform how school leaders can promote and sustain a college going
culture in urban high schools. Chapter One introduces this study’s topic and problem in the urban
high school system in relation to the promising practices of a college-going culture and the
Latinx student population. It presents the purpose of the study and identifies two research
questions. Chapter Two examines the relevant literature of the study. The literature review
includes college-going culture through the lens of school leadership and describes the theoretical
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 18
framework using Bronfenbrenner’s Ecological Model. Chapter Three includes the research
design and approach outlining the methodology and instrumentation of the study along with how
it connects to the conceptual framework. Chapter Four will report the findings of the study and
respond to the two research questions. Chapter Five will provide an analysis and synthesis of the
findings, recognize implications of the study and propose recommendations for future research.

A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 19
CHAPTER TWO: LITERATURE REVIEW
The purpose of this study was to examine the promising practices of high school leaders
(teachers, counselors and administrators) in building and sustaining a college-going culture that
impacts Latinx students. In order to thoroughly understand high school leaders perspectives on
college-going culture, the following topics were reviewed: academic accountability and
influences within schools, social supports and influences within schools, and the significance of
school leadership in fostering a college-going culture for Latinx students. Lastly, the chapter
concludes with a discussion of the theoretical and conceptual framework.
Academic Accountability and Influences within Schools
Academic accountability is important for school leaders to ensure that students leave high
school with the academic skills, coursework and qualifications they need to improve college
access and performance (Roderick, Nagaoak, & Coca, 2009). For instance, school leaders
demonstrate that they are accountable to their students when they participate in professional
development that focuses on teaching strategies to develop necessary academic skills.
Developing students’ critical and analytical thinking, their ability to draw inferences and
conclusions, conduct research, and effectively communicate orally and in writing are essential
for supporting students to be prepared for college-level work (Moore, Slate, Edmonson, Combs,
Bustamante & Onwuegbuzie, 2010). Moreover, ensuring student preparedness includes school
leaders making graduation requirements more demanding and influencing the alignment of
curricular standards to college-level work. For instance, school leaders support students with
gaining access to and succeeding in college by ensuring that high school coursework foster the
development of high levels of content knowledge, core academic skills, and non-cognitive skills
(Roderick et al, 2009). The following will focus on school leaders’ accountability to their
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 20
students by creating and sustaining a college-going culture by increasing access to curriculum;
ensuring student preparedness; ensuring rigorous educational opportunities and outcomes;
developing an equitable master schedule for all students; and appropriate access and systematic
support.
Access to Curriculum
Limited access to curriculum stifles the ability of already underserved students to be
academically prepared for college (Contreras, 2011). Because access to curriculum while in high
school determines eligibility to enroll in future college courses, opportunity to rigorous
curriculum must be accompanied by quality instruction, tutoring, and curricular resources to
raise student achievement. School leaders can provide a supportive college-going environment
for Latinx students by embedding intervention programs such as AVID and Upward Bound
which are examples of curricular resources that influence academic preparation and the transition
to college (Contreras, 2011). Additionally, access to curriculum within a UC a-g, Advanced
Placement, Career Technical Education, or STEM pathway create an infrastructure for college-
going success. When school leaders expose underrepresented students to a rigorous course of
study with built in interventions they are creating an environment that improves student
preparedness and strengthening the pathway to higher education. The following section focuses
on the impact of student preparedness.
Ensuring Student Preparedness
According to de los Santos and Cuamea (2010), student preparedness is a challenge most
often cited by higher education institutions. Of the respondents in their study, 40% of
Presidents/Chief Executive Officers reported a large number of Hispanic, Latinx, students
entering their colleges and universities were significantly underprepared to do college level
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 21
work. Poor academic preparedness not only impacts higher education institutions but also
impacts the US workforce. Being underprepared includes students not having the
communication skills, collaboration skills, creativity skills, and critical thinking skills necessary
for success in higher education or the workforce. The work of de los Santos and Cuamea (2010)
speaks to the negative impact of being unprepared. Their findings indicate that 49% of Hispanic,
Latinx, adults tested at the lowest level for literacy resulting in an insufficient command of the
literacy skills needed to effectively function in a competitive work environment.
The above-mentioned statistics coupled with Latinx students as the subgroup with the
lowest percentage of earned baccalaureate degrees makes it critical for school leaders to ensure
student academic preparedness. According to the US Census Bureau of 2016, the high school
graduation rate for Latinx students was 83%. However, the educational attainment of a
bachelor’s degree for Latinx students was 21%, which is significantly lower than that of their
counterparts’ rates of 32% for Black graduates and 45% for White graduates (US Census
Bureau, 2016). The educational attainment for Latinx students is an issue because there is a
disparity in annual median earnings between individuals with and without a bachelor’s degree.
Moreover, given that the United States is having difficulty competing in a global economy that
depends on a well-prepared workforce in which Latinx students are one of the least prepared
ethnic groups, when school leaders create a college-going environment they in turn are also
influencing our future workforce (de los Santos Jr. & Cuamea, 2010). These findings emphasize
the importance of school leaders providing appropriate educational opportunities to improve
outcomes for Latinx students which will be discussed in the following section.

A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 22
Educational Opportunities and Outcomes
Education opportunities and outcomes have improved for Latinx students in California as
evident in the improved high school dropout rate from 27% in 1994 to 13% in 2015 (US Census
Bureau, 2017). School leaders influence student outcomes by providing access through a
college-going culture. Corwin & Tierney (2007) describe this culture as one where school
leaders focus on course rigor and creating an environment that facilitates student learning,
college readiness, and matriculation for all students. High school students who graduate with
higher test scores, better grades, and more rigorous coursework are more likely to enroll in and
graduate from four-year colleges (Roderick et al., 2009). However, Lee and Ready (2009)
counter the findings of Roderick et al. (2009) stating that there is limited evidence that tougher
graduation requirements deliver on the promise to improve student achievement. According to
Lee and Ready (2009), social differences in exposure to advanced academic material exacerbate
inequalities in student learning, but mandating such exposure may not necessarily improve
outcomes. Their work emphasizes the critical need for school leaders to go beyond simply
offering access to rigorous curriculum and to couple this approach with attending to the
surrounding issues that would make them succeed in rigorous courses.
Equitable Master Schedule
School leadership can promote college-going accessibility through a well-designed
master schedule that maximizes school resources, has built in accommodations, and multiple
tiered systems of support to meet the needs of all students. Maximizing school resources
includes access to adult human resources such as hiring highly qualified staff who are trained
with the technical and adaptive skills to support student needs (Contreras, 2011). When students
are exposed to highly qualified staff, they have access to supportive individuals who are
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 23
equipped to engage them in a college-going culture and the educational process (Gandara &
Contreras, 2009). Additionally, a master schedule reveals the true beliefs, attitudes, values, and
priorities of a school community in serving the needs of all students (National Association of
Secondary School Principals, 2016). A well-designed master schedule provides all students
access to rigorous curriculum. It has built in intensive scaffolding support such as intervention
courses, tutorial, and enrichment courses that can contribute to increasing students’ academic
preparedness (Contreras, 2011). Further, Rueda (2005) states that Latinx students must be given
appropriate support to access high quality instructional opportunities beyond the rigorous courses
offered through a master schedule. Hence, the following section will discuss appropriate access
and systematic supports.
Appropriate Access and Systematic Support
McKillip, Godfrey, and Rawls (2013) conducted a study focusing on tiered and
appropriate access and systematic support. They sought to investigate how faculty and staff work
to establish a college-going culture in a small urban school with students from traditionally
underrepresented minority backgrounds who come from a neighborhood where college is not the
norm. McKillip et al. (2013) found that some low-income, Latinx, black, or first-generation
college students struggle in pursuit of post-secondary education. A component the study
identifies to address their struggle is by providing rigorous curriculum that promotes student
achievement. The study concluded with recommendations for ways to build a college-going
culture in similar schools. Their findings indicate that beyond academic accountability within
schools, secondary schools play an important role in helping to reduce this college access and
retention gap through rules of engagement such as preparing students for college by merging
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 24
academics with supports for their social development. Further, the staff in this study recognized
that a college-going culture requires stronger efforts at the site level (McKillip et al, 2013).
Moreover, the work of Yamamura et al (2010), indicates that a rigorous academic
program, access to timely and relevant college information, and adequate support structure are
key components of a college-going culture. Access to curriculum coupled with the
aforementioned academic components as well as social supports which will be addressed in the
following section can strengthen the bridge to higher education for students.
Social Supports and Influences within Schools
The availability of social supports and influences within a school are significant for
school leadership to foster a college-going culture. Social supports are important to build
relationships of trust and respect between staff and students (McKillip et al., 2013). Social
supports include school leaders building college aspirations with their students, supporting
purpose development with their students, and creating opportunities for students to engage in
college talk (McClafferty, McDonough & Nunez, 2002; Corwin, 2007). Additionally, these
social supports influence student engagement which in turn promotes student achievement. The
following section will discuss building college aspirations and purpose development.
Building College Aspirations
Santrock (2013) highlights the work of William Damon which emphasizes the
importance of creating opportunities for students to reflect on questions beyond those related to
short-term goals and to allow for the exploration of the big picture, long-term goals such as
college attainment. School leadership can have an impact on building college aspirations
through purpose development in high school students.
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 25
Damon (2008) highlights that while young people can sometimes struggle with a sense
of purpose, they are likely to find it in concrete and action-oriented goals. According to research
Damon carried out at the Stanford Center on Adolescence with 1,200 adolescents, about 20% of
high school students report being purposeful and dedicated to something besides themselves. The
majority are either adrift or full of big dreams but lacking a deliberate plan (25% dabblers, 30%
dreamers, 25% disengaged). The integration and realization of 3 dimensions that result in
purpose include stable and future oriented intention, meaningful engagement in activity to realize
said intention, and desire to connect and contribute beyond-the-self. Purpose is a central life
aim that organizes and guides planning, behaviors, and goal pursuit (Damon, 2008). Purpose
exists when students take responsibility for who they are and what they are becoming. This
involves not only choosing a career, but also deciding to be involved, responsible members of
their community.
According to the work of Fisher, Frey, Quaglia, Smith and Lande (2017), when students
find purpose in their experience at school, they are 17 times more likely to be academically
motivated to learn. Students with purpose believe everyone is a leader, take responsibility for
who they are and will become, stand up for causes they believe in, spend more time thinking
about where they are going and less time worrying about where they are from. Quaglia & Corso
(2014) stated that school leaders create opportunities for this development by supporting the
conditions affecting student aspirations when they operationalize social supports and nurture
students’ self-worth, engagement, and sense of purpose. Their work describes the eight key
conditions that foster self-worth, engagement, and sense of purpose as belonging, heroes, sense
of accomplishment, fun and excitement, curiosity and creativity, spirit of adventure, leadership
and responsibility, and confidence to take action. Quaglia and Corso (2014) emphasized that
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 26
school leaders have a responsibility to engage students and empower them to make connections
between their learning and future aspirations, consequently, influencing the development of
college-going aspirations.
The work of Hill, Burrow, & Sumner (2013) described some of the benefits of finding a
purpose during adolescence as being more agentic or driven. Findings in this study indicated
that teenagers who possess purposeful work goals viewed studying and doing homework as more
meaningful. Opportunities to engage with students in conversations about one’s sense of purpose
can increase goal-directedness and life satisfaction. Results from Bronk’s 2004 study indicated
that purposeful youth share a number of defining characteristics such as being focused on the
broader implications of their efforts, vital and enthusiastic about their interests, and committed to
core values including humility, gratitude, and integrity. They devised a number of creative
strategies for overcoming challenges, actively sought and created communities of like-minded
peers, and established intense, long-term relationships with mentors. According to Bronk
(2004), leading a life with purpose is good for adolescents’ physical health, psychological health,
and is associated with positive academic outcomes. Bronk’s work highlights adolescence as a
salient time for reflection. Therefore, important elements for educators to understand to foster
purpose in students and build college aspirations include, creating a time and space to reflect on
purpose and things that matter most to them, offering students scaffolded prompts on why these
things matter to them, and having a beyond the self-focus by giving primes on ways to think
about contributing to the world beyond the self (Bronk, 2004).
Adolescent purpose development manifests in the relationship between an individual and
their environment (Malin, Reilly, Quinn & Moran, 2014). Adolescent purpose development is
not a linear process and influencing factors include family, peers, and structured opportunities.
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 27
Damon, Menon, and Bronk (2003) offer teachers and school leaders practical steps to assist
students to find purpose such as talking about the why, explaining your purpose as a teacher,
connecting the classroom to the outside world, promoting community service and civic
engagement, and continuing to ask important questions. Educators with a true professional
purpose are also better prepared to foster a sense of purpose in their students, helping them take
responsibility for who they are and what they want to become beyond high school and college
(Quaglia et al., 2014). In addition to purpose development with youth, school leaders can
support the building of college aspirations with their students through college talk which will be
discussed in the following section.
College Talk
College talk is a key principle in creating a college-going culture and refers to verbal and
non-verbal forms of communication between school leaders/staff, and students (McClafferty et
al., 2002). Teachers create opportunities for professionals to speak with students about post-
secondary options. Teachers often invite guest speakers into their classrooms or as keynotes
during an assembly who could serve as positive role models, reinforce academic achievement
and is a way to promote a college-going culture (Cook et al., 2012). Understanding the level of
preparation a student needs to enroll and succeed in a college program and to successfully
transition from high school to college is critical (Venezia & Jaeger, 2013).
Another approach in promoting college talk to develop an understanding of the
importance of college attainment is through hearing peers’ stories from successful Latinx
students. Peers’ stories are those shared by upper classmen or recent graduates about the
challenges they encountered in their pursuit of higher education and how they overcame them.
These stories of their educational journey could help to both reinforce high expectations and
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 28
contradict the negative narratives Latinx high school students may hold regarding potential for
academic excellence (Cook et al., 2012). Additionally, Cook et al (2012) emphasize that
involving successful Latinx peers through college talk can influence other students’ higher
education aspirations and support a strong college-going culture. The work of Barton (2011) also
recommends that to support a college-going culture schools should surround students with adults
and peers who build and support their college-going aspirations by matching them with mentors
who recently enrolled in college.
Further, the work of Contreras (2011) suggested several practices for school leaders to
raise achievement levels, two of which were specific to college talk. The first example of a
college talk practice discussed conducting financial aid workshops for students and parents in
multiple venues, formats, and languages. The second practice related to college talk highlighted
engaging parents regularly utilizing multiple forms of communication such as verbal, written, in
person, and phone (Contreras, 2011). Efforts such as administrators, counselors, and teachers
working collaboratively to coordinate opportunities for students or graduates to serve as guest
speakers with a focus on college talk help to build college aspirations. The findings in this
section illustrate the importance of relationships between school leaders and students in an
ecological system to support purpose development and use college talk to build college
aspirations. The following section will discuss the significance of school leadership in fostering a
college-going culture.
Significance of School Leadership in Fostering a College-Going Culture
School leaders are responsible for influencing the college-going culture by holding all
stakeholders accountable in setting high expectations on academic achievement for all students
and ensuring all students have the resources, preparation, and support they need for
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 29
postsecondary education (Yamamura, Martinez & Saenz, 2010). Improving college-going rates
for Latinx students is described in their work as a multi-pronged effort which includes parents
imparting familial and aspirational capital, superintendents participating in P-20 councils, and
students showing responsibility and seeking out college information and resources. Shared
understandings of roles, responsibilities, and goals within a college-going culture fortifies
academic accountability within school such as access to curriculum to support higher education
attainment. School leadership needs to focus on strategies such as engaging all stakeholders,
developing a culture of accountability, and utilizing resources appropriately to improve
performance in schools (Childress, Elmore & Grossman, 2006). The work of McClafferty et al.,
also provides insight for improving student outcomes and promoting a college-going culture.
The significance of school leaders in fostering a college-going culture is critical given
that Latinxs continue to be documented as the least educated of all major ethnic groups and have
shown a flat improvement (Gándara, 2010). To successfully meet Latinx students' needs, it is key
for school leadership to conceptualize social and academic intervention efforts as a continuum
rather than discrete interventions. Continuing nets of support begin in early childhood with
access to high-quality preschools and continue throughout high school (Gándara, 2010). For
instance, dropout prevention and college-going programs are likely to significantly improve
students' academic outcomes and reduce achievement gaps. Effective programs tend to share five
components: one) they provide at least one key person whose job it is to know, connect with, and
monitor the progress of each student; two) structure a supportive peer group that reinforces
program goals; three) provide access to strong curriculum that leads to college preparation; four)
attend to students' cultural backgrounds; and five) show students how they can finance their
education, providing scholarships when possible under these conditions, students will be more
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 30
likely to graduate from high school and successfully prepare for college (Gándara & Biel, 2001).
These components illustrate the significance of school leadership in fostering a college-going
culture as well as the importance of a collective effort on behalf of teachers, counselors, and
administrators in supporting students with college attainment.
In general, the principal bears the responsibility for creating the cultures in a school and
for planning and implementing a college-going culture (Bosworth, Convertino, & Hurwitz,
2014). As indicated in the work of Gandara (2010), networks of support for students to be
successful in high school and beyond requires efforts on behalf of all stakeholders. Leadership is
often distributed among various adults both in the school and the community and other school
leaders such as counselors, teachers, and/or administrators play a significant role (Bosworth et
al., 2014). The next section will discuss faculty involvement as another key principle in creating
a college-going culture.
Faculty Involvement
Faculty involvement and participation in college readiness efforts could serve as a
strategy in creating college-going culture (McClafferty et al., 2002). Faculty includes support
staff, teachers, counselors, and administrators. Faculty involvement is multifaceted and is most
influential in promoting a college-going culture through college talk, communicating clear
expectations, and implementing a rigorous curriculum (McClafferty et al., 2002). When
stakeholders work together to develop systematic approaches that enhance student success the
impact is positive (Welton & Williams, 2015). Students are influenced by the people they
encounter in their environment. Venezia and Jaeger (2013) studied the state of college readiness
among high school students, the effectiveness of programs in place to help them transition to
college, and efforts to improve those transitions. Capacity-building efforts for faculty was an
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 31
effort that was described as being instrumental in ensuring high schools have strong college-
going cultures. The authors discuss that faculty equipped to help all students meet college-
readiness standards and faculty who are equipped to support the development of strong habits of
mind for all students can provide students with necessary college-going information and supports
to succeed. The following section will discuss how school counselors implement the
comprehensive counseling model to promote college attainment.
Comprehensive Counseling Model
Counselors are school leaders who play a critical role in creating a college-going culture
and can be successful in their role of supporting student success when a comprehensive
counseling model exists (McClafferty et al., 2002). Counselors are instrumental in providing
access to college information, resources, and curriculum. For instance, school counselors
facilitate college participation by encouraging college aspirations, aiding student academic
preparation, guiding students through the college application process, elucidating parents’ role in
college planning, all of which are significant in creating and sustaining a college culture
(Belasco, 2013). Counselors have unique positions where they can collaboratively promote a
college-going culture with faculty by supporting students through workshops, classroom visits,
or individual meetings to increase motivation and teach them self-regulation skills that
complement academic, social and personal goal setting and attainment. Table 1 illustrates the
grade level guide on helping students prepare for college and activities.

A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 32
Table 1
Articulation Plan (Corwin & Tierney, 2017)
9
th
Grade Foster college aspirations and instill the importance of good grades.
10
th
Grade
Encourage strong academic performance, verify student enrollment in courses
that meet college eligibility requirements, discuss extracurricular
opportunities, and dispel myths about not being able to afford college.
11
th
Grade
Stress importance of doing well academically, discuss college and financial
aid options, verify that students are prepared for and signed up to take SAT
and ACT exams, and encourage leadership roles in extracurricular activities.
Begin drafting college personal statements.
12
th
Grade
Provide individualized guidance about college, assist students in completing
college and financial aid applications, and help students make informed
decisions about where to enroll in college.

Moreover, counselors play an influential role in scheduling students in appropriate
classes embedded with multiple layers of support such as the five elements to enhance learning
which include: intentional practice with specific feedback, appropriately challenged courses to
influence learning, instructors who are trained in scaffolding rigorous instruction for students
using the appropriate levels of depth of knowledge and time on appropriate practice (Ambrose,
Bridges, DiPietro, Lovett, & Norman, 2010). Thus, students enrolled in rigorous UC a-g and/or
AP courses and supported with developing college-going skills throughout each course are better
equipped to succeed in high school and beyond. Therefore, it is important for school leaders to
provide low-income Latinx students academically rigorous coursework in an effort to improve
college attainment rates (Jimenez-Castellanos, 2008).
Summary
School leadership is significant in fostering a college-going culture and the
implementation of the nine principles of a college-going culture in tandem rather than isolation
can increase college-going rates. Research focusing on the principles of a college-going culture,
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 33
according to the work of McClafferty et al., (2002) was identified and aligned to the findings on
academic accountability and influences within schools, social supports and influences within
schools, as well as the significance of school leadership in fostering a college-going culture.
Additionally, three recommendations for educators as the most useful conduits through which a
college-going culture is created was illuminated in the review of the literature: one) include an
accessible college culture that is available to all students, two) work hard to create small and
manageable learning environments as a method of helping students develop their human capital
and prepare for postsecondary endeavors; and, three) provide opportunities for faculty and staff
to get to know students individually and help them take the appropriate coursework and engage
in necessary activities to prepare them for postsecondary success (Holland et al., 2009). As
discussed in this chapter, there are a multitude of college-going practices employed by school
leaders that can improve educational opportunities and outcomes for Latinx students. The
literature review illuminated several factors that influence a student’s successful progression
through school such as fortuitous relationships, access to a rigorous curriculum, accompanied
supports to do well, and especially communication and partnerships amongst all stakeholders in
the students’ ecological model. Most importantly, by engaging in an ongoing research and
reflection process, educators can work towards identifying practices that work best to promote a
college-going culture. Moreover, educators will collectively gain insight on promising practices
to support Latinx students with being college bound (Bensimon, Hao, & Bustillos, 2006).

A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 34
CHAPTER THREE: METHODOLOGY
The intent of this study was to discover how school leaders promote college-going rates
of Latinx students. Latinx students continue to be the subgroup with the lowest percentage of
baccalaureate degrees. According to the US Census Bureau of 2016, the high school completion
rate for Latinx students was 83%, the educational attainment was 45% for some postsecondary
and 21% for a bachelor’s degree, impacting their annual median earnings which is lower than
their counterparts. This study also examined promising practices teachers, counselors, and
administrators employed to create and sustain a college-going culture. To that end, the goals of
the study were: to examine the strategies employed by school leaders to promote a college-going
culture and to identify challenges in sustaining such a culture.
This chapter outlines the research design of the study and summarize the participants and
sample selection. It will also describe the theoretical framework and provide a visual
representation of the conceptual framework, which together are the foundation of the study.
Data collection and instrumentation procedures will then be presented. This chapter will
conclude with a description of how data will be analyzed as well as ethical considerations that
will be used to ensure the confidentiality of the participants.
Research Questions
To gain insight into building a college-going culture, this study seeks to answer the following
research questions constructed collaboratively by six members of the University of Southern
California Ed.D. thematic dissertation group:
1. What perceived strategies do school leaders employ to promote a college-going culture
with Latinx students at Illuminate High School?
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 35
2. What are the perceived challenges for school leaders at Illuminate High School in
sustaining a college-going culture for Latinx students?
Research Design
Qualitative methodology was used for this study to gain an in-depth understanding of the
unique experiences school leaders engage in to foster a college-going culture. According to
Merriam and Tisdell (2016), qualitative researchers are “interested in understanding how people
interpret their experiences, how they construct their worlds and what meaning they attribute to
their experiences” (p. 6). The qualitative research process is inductive and the product is richly
descriptive. Qualitative data collection relies on interviews, observations and document analysis
(Creswell, 2014). Interviews and observations are the best method to illuminate the promising
practices of working with Latinx students. Each participant was interviewed in a semi-structured
format using scripted questions and probing questions were asked accordingly.
Research interviews are a conversation with a structure and a purpose, a systematic activity, a
data collection technique; a process in which a researcher and participant engage in a
conversation focused on questions related to a research study (Merriam & Tisdell, 2016).
Qualitative research is a situated activity that locates the observer in the world and is used
to seek understanding of the meaning people have constructed (Merriam & Tisdell, 2016).
Observation is a research tool when it is systematic, addresses a specific research question,
subject to the checks and balances is producing trustworthy results (Merriam & Tisdell, 2016).
Observations took place in the setting where the phenomenon of interest naturally occurs and can
be used to triangulate emerging findings. A case study is an in-depth description and analysis of
a bounded system (Merriam & Tisdell, 2016). Hence, the case study qualitative approach, as
well as interviews and observations, are appropriate for the outlined research questions as the
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 36
researcher was seeking to understand and gain a fresh perspective on how school leaders
promote and sustain a college-going culture in a comprehensive high school.
Sample and Population
Choice of the research design involves consideration of three criteria: research
participants, types of sampling, and sample size (Creswell, 2014). Purposeful sampling is based
on the assumption that the investigator wants to discover, understand, gain insight, and therefore
must select a sample which allows the researcher to select participants based on pre-established
criteria (Merriam & Tisdell, 2016). The interview participants in this case study were selected
based on purposeful sampling. In an effort to narrow the focus of this broad issue, interview
respondents included a teacher librarian, a college and career technician, three department chairs,
seven school counselors, two assistant principals, and the school principal. These stakeholders
were appropriate people with whom to conduct interviews since they represent the college and
career, as well as, core disciplines (English, World Languages, and History Social Science) and
are all considered school leaders.
Overview of the Organization
The unit of analysis for this qualitative case study is a comprehensive high school located
in southern California. The organization serves students in grades nine through twelve and
follows a traditional academic calendar. At the beginning of the 2016-17 school year, 2,812
students were enrolled, including 9% in special education, 9.7% qualifying for English Language
Learner support, and 65.3% qualifying for free or reduced-price lunch. The demographic
composition of the school is 2% African-American, .20% American Indian or Alaskan Native,
1.4% Asian, 2.5% Filipino, 85.1% Hispanic or Latinx, .30% Pacific Islander, 6.7% Caucasian,
and 1.9% Multi-Racial. Students with Disabilities make up 9% of the student population, 65.3%
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 37
are Socioeconomically Disadvantaged, 9.7% are English Learners, and .60% are Foster Youth.
Certificated staff is comprised of 5 administrators, 109 teachers, 7 academic counselors, 2
psychologists, 1 adaptive physical education teacher, and 1 nurse. Because the intent of the
study was to examine the promising practices school leaders employ to promote and sustain a
college-going culture in a comprehensive high school, the site was appropriate due to the student
population being more than 50% Latinx, all of whom met the 90% graduation rate criteria.
Theoretical Framework
A theoretical framework provides a foundation for the problem to be investigated
(Merriam & Tisdell, 2016). Significant increase in diverse populations, specifically Latinx
populations, calls for the application of a multidimensional model that helps provide a
comprehensive lens for considering achievement differences in schools (Rueda, 2011). Given
that all individuals are shaped by their environment and experiences, Urie Bronfenbrenner’s
Ecological Systems Model of Socialization will be applied to this study to categorize, according
to ecological system, the promising college-going practices exhibited by school leaders and other
stakeholders, and their impact on the student. The Bronfenbrenner (1979) Ecological Systems
Theory includes five main ecological systems: microsystem, mesosystem, exosystem,
macrosystem, and chronosystem. Using Bronfenbrenner’s model in this study was a practical
way to examine the relationships between students and the environment in promoting a college–
going culture.
Bronfenbrenner’s theory explains how the development of a human being is affected by
everything in their surrounding environment. This theory states that there are many different
layers of environmental influences that can shape an individual’s development. Figure 1 below
depicts the Ecological Systems Model of Socialization.
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 38

Figure 1. Urie Bronfenbrenner’s (1979) ecological systems model of socialization.
When looking at the ecological model in relation to this study, the student is the central
focus. The student is at the core of the microsystem. At this core are the direct interactions with
family members in the immediate environment. It includes the student’s family, school, peer
group, neighborhood, and childcare environments, followed by interactions within the school
such as with friends, teachers, counselors, and administrators. The mesosystem is the immediate
socializer that has an indirect impact on the student. It is the interconnection between the
microsystems and represents interaction between family and school, parents and teachers, and
the relationship between the family and student’s peers. The exosystem is outside the individual
such as the neighborhood of the student or parental employment. The macrosystem are the
larger cultural norms, edicts and laws which mostly have an indirect impact such as historical
events. However, given that this study is focusing on the promising practices of school leaders
to create and sustain a college-going culture to influence college-going rates of Latinx students,
the focus will be strictly on the interactions between the microsystem and the macrosystem.
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 39
The literature reviewed in this case study illuminated the significance of the role of
school leaders in building a college-going culture. The nine principles outlined by McClafferty et
al., (2002) emphasize the importance of the interconnections that are needed between the student,
family, teachers, counselors and administrators.
Conceptual Framework
In order to effectively examine a secondary school’s ability to build a college-going
culture, it is important to understand how teachers, counselors, and administrators engage in the
immediate environment of a student to encourage and foster higher education matriculation and
attainment. Key concepts in this study include the role school leaders play in creating a college-
going culture, specifically in maintaining an environment where academic and social-emotional
accountability is evident and effective. The following conceptual framework was developed
collaboratively with the thematic group based on emerging themes in the literature.
The conceptual framework in Figure 2 illustrates the relationship between school leaders,
resources, families, and school environment to provide students access to higher education. Each
element in both the microsystem and mesosystem is interdependent on building a college-going
culture. The student’s microsystem is represented by their families and the school environment.
Influences within the microsystem include rigorous curriculum, high and clear expectations,
resources such as access to academics and college knowledge, and other school leaders that
interact with students. The mesosystem illustrates the relationship and interaction of school
leaders influencing and engaging with others to foster a college-going culture. The leadership
role is instrumental in creating a vision and building a college-going culture within the system.
The mission is to increase access for all students. The conceptual framework emphasizes the
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 40
need for a collaborative effort and comprehensive approach to impact college attainment for
Latinx students.

Figure 2. Conceptual framework.
The relationships with each other and with the student in the conceptual framework are
critical elements in building and sustaining a college-going culture that have a direct and indirect
impact on student access to higher education. Focusing on this issue goes beyond well-designed
qualitative research and effectively collecting qualitative data. It will require a strategic
collaborative approach, a purposeful evidence-driven decision-making approach amongst all
stakeholders.

A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 41
Data Collection
The data collection process began by providing participants in the study an introductory
letter informing them of the purpose of the study and their role in providing data for the research
(Appendix A and B). Prior to conducting semi-structured interviews with the teacher librarian, a
college and career technician, department chairs, school counselors, and administrators, the
researcher had a phone conference with the interview participants to confirm a convenient place
and time for the interview. Each interview took approximately forty-five minutes, during which
time the researcher took notes in addition to recording the interview with a digital recorder,
which was later transcribed (Appendix C). Information pertaining to each interview participant
including role, pseudonym, and years with district is displayed in Table 2.
Table 2
Sample Demographic Information and Data Collection
Role Pseudonym Years with District
School Principal Michael 6
Assistant Principal Sean 3
Assistant Principal Edison 13
Teacher Librarian Sophia 14
College & Career Technician Claire 4
Department Chair –
World Languages

Pablo 19
Department Chair –
English
Vincent 10
Department Chair –
History Social Science
Leonardo 21
Counselor Ellen 18
Counselor Lincoln 17

A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 42
Table 2, continued
Role Participant Years with District
Counselor Frida 18
Counselor Dolores 6
Counselor Diego 18
Counselor Mead 19
Counselor Trinity 4

Instrumentation
Instrumentation for this study included multiple semi-structured interviews, observations,
and document analysis. The interview protocols were developed in collaboration with six
members of a thematic group. Engaging in the inquiry process through semi-structured
interviews, observations, and document analysis revealed promising practices for promoting a
college-going culture as well as illuminated potential solutions to address challenges in
sustaining a college-going culture. Patton (2015) states that the purpose of an interview is to
allow us to enter into the other person’s perspective, to find out from them those things that
cannot directly be observed. The interview questions provided a means for the researcher to
understand from the perspective of administrators, counselors, and department chairs, the teacher
librarian, and college and career technician, promising practices as well as the challenges in
creating and sustaining a college-going culture. Case-study methodology was utilized to derive
an in-depth understanding of the process of creating and sustaining a college-going culture, since
it is useful for addressing questions when one wants to understand the context (Creswell, 2014).
According to Merriam and Tisdell (2016) the researcher must be able to balance
observation with reflection and manage the tension between engagement and detachment.
Hence, the researcher assumed the role of an observer and took notes using the observation tool,
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 43
created in collaboration with the thematic dissertation group, during observations to ensure that
all evidence was well represented and captured (Appendix D). The observation settings were
determined based on the opportunity to observe school leaders promoting a college-going culture
where the phenomenon most naturally occurs.
Further, the researcher engaged in document analysis to gather information on how
supports and services in creating a college-going culture are provided. Documents include
materials distributed to students during college events and workshops, materials collected during
observations, as well as the master schedule and various school reports, and the most current 12
th

Grade Graduates Completing all Courses Required for U.C. Entrance Report. These documents
supported triangulation of the data. These deliberate data collection choices were designed in an
attempt to capture the promising practices school leaders employ to promote and sustain a
college-going culture. The following table shows how the research questions were used to
determine the appropriate sources of instrumentation.
Table 3
Research Questions as Instrumentation
Research Question Interviews Observations Documents
1. What perceived strategies do school leaders
employ to promote a college-going culture with
Latinx student at Illuminate High School?

X

X

X

2. What are the perceived challenges for school
leaders at Illuminate High School in sustaining a
college-going culture for Latinx students?

X

A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 44
Data Analysis
According to Merriam and Tisdell (2016), data analysis is the process of making sense
out of the data and conveying an understanding of a case study is the paramount consideration in
analyzing the data. The researcher brought all of the case study information from interviews,
observations, and documents and engaged in intensive data analysis to begin to make meaning of
the findings. Creswell’s six steps for data analysis guided the data analysis process for looking
at the qualitative data to fully answer the research questions (Creswell, 2014). Merriam and
Tisdell (2016) state that setting up a system for organizing data such as interviews and
observations is a must which the researcher will do during the initial steps. The researcher then
focused on the second step which included reviewing and making sense of the data to identify
initial themes. In qualitative research, the purpose of coding is to rearrange the data into
categories that facilitate comparison between things in the same category and aid the
development of theoretical concepts (Maxwell, 2013). Hence, the researcher coded and
organized the data to create categories in the third step and the coding process was used to
develop descriptions and themes across all interviews and observations in the fourth step. In the
fifth step, it was determined how the identified themes would be organized into a descriptive
narrative for the study. Lastly, the researcher interpreted the consolidated and reduced data and
made meaning from the findings (Merriam & Tisdell, 2016) to answer how school leaders are
building and sustaining a college-going culture that promotes student access to higher education
attainment. Figure 3 is a graphic representation of Creswell’s six steps.
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 45

Figure 3. Creswell’s Six Steps for Data Analysis
Ethical Considerations
Throughout the study, protection and privacy of the participants was ensured and
procedures of ethical conduct were followed. In an effort to ensure authentic representation of
the school leaders’ perspective, the following credibility, trustworthiness, and ethical
considerations were addressed.
Credibility and Trustworthiness
Validity needs to be reliable; throughout this study the researcher needs to ensure that what
is being measured is appropriate based on the research questions, this correctness is credibility.
According to Maxwell (2013), it is about getting to the correctness and credibility based on the
conceptual framework. There are many ways to accurately portray other people’s experiences,
however, it is more about the validity of the process. Although credibility and trustworthiness
can be viewed as synonyms as defined by Merriam and Tisdell (2016), credibility is when the
researcher presents data and findings that are plausible, believable and accurate. Trustworthiness
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 46
in a study would be ensuring one is focusing on a worthy topic, that there is rigor in carrying out
the study, sincerity, transparency, and coherence. Strategies described by Merriam and Tisdell
(2016), which the researcher employed to ensure credibility included triangulation, peer
review/examination, and rich thick descriptions.
Ethics
Ethical considerations should accompany plans, thoughts, and discussions about each
aspect of qualitative research (Merriam & Tisdell, 2016). Being ethical is of the upmost
importance to the researcher as data is collected and in how documents will be used. The
researcher worked collaboratively with the thematic dissertation group to seek institutional
review board (IRB) approval. Steps the researcher took to ensure this study was done ethically
and as described by Creswell (2014) included protecting participants from harm, assuring
participants of the confidentiality of their responses, using pseudonyms for the organization and
participants, and keeping data in a secure location. The greatest challenge the researcher
encountered was maintaining a neutral disposition free of interviewer bias especially as a first-
generation Latina student who faced college-going barriers while navigating the educational
system. The researcher addressed this challenge by having a thematic dissertation peer review
the data analysis section to identify any biases surfaced as a result of the researcher’s
background.
Summary
This chapter provides a description of the methodology that was used to conduct this
qualitative case study. Research questions, research design, sample and population, organization,
theoretical and conceptual framework, data collection process, and instrumentation are also
described in this chapter. The chapter closes with how the researcher will engage in Creswell’s
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 47
steps for data analysis and ethical considerations. This case study provides insight to promising
practices that school leaders engage in to promote student attainment to higher education and
will contribute qualitative data to the existing literature.

A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 48
CHAPTER FOUR: FINDINGS
The Latinx population is the fastest growing minority group in the United States (U.S.
Census Bureau, 2017). By 2025, it is projected that 25% of K-12 students will be Latinx
(Gregory, 2003;Vela-Gude et al., 2009.) For Latinx students who do not have prior experiences
that lead them on the college path, it is especially important for school staff to exert extra efforts
to develop a college-going culture and increase these students’ aspirations (McKillip et al.,
2013). According to Conley (2007), the likelihood that students will make a successful transition
to college varies with the degree to which their previous experiences have equipped them for the
expectations and demands they will encounter in college. These experiences include access to
rigorous courses and supports. The type of experience a student has is determined by the
environment, opportunities, and access school leaders create. Leadership is instrumental in
creating and sustaining a college-going culture in high schools. A strong college-going culture is
one in which students find encouragement and help from multiple sources to prepare them with
knowledge needed for college success and one which facilitates student learning, college
readiness, and college matriculation for all students (Corwin & Tierney, 2007). This
communication begins with students understanding what is expected of them academically.
Moreover, the role of school leadership is critical in promoting a college-going culture where
students understand how to function in their current culture and structure as well as how to
successfully navigate their future academic and social environment.
This study sought to illuminate the promising practices school leaders employ to promote
and sustain a college-going culture at an urban high school where a high percentage of Latinx
students are graduating ready to pursue post-secondary education. The purpose of this chapter is
to present results obtained from analysis of qualitative data. Specifically, to elicit rich
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 49
information, semi-structured one-on-one interviews were used to allow for the participants’
voices to be heard. The testimonies of educators provided critical insights for other school
leaders to consider and will also contribute to the research on cultivating college-going cultures.
Additionally, AVID classroom and college workshop observations were conducted, and the data
from these observations are reported in this chapter. Lastly, the documents such as the parent
student handbook and student academic plans school leaders shared with students and parents,
the school’s Western Association of Schools and Colleges (WASC) report and the posted Local
Control Accountability Plan (LCAP) and the School Accountability Report Card (SARC) were
used to triangulate the data and report the findings by themes. The ultimate goal of this case
study was to address the following two research questions:
1. What perceived strategies do school leaders employ to promote a college-going culture
with Latinx students at Illuminate High School?
2. What are the perceived challenges for school leaders at Illuminate High School in
sustaining a college-going culture for Latinx students?
The following section will provide an overview of the organization and an overview of the
participants who collaboratively to create a college-going culture.
Overview of the Organization
The unit of analysis for this qualitative case study is a comprehensive high school located
in Southern California selected based on purposeful, convenience sampling (Merriam & Tisdell,
2016). Illuminate High School is one of eight comprehensive high schools in its district and
serves 2,812 students; serving these students are 125 team members. Because the intent of the
study was to examine the promising practices school leaders employ to promote and sustain a
college-going culture in a comprehensive high school, this site was appropriate due to the student
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 50
population being more than 50% Latinx, all of whom met the 90% graduation rate criteria.
Specifically, 96% of Latinx students graduate every year and 96.6% of students were enrolled in
courses required for UC/CSU admission.
Illuminate High School has been an AVID National Demonstration School since 2007.
AVID National Demonstration Schools demonstrate an ongoing pursuit of excellence to ensure
college readiness for students and improved academic performance for all students based on
increased support and opportunities for success. District and school leaders believe in equitable
opportunities for all students, as evident in their continued support of the AVID program.
Additionally, the elective programs offered were redesigned by school leaders to ensure
complete alignment with California’s technical education industry pathways and to meet the
University of California admission requirements. Such strategies demonstrate the school
leaders’ commitment to promoting a college-going culture as evident in the UC admission
requirement completion rates and the California Dashboard college and career indicators. Table
4 shows the increase in completion of courses required for UC/CSU admission by Illuminate
High School graduates. There has been an 18.1% increase in eligibility for UC/CSU admission
over the last several years.
Table 4
Illuminate High School Graduates Completed Courses for UC/CSU Admission
Graduates Completing Courses for UC/CSU Admission
%
2017–18 Graduates who completed all courses required for UC/CSU admission

34.8
2016-17 Graduates who completed all courses required for UC/CSU admission

2015-16 Graduates who completed all courses required for UC/CSU admission

2014-15 Graduates who completed all courses required for UC/CSU admission

28.6
24.1
16.7
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 51
Note. Data compiled from the 2019 California Department of Education DataQuest

Overview of the Participants
The individuals who were interviewed and observed were selected based on purposeful,
convenience sampling (Merriam & Tisdell, 2016). The participants were the teacher librarian,
the college and career technician, three department chairs, seven school counselors, two assistant
principals, and the school principal. These stakeholders were appropriate people to interview
and observe due to their extensive experience working with Latinx students within the
community and due to the fact that all are considered school leaders. The following table
reflects the role of each participant in the organization, lists the pseudonyms used for each
participant to ensure confidentiality, and is followed by a narrative description.
Table 5
Participants’ Descriptions
Role Pseudonym Distinct Characteristics Years at
Location
Principal Michael Has been in current position for 2 years and
was previously an Assistant Principal at this
site for 4 years, has served within the district
for 6 years
6 years
Assistant Principal

Sean Has been in current position for 2 years and
was previously an Assistant Principal at the
Adult School within the district for 1 year,
has served within the district for 3 years
2 years
Assistant Principal

Edison Has served as an administrator within the
district for 8 years, served as a lead/mentor
counselor within the district for 5 years, has
served within the district for 13 years
3 years
Teacher Librarian Sophia Has been in current position for 6 years and
was previously an English teacher within the
district for 8 years, has served within the
district for 14 years
6 years

A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 52
Table 5, continued
Role Pseudonym Distinct Characteristics Years at
Location
College & Career
Technician
Claire Has been in current position for 3 years, was
previously a College & Career Technician at
a wall to wall academy school for 1 year,
trains other college and career technicians in
practices that has helped with efficiency to
better serve the needs of students, has
facilitated Google training other technicians
come to IHS for her assistance
4 years
Department Chair Pablo Has been within district for 19 years
serving as a world languages and AVID
teacher
19 years
Department Chair Vincent Has been with district and in current
position for 10 years, has served as Green
Technology Academy teacher for 8 years,
AVID teacher, Migrant Summer Institute
teacher, has served as the English
Department Chair for 3 years, served as
the PBIS inaugural member for 1 year,
served as the Reading task coordinator for
2 years
10 years
Department Chair Leonardo Has been a teacher for 21 years, Has been at
current site for 11 years serves as social
science department chair and Law and
Public Service coordinator, athletic director,
and was previously a teacher within the
district for 10 years

11 years
Counselor Ellen Has served as a counselor within district for
18 years, has served as an AVID counselor
within the district for 7 years, has served as
a lead/mentor counselor within the district
for 5 years, monitors/supports a-g progress
15 years
Counselor Lincoln Special Programs counselor working with
English learners, migrant, foster, and
homeless youth, monitors/supports a-g
progress
17 years
Counselor Frida Has served as a counselor for 18 years, was
previously a business and career education
teacher, serves as WASC coordinator and
Website Team lead, monitors/supports a-g
progress
15 years

Counselor Dolores Has been a counselor within district for 6
years, monitors/supports a-g progress
6 years

A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 53
Table 5, continued
Role Pseudonym Distinct Characteristics Years at
Location
Counselor Diego Has served as a counselor within district for
18 years, previously served as a Special
Programs counselor working with English
learners, migrant, foster, and homeless
youth at another school within the district
for 15 years, monitors/supports a-g progress
3 years
Counselor Mead Has been a counselor within district for 19
years, monitors/supports a-g progress
19 years
Counselor Trinity Has been in current for 4 years and has
experience as an undergrad advisor at
UCSB for 2 years, monitors/supports a-g
progress
4 years

Principal
The school principal began his career in education as a teacher and was recruited to offer
support with administrative duties. Fellow teachers appreciated his support and the way in
which he supported them, which led to his transition into a full-time administrator. He has
served as an assistant principal assigned to curriculum, instruction, accountability, counseling,
athletics, career technical education, and AVID. His expertise, approachability, and leadership
style led to being recruited as the director of charter school support and oversight for several
years at the county office level. After several years in this role, he was recruited to serve as
principal where he once served as assistant principal. His keen knowledge of the school culture,
depth of knowledge with the programs and academics, and long-standing relationships led to
continued student achievement through his leadership. He is in his sixth year as an administrator
within the organization and will be referred to as Michael throughout the chapter.
Assistant Principals
The assistant principals have 16 combined years of experience. Edison’s specialized
background as a counselor within the district for 5 years prior to serving as an administrator has
been an asset in shaping the organization’s comprehensive counseling model. Edison is in his
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 54
thirteenth year within the organization. Sean’s unique previous experience within the
organization as administrator of the adult school is a beneficial resource to families who are
interested in pursuing alternative pathways. Sean is in his third year as an administrator within
the organization. The assistant principals are college-going advocates and collaborate with
stakeholders to ensure teachers, counselors, and other school leaders have the resources they
need to support students with meeting a-g requirements so that all students have the opportunity
to attain higher education.
School Counselors
The seven counselors in the organization have a combined 102 years of experience. The
varying degrees of association with supporting a college-going culture include alignments with
career technical education, AVID, migrant education, foster and homeless youth, LGBTQ youth,
academy and career pathways, English learners, special education, and college undergrad
advising. This experience among the counseling team is instrumental in meeting the needs of the
diverse student population they serve, especially in serving the unique needs of Latinx students
who are often classified as duplicated counts in the aforementioned population. Regardless of
alignment, all counselors at Illuminate High School communicate college-going requirements
and expectations with stakeholders during parent and student meetings, classroom presentations,
and college events for students and families. All counselors are responsible for monitoring the a-
g progress for students on their caseload and support them with being college-going. The
counselors will be referred to as Ellen, Lincoln, Frida, Dolores, Diego, Mead, and Trinidad.
Department Chairs
The three department chairs have 50 years of collective experience within the
organization. They have served as AVID, academy, and migrant education teachers and all aim
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 55
to advance opportunities for Latinx students. Pablo is the world language department chair and
an AVID teacher. Vincent is the English department chair, a Green Technology Academy
teacher, a migrant summer program teacher, and an AVID teacher. Leonardo is the social
science department chair, Law and Public Service coordinator and athletic director. The
department chairs in this study have played an instrumental role with the schoolwide initiative to
promote a-g completion, implementation of AVID Writing, Inquiry, Collaboration, Organization,
and Reading (WICOR) strategies, and timely interventions. Their collaborative efforts with
students, families, staff, and leadership promote a college-going culture.
Teacher Librarian
The teacher librarian served as an English teacher for 8 years prior to transitioning into
this role. The teacher librarian will be referred to as Sophia in this chapter. Sophia was
motivated to complete the rigorous credentialing program so that she could have a greater
schoolwide impact on students and find new creative ways to draw students into learning,
reading, and a connection to school. She takes pride in responsibilities beyond the role of the
teacher librarian. Sophia ensures the collection offered reflects the needs and interests of
students and staff. She facilitates professional development, co-teaches classes across all
domains to support the development of literacy skills needed to be college-going, maintains and
continuously enhances the library website to ensure student, parent, and staff accessibility to
resources, and creates an inviting college-going environment. Sophia was selected to participate
in this study because of the role she plays in promoting a college-going culture through
academic, college-going, and social-emotional events such as PBIS, LGBTQ Plus awareness,
and a speaker series.

A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 56
College and Career Technician
The college and career technician has served students, families, and staff in this role for 4
years and will be referred to as Claire in this chapter. Claire’s primary role and responsibility is
to partner with counselors and be a resource to students and parents who provides information
that will help them determine their pathway to college. She was selected to participate in this
study due to her significant contributions to counselors and her role in helping students and
parents navigate post-secondary options. Claire facilitates and coordinates a myriad of college-
going events that promote a college-going culture.
The Illuminate High School leaders who participated in this study provided insight into
the intricacies of school leadership that foster a college-going culture. Findings pertain to
strategies the school leaders successfully engaged in to promote and sustain a college-going
culture and will be discussed by research question.
Findings by Research Question
Qualitative procedures for reporting, analyzing, and interpreting the data were used. The
triangulation of data increased the dependability and reliability of the study’s methodology. The
following section includes a reflection on the findings, original insights on each research
question, and analysis of the findings. I will draw from the literature in Chapter Two to frame
each theme, use data from interviews to support each theme, and use evidence from the
observations and documents to triangulate. Each theme will conclude with a discussion of the
implications of the findings.
Research Question 1: Strategies
The first research question asked, “What perceived strategies do school leaders employ to
promote a college-going culture with Latinx students at Illuminate High School?” From
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 57
reviewing the data, one large conceptual category emerged: the leadership role. Within this
category, three themes emerged which include role of leadership in creating equitable access, the
role of leadership in communicating expectations, and the role of leadership in providing
resources.
Theme 1: Role of Leadership in Creating Equitable Access
Academic accountability and influences begin with school leaders providing access to
rigorous curriculum for all students to ensure that students leave high school with the academic
skills, coursework, and qualifications they need to improve college access and performance and
to build college aspirations (Roderick, Nagaoaka, & Coca, 2011). Specific strategies school
leaders engage in to create equitable access are to work together to build a master schedule that
offers multiple programs and pathways as well as resources and multi-tiered systems of supports
designed so students are prepared to access higher education.
Rigorous curriculum and course offerings. Rigorous curriculum and course offerings
are accessible to all students, as evident in the documents analyzed: the master schedule, UC
admission requirement course list, and the parent-student handbook.
Giving access to all students through programs and pathways creates the foundation in a
college-going culture. The current master schedule is void of standard classes and reflects only
rigorous curriculum and course offerings in the programs and pathways. Programs and pathways
that promote leadership, develop hard and soft skills, and increase student interest include the
UC/CSU a-g Pathway, Career/Partnership Academies, AVID, Advanced Placement, and Career
Technical Education Certifications. Career technical education and academy offerings reflected
in the master schedule include: business and finance, building and construction trades,
commercial photography, culinary art, culinary and hospitality, green technologies academy –
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 58
energy, environmental and utilities sector, green technologies academy – building and
construction trades sector, law and public services – public services sector, mariachi,
mechatronics, robotics, video and broadcasting. Administrator Sean stated:
Teachers of these programs and pathways are encouraged to use resources such as the
teacher librarian, the college and career technician, schoolwide tutoring, instructional and
AVID strategies, and tools such as individualized four year plans which outline a-g
requirements all of which will effectively arm our students with the skills they need to
perform at a college level.
In addition to course rigor reflected in the master schedule, school leaders are committed to
expanding the number of rigorous course offerings as evident in the Table 6 Illuminate High
School UC a-g Course List. School leaders played a critical role over the last year in expanding
equitable access to rigorous curriculum by adding 33 UC a-g course offerings that provide access
to higher education.
Table 6
Illuminate High School UC A-G Course List
Discipline Courses offered in 2017-18 Courses offered in 2018-19
A. History/Social-Science

B. English

C. Math

D. Laboratory Science

E. Language other than English

F. Visual and Performing Arts

G. College Preparatory Electives

14

18

15

19

18

17

49

13

20

13

19

18

26

74

Total Courses 150 183
Note. Data compiled from the 2017–2018 and 2018-19 High School Articulation UCOP Regents of the
University of California A-G Guide
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 59
Rigorous instructional strategies. School leaders also understand that, in order for their
students to be equipped to succeed in these programs, pathways, and beyond, they must also be
strategic with how funds are allocated to provide multi-tiered systems of support. Systems of
support at Illuminate High begin with school leaders exposing students to rigorous instructional
strategies. Faculty involvement is one of the many strategies that a majority of the school
leaders employ to support students with being college-going. Principal Michael and department
chairs shared, “we embed AVID instructional strategies schoolwide to reduce variance and it
helps us focus on highly effective instructional practices. Counselor Mead mentioned, “The
AVID instructional strategies helps support kids and guides them in being successful.”
Additionally, the professional development timeline in the school’s WASC report revealed that
all school leaders participate in professional learning that support the implementation of rigorous
instructional strategies. Evidence from the WASC report was important to use given that all
school leaders are a part of the accreditation process that focuses on student learning and
outcomes. Some of the listed areas of focus on best practices for student achievement during
collaboration time and professional learning to ensure the implementation of rigorous
instructional strategies included: common assessments, using the “CA ELA/ELD Framework
Snapshots and Vignettes, Common Core Units and Curriculum Maps, SBAC Performance Tasks,
SHMOOP for Test Preparation, English Learners Strategies, Breaking Down Research: MLA
Made Easy, Marzano and Zweir Academic Vocabulary, and Socratic Seminars for Intelligent,
Civil, and Sophisticated Classroom Discussions.” The WASC document also revealed that
district administration values the continued professional development of their school leaders to
promote a college-going culture. For example, sixteen Illuminate High school team members
attended the AVID summer institute in 2016, twelve team members attended in 2017, and nine
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 60
attended in 2018. School librarian Sophia also supports the development of literacy skills to
equip students to be college-going. She describes the strategies she employs:
I design lessons and co-teach with staff to support students with developing critical
thinking, creativity, communication, collaboration, and technology skills in all content
areas along with global competencies. I also facilitate professional development and
presentations on college and career information, literacy skills, and reflection.
Hence, an overarching plan was established at Illuminate High School to help teachers
focus on teaching inquiry and writing so that their students may be globally competitive. Funds
were invested to allow teams of teachers to collaborate on strategies that support students with
accessing rigorous curriculum during on-site professional job-alike time, site and district
professional development days, and professional workshops and conferences. Evidence from an
on-site, teacher-led, professional collaboration day reflected a format where all certificated staff
met in groups to participate in professional learning. The certificated staff reviewed and
discussed A Complete Definition of College and Career Readiness by David T. Conley, PhD.
The groups also learned about the rigorous instructional strategy of Marking the Text to support
students with engaging with non-fiction informational/argument. Furthermore, LCAP Goal 1 is
aligned to rigorous instruction and supports the findings of this case study. School leaders reveal
that it is their goal to “support high expectations and powerful futures for every student, therefore
the district will develop and implement instructional practices and programs that support high
school graduation as a minimum and provide college and career readiness to all students
delivered through equitable, rigorous, accessible, and engaging lessons.” The commitment on
behalf of the organization to expose students to rigorous instructional strategies and ensure
students are equipped with the skills needed in higher education is evident through the significant
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 61
financial investment and time allocation on professional development as well as resources and
multi-tiered systems of supports.
Resources and multi-tiered systems of supports. Goal setting, monitoring, and
evaluating were other strategies discussed by school leaders to promote a college-going culture.
It is a shared belief by the 15 participants in this case study that all students will be provided the
opportunity and have the option to pursue higher education. Administrator Edison elaborated on
this schoolwide approach:
I believe that all students are able to go to college. All students have an academic plan
that is crafted at the beginning of each school year. All students have access to
information and tools to make the best decisions.
School leaders strategically use the academic plan as a tool with students to determine whether
college-going goals are being met. The academic plan lists the grade-level academic
requirements to fulfill graduation expectations as well as the UC-approved courses. If necessary,
an action plan is created with students and their parents utilizing the pyramid of instruction and
interventions to provide the appropriate academic, social emotional, and/or behavioral supports.
Being proactive with interventions is another strategy school leaders employ to create equitable
access and promote a college-going culture. Proactive strategies as evident in the school multi-
tiered system of support model include tutoring before, during, and after school with either
teachers, college tutors on campus, or peers. Hard copies of the tutoring schedule were on
display in the counselors offices and the college and career center. The schedule included the
specific location, time, day of the week, and subject area so that students could easily see where
and when they could access support. Students have access to fifty-two teachers who offer
tutoring as early as 7:30am, during lunch, after school until 5:00pm, as well as on Saturdays
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 62
from 8:00am through Noon. The tutoring schedule is also available electronically and this
resource was shared with parents during the Back to School Night and Fall College Night
observations. Other proactive academic strategies include offering reteach-retake, assigning a
zero period, referring to the homework center or Saturday school, academic advisement and
contract, and SSTs or 504s. Lastly, conducting ongoing parent/student conferences is a strategy
that allows school leaders to partner with the families they serve to meet the ultimate goal of
students’ graduating from high school with the adaptive and technical skills to attain a higher
education. Counselor Frida shared,
Our team ensures that all students have access to information needed to go to college and
have the opportunity to apply to higher education. We help students with being college-
going by using documents such as the student academic plan, tutoring schedule, pyramid
of instruction and interventions.
The aforementioned documents as well as the highlighted evidence from several school
accountability reports reflect a strategic schoolwide approach that school leaders use to
consistently communicate with students and parents to provide equitable access. School leaders
at Illuminate High School are committed to creating a college-going culture, as was evident in
their testimonies and in the strategies employed during the Back to School Night and College
Night observations. Additionally, the LCAP Goal 3 is aligned to resources and multi-tiered
systems of supports. School leaders specify that it is their goal to “support high expectations and
powerful futures for every student, therefore, they will identify and effectively implement
positive behavior, intervention, and support programs in an environment where all students are
provided purposeful and targeted academic and social support” (p. 22). Furthermore, the actions,
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 63
and services articulated in their LCAP demonstrate how school leaders leverage resources to
meet the varied needs of all students.
Theme 2: Role of Leadership in Communicating Expectations
Social supports and influences within a school are significant in promoting a college-
going culture. Social supports include building college aspirations by creating opportunities for
students and families to engage in college-talk (McClafferty, McDonough, & Nunez, 2002;
Corwin, 2007). In a college-going culture, all students are exposed to and encouraged to engage
in essential communication regarding what their responsibilities as college students will entail.
Vision and high expectations. Communication on college-going expectations is
cascaded with all stakeholders and begins with the vision and belief that all students at Illuminate
High School can learn and be college- and career-ready. The high expectations are shared
through formal and informal means on behalf of all team members. Communication is shared in
written, oral, and non-verbal forms. Similar to other local education agencies in California,
Illuminate High School uses the school accountability report card (SARC) and parent-student
handbook as a means of formal communication with the parents and students they serve.
Analysis of the Illuminate High School SARC and WASC report, which includes the principal’s
message and mission statement, was congruent with the observation of Principal Michael
welcoming parents at the annual college and career night:
All students will be college- and career-ready when they graduate! Your child, our
students, will be given opportunities to achieve educational excellence. A safe and
secure learning environment will be provided. We offer rigorous curriculum so that they
can develop the necessary academic, technical, and work-related skills to ensure they will
be prepared to pursue college or any career to which they aspire.
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 64
The college-going expectations are further cascaded by school leaders with parents via multiple
electronic communication platforms. The school leaders described several of the platforms used
at Illuminate High School to promote a college-going culture which include social media, the
school website, ParentVue (a school application), and email. Department Chair Vincent
indicated,
Our teachers and administration have a very strong and clear vision, which is success for
all students and college readiness and preparedness for students. All of our college-going
resources are available in a one-stop shop, and we communicate this to our parents
through our improved website with information presented in an easy format.
The analysis of the parent-student handbook, as well as the analysis of the school’s platforms,
demonstrated consistency with the communication shared during the observations of college
workshops with parents and students. It was also evident in the agendas, flyers, and brochures
from the college fair and higher education week hosted by the school. Higher education
admission requirements and information, alternate means of earning credit, testing to meet
requirements, along with career counseling and course selection were some of the many college-
going topics addressed in these events. The clear and consistent written and verbal messaging
was also supported through hands-on training for parents and students to learn how to access
college-going information. Technological support on the use of social media was offered during
each of the observed events. Such provision of support during parent nights and student
workshops is a strategy Illuminate High school leaders employ to influence student achievement.
This study also examined the many forms in which school leaders facilitate informal
communication with parents and students. Examples include daily conversations and
communication during college workshops, student and parent meetings, and school events.
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 65
Specifically, school leaders’ efforts to increase communication between school and home was
evident in how they promote ParentVue. ParentVue is promoted through formal and informal
communication in both English and Spanish. Formally, a letter is sent home welcoming the
family to this platform which opens, “Dear Mrs. Illuminate, Welcome to My-Vue – your new
school-home communication tool! MyVue is a wonderful tool to review and monitor your
child’s grades, attendance, and other education-related information from your home or work
computer…” The letter includes step by step instructions on how to set up their account, their
personal activation key, as well as contact information for further support. Informally, this same
letter was available as a resource in all of the counseling offices and was also distributed during
the Fall Back to School Night and at the College Night in October. ParentVue is one tool the
school leaders’ use to keep parents abreast of their child’s progress and access to college-going
opportunities. College and Career Technician Claire shared insights that mirrored what was
shared by other school leaders:
The college-going goals trickle from the district office. At Illuminate High, we create an
environment that supports all students. The Google Classroom platform allows us to be
innovative with communication between teachers, students, and parents on college-going
expectations per grade level. Our communication of expectations in both English and
Spanish at parent and student events and conferences is always welcoming and inclusive
to all.
Role models. School leaders at Illuminate High school seek out and pursue opportunities
to communicate college-going expectations and highlighted several strategies they employ to
engage students in informal communication that promotes a college-going culture. Examples of
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these strategies include school leaders wearing college gear, coordinating an annual college
signing day, and having professionals and alumni serve as guest speakers.
A practice staff members engage in is wearing college gear on a weekly basis; their goal
is to serve as role models and spark student interest in many colleges. Counselor Mead provided
insight on this strategy:
We believe that college can be obtained by anyone and everyone and feel it is important
to keep the dialogue going with our students. Displaying our college degrees schoolwide
and wearing college gear is just one way we strive to create awareness, keep lines of
communication open, build relationships, and answer any questions they may have about
college.
School leaders also highlighted the annual college signing day as strategy to celebrate students’
college-going success and promote a college-going culture. The school leaders indicate that
employing this strategy is a way to celebrate the successes of college-going seniors. Counselor
Dolores described this strategy:
Signing day takes place during lunch in the quad. Seniors create a mural of painted
hands and the name of the university they will be attending. Acceptance letters are also
hung throughout the building making their accomplishments visible to all. This is a huge
recognition that celebrates the success of seniors and encourages underclassmen.
School leaders also invite alumni as guest speakers to share their experiences with students on
being college-going. Counselor Lincoln stated, “We bring in former students to talk about their
difficulties with becoming and being a college student and they share information with our kids
on how they can be better prepared for college.” Another layer of communication is that shared
by college and career representatives and the Step It Up Speaker Series guest speakers. This
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series showcases speakers such as professionals, community members, and alumni that serve as
role models. Evidence from a weekly update on a Step It Up Speaker revealed that over 500
students attended the PBIS Speaker Series featuring an Illuminate High School Alumni who is
now a professional athlete. The assembly focused on professional courtesy and the need for
students to seek out role models on campus. The former student spoke of the mentors who
impacted his life during his time as an Illuminate high school student. The former student
encouraged the assembled students to connect with their school and community.
Department Chair Leonardo emphasized, “The alumni serve as role models for underclassmen.”
Moreover, the communication shared by guest speakers complements the expectations shared by
school leaders. As evident in the parent and student Google Calendar, the higher education
representatives and guest speakers are frequently on campus for convenient student accessibility.
The intricate social supports implemented by school leaders aid in meeting the vision and high
expectations set forth in all communication.
Theme 3: Role of Leadership in Providing Resources
School leaders’ efforts to foster a college-going culture is critical given that they are
responsible for ensuring all students have the resources, preparation, and support they need for
post-secondary education (Yamamura, Martinez, & Saenz, 2010). School leadership plays an
essential role in providing resources within the school community. At Illuminate High School,
that school leaders have invested substantial funds and allocated significant time in professional
development to include the implementation of a grade-level counseling model, a college and
career center, the expansion of the school library, the development of schoolwide grade-level
Google classrooms, and college events for parents and students. Such events include college
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fieldtrips and FAFSA workshops. Additionally, the PSAT and SAT are offered to all students
for free which Department Chair Pablo says,
Our district pays for the PSAT and SAT for all of our students to provide access. We
make phone calls talking to parents and also meet with migrant parents informing them of
about this free opportunity, programs, and about college options for their student. We
share this information at AVID grade level nights, open house, and back to school night.
We do an all call for 100% attendance on PSAT and SAT days and announce at parent
nights and in classes with a presentation on what to expect on testing and review testing
strategies.
Allocation of funds to these resources demonstrates school leaders’ commitment and belief in all
students as college-going students.
Grade-level counseling model. Illuminate High School implements a grade-
comprehensive counseling model. This model has an established timeline addressing specific
grade-level needs throughout the year. There are two counselors per grade level, which enables
counselors to build stronger relationships with students and provide a deeper level of service and
interventions. School leaders made a strategic decision to allocate local control accountability
plan (LCAP) funds to pay for a ninth-grade academic intervention counselor to reduce the high
student-counselor ratio and enhance quality of resources provided to students. Students first
learn about the grade-level counseling model through a video orientation which introduces
students to their grade-level counselor at the beginning of the school year. Additionally,
Illuminate High School invests in the Remind application to send pertinent notices to all students
by grade level to improve communication between the counseling department and students. The
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role of leadership is critical in making decisions such as these as well as in continuing to support
alternative means for students to meet higher education goals.
College and career center and library. The counseling team works closely with the
college and career guidance technician, librarian, and teachers to promote parent and family
involvement in college-going opportunities. All school leaders indicated the resources provided
through the college and career center and library augment the services provided through the
grade level counseling model. The school leaders shared a common perception of the college and
career center and library:
The librarian and college and career technician have a created a system where all students
have access to grade level information. They have college and career information
available, brochures, they offer support with letters of recommendation, how to submit,
and the Common Application. Kids know they can get help there and they are a huge
resource to students and teachers on college-going information.
Counselor Diego spoke about the strategic teamwork the school leaders described and employ:
Our college and career center technician is a great leader who is knowledgeable,
organized, and sets dates well ahead of time in an effort to promote parent and student
access to resources such as guest speakers from colleges and universities from the private
and public sector. She welcomes parent participation to these college-going events and
fieldtrips and communicates these resources through the school bulletin, school app, and
Google Calendar. The college and career center and college and career technician help
us build relationships with our families and promote a college-going culture.
The school leaders at Illuminate High School work to coordinate partnerships with the local
community colleges and promote dual enrollment opportunities with parents and students.
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 70
School leaders invest in preventative resources such as Cyberhigh for credit recovery or
remediate a course to qualify for university admission. This resource is shared by school leaders
with each other in a timely manner and is reflected in the counselor website which provides all
stakeholders information on counselor contact information, course offerings, forms, graduation
requirements, and resources. School leaders have worked together to provide resources to
students, as evidenced by the college and career center and library bulletin as well as social
media alerts for parents and students.
College events for parents and students. The comprehensive counseling model extends
beyond the counseling offices and the college and career center. The school librarian and
teachers actively encourage students and parents to sign up for college fieldtrips and FAFSA
workshops so that concerns about how to academically prepare for and pay for college can be
addressed. To honor families’ work schedules, FAFSA workshops are offered in the evenings.
Support with the FAFSA is also offered through counseling appointments. School leaders
provide resources beyond a description of what the FAFSA is and the basics on how to complete
the FAFSA. As observed at the fall college night for parents and students, school leaders offer
technical support and follow-up sessions as needed to ensure that families have the all of the
required personal information as resources such as hands-on facilitation from the school leaders
to complete the application. Illuminate High School leadership understand the community they
serve, as evident in the resources they provide. Funds are allocated to ensure that all resources on
college-going awareness and education are translated. Counselor Ellen further elaborated on the
role of leadership in providing resources:
It is a staff initiative to reach out to all groups, such as Spanish speaking parents and
parents without technology. As a counseling team, we help teachers communicate with
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 71
parents. We educate parents and students on resources and opportunities they can access
to promote college attainment.
Since the Latinx community is comprised of Spanish speaking and Mixteco families, the
appropriate resources, such as translation services, are allocated to serve families in their home
language. Analysis of the LCAP mirrors the college-going information shared by school leaders
with parents and students. Evidence in the LCAP reveals the school leaders’ understanding of
potential inequities such as a language other than English which can create a barrier to accessing
college resources. LCAP Goal 4 upholds the findings in this case study that school leaders value
the relationships with their families and are committed to enhancing parent, family, and
community involvement to promote college-attainment. Materials and resources for and from
events such as the, UC/CSU workshop schedule, the CSU How to Get to College brochure, the
US Department of Education Federal Student Aid guide, and the Activities Calendar detail the
resources provided at college-going events, all of which demonstrate that school leaders have
systematic support to sustain efforts to promote a college-going culture.
Discussion: Research Question 1
The findings in this case study illuminate the intricacies of the role of leadership in
creating equitable access, communicating expectations, and providing resources. The findings
reflected what the collaborative approach looks like and sounds like on behalf of all school
leaders and the importance of consistently engaging in these practices within the ecological
model of this community. The strategies employed by the school leaders revealed specific
approaches on how to promote academic accountability for all students. Strategies such using
academic plans when communicating with students is important because, sometimes, students
struggle with a sense of purpose, and they are likely to find it in action-oriented goals (Damon,
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 72
2008). The school leaders in this study influence equitable access to curriculum through the
goals, actions, and services set forth in their annual LCAP. All K-12 local education agencies
(LEAs) in the public sector are required to craft an LCAP aligned to state priorities, and there is
much variation in expected outcomes and actual outcomes. Although making progress toward
increasing college admission requirement completion rates and meeting state priorities regarding
college and career have been challenging for many LEAs, Illuminate High School has
demonstrated that the strategies leaders employ meet statewide accountability expectations.
Communication strategies employed by the school leaders also revealed specific approaches on
how to promote college-going expectations through social supports. Explicitly cascading formal
and informal communication about the vision, mission, and purpose at Illuminate High School is
particularly important with Latinx families to ensure language and access to supports are not a
barrier to meeting college-going expectations. Additionally, the use of research-based
interventions and supports are important to school leaders at Illuminate High School because
some of their Latinx students have not had equitable access to supports in comparison to their
non-Latinx counterparts. Hence, many Latinx families within the community rely on the school
leadership to expose their students to college-going opportunities
The role of leadership in providing resources is significant in fostering a college-going
culture. Decisions school leaders make regarding how funds are allocated is an important
strategy to meet the needs of all students. Additionally, these decisions send a clear message
within the community. Leaders at Illuminate High School consistently convey what their
priorities are and what they value, a college-going experience for all students. Furthermore, the
strategies school leaders employ are continuously being reflected upon, as evident in their
successful completion of the California dashboard local indicator self-reflection tool.
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Given the recent shifts in California’s accountability system and the challenges some
secondary school leaders face with these shifts and financial constraints, this case study is timely
and important. Other LEAs with similar demographics who have not met the local and state
accountability indicators on school culture, instruction, and parent involvement can use the
findings from this case study as considerations for implementation to improve access to an
equitable education, hence improving the college-going culture within their communities. The
following section in this chapter will discuss the second research question, specifically how
school leaders in this community creatively engaged in strategies to overcome challenges to
promoting college-attainment for Latinx students.
Research Question 2: Challenges
The second research question asked, “What are the perceived challenges for school
leaders at Illuminate High School in sustaining a college-going culture for Latinx students?”
School leaders in this case study described their challenges in sustaining a college-going culture.
The findings led to the emergence of the fourth and final theme in this case study. Theme 4
discusses the strategies school leaders employ to address challenges connected with college-
going perceptions of first-generation Latinx students, funding, and family engagement to sustain
a college-going culture in a large comprehensive high school.
Theme 4: Role of Leadership in Addressing Perceived Barriers
College-going perceptions. School leaders described the challenge of addressing
college-going perceptions of first-generation Latinx students as an opportunity to cascade
communication amongst all stakeholders. Strategies school leaders employ to address the
college-going perception and sustain a college-going culture include educating not only Latinx
students but all students with what being college-going entails and exposing them to college-
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 74
going opportunities. Specifically, a schoolwide grade-level Google Calendar is available for
parents and students which lists all college-going events, such as guest speakers, college-
representatives, FAFSA workshops, and college fieldtrip opportunities.
Funding. Ideally, school leaders would like to have the funds to hire several more
counselors to reduce the current counselor caseload. However, the leaders understands the
limitations of the funding formula associated with staffing. Leaders opted to view what others
may consider a barrier as an opportunity to identify what was effective about their
comprehensive counseling model and identify areas that could be enhanced or improved upon.
Keeping students’ college-attainment expectations at the forefront, school leaders addressed the
high student-counselor ratio by shifting to grade-level counseling. This shift was communicated
at parent nights, faculty meetings, through the parent-student handbook, and through the
organizational chart on the school’s website. The counseling department resources and contact
information listed on the school website is a tool available to the community so that students can
be easily referred to the appropriate counselor. The website is also a user-friendly resource for
parents and students so that they can easily make appointments or directly contact their aligned
counselor. Strategically shifting to grade-level counseling is important, especially in a large
comprehensive site with 2,812 students and only seven counselors. Counselor Lincoln shared
his perception on the grade-level counseling model, “We have a high case load for counselors of
500-plus students. However, our grade-level counseling model allows us to focus on grade-
specific activities.” This strategy allows the counseling team to specialize in grade-specific
services rather than having a counseling team overwhelmed with the college-going
responsibilities of all grade levels. The counseling team established a monthly grade level
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 75
timeline and meets quarterly to reflect upon the grade level counseling model processes and
refine practices accordingly.
The costs associated with supplementary academic services were another challenge the
participants address to promote a college-going culture. For example, the budget allows credit
recovery options in grades 11 and 12, setting limitations on access to credit recovery options
only to upperclassmen was another challenge. Counselor Ellen stated, “We need to start earlier
with resources to makeup courses in grades 9 through10 but funding is generally for students in
grades 11 through 12. There is a limitation of one on-campus recovery course offered in the
summer.” However, school leaders saw this as an opportunity to create a shift in mindset with
when and how services are provided. Rather than focusing on intervention services such as
credit recovery, school leaders invest substantial efforts on preventative services. The services
implemented schoolwide are illustrated on the resources/multi-tiered systems of supports
pyramid of instruction and interventions document. School leaders refer to this document as a
guide when facilitating student conferences. Counselor Frida indicated, “During student and
parent conferences I use the response to intervention model to support kids.” It is important to
school leaders to engage in research-based strategies because they want to ensure that their
practices are effective at sustaining a college-going culture. Specific strategies shared by a
majority of the school leaders include the schoolwide use of student academic plans to monitor
individual student progress and review student data to ensure completion of college-going
requirements. Counselor Trinity, along with the other school leaders, offer preventative
interventions such as tutoring when needed. She stated,
Our counseling team works really hard even before our students start here. We do
presentations at our feeder schools, we facilitate presentations with parents and students
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 76
on college-going expectations, and, when the requirements are not being met, we
intervene and offer tutoring for extra support.
Ultimately, how school leaders collaborate to address the reported perceived challenges on
college-going perceptions and funding will impact college-going attainment.
Family engagement. There are negative perceptions of Latinx parents and their
participation in their children’s education which include Latinx parents do not participate in the
life of the school and Latinx parents do not have high academic standards (Quiocho & Daoud,
2006). School leaders indicated in the current SPSA that not all parents are able to attend all
school functions, “there was an evident decrease of parent involvement due to the smaller
numbers of parents participating in School Site and English Learner Advisory councils, as
indicated by sign-in sheets.” However, the school leaders at Illuminate High School revealed
that the Latinx families in their community have high expectations for their children’s education
and indeed want to participate in their academic success. Administrator Edison indicated,
“family engagement is sometimes not what we want it to be,” and College and Career Technician
stated, “parent involvement is a challenge.” A perceived challenge that impacts family
engagement is the limitation of parent availability to be more involved their child’s school-
related activities due to work schedules and challenges with child-care for younger siblings.
Hence, school leaders ask parents for their input regarding scheduling meetings. School leaders
report that providing them choices is a strategy to increase parental engagement. During college-
going events and parent conferences, school leaders are explicit when explaining to parents what
involvement is, how they can engage in their child’s academic career, and how their involvement
benefits their children.
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 77
Parent involvement is vital because it helps alleviate misunderstandings regarding
college-going expectations. The school leaders consistently provide access to parents on
available college-going resources through enhanced communication such as the college and
career center’s social media account, ParentVue, which is the school’s application, as well as the
Google Calendar listing college events and resources for parents and students. Leaders
emphasized that the families in their community care about and are supportive of their children’s
academic progress, but work schedules and childcare can be a barrier. School leaders value
family involvement and aim to address this perceived challenge by providing meals at college-
going events as well as child care services. In spite of school leaders’ efforts to increase parent
participation at college-going events and on schoolwide committees, parent involvement is still
an on-going challenge. It is necessary for school leaders to continue addressing what many may
perceive as a barrier by ensuring that the events and resources offered are tailored to the
schedules of their many working families.
Discussion: Research Question 2
The findings pertaining to the second research question are important to the work of
improving student achievement and increasing college-going attainment rates for Latinx
students. Addressing college-going perceptions of first-generation Latinx students is essential in
these students’ development because they are the future workforce. Guiding them and
supporting them with goal attainment will have an impact on the California School Dashboard,
college attainment rates, as well as the local and global economy. School leaders in this case
study are influencing the increase in college-going rates, college-completion rates, and literacy
rates through the strategies they employ. As discussed in the findings section, school leaders in
this community demonstrate their commitment to continuously refining the services provided to
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 78
Latinx students through the school’s comprehensive counseling model. Additionally, the
collaborative approach embraced by the school leaders is essential in continuing to increase
Latinx parent involvement. The dedication exhibited by the school leaders in serving the needs
of their students is critical because they want to continue to improve the trajectory of the lives of
the individuals who make up their community.
Summary
This chapter outlined the findings obtained from the qualitative data collected to
understand the strategies school leaders employ to promote and sustain a college-going culture.
Data sources were documents shared with students and parents by school leaders, observations,
and one-on-one interviews that allowed the participants’ voices to be heard. Coding and
interpretation were completed using all data, and four themes emerged. The four themes
discussed in this chapter illuminated strategies on how the school leaders in this community
build college aspirations, provide access to rigorous curriculum, build knowledge on supports
and services, and how they provide access to college knowledge. Across all themes, the most
significant revelation was the importance of encouraging alternative pathways for students who
are struggling to meet college-going goals and the importance of celebrating all student
successes at every milestone. The role of school leadership in creating equitable access,
communicating expectations, providing resources, and addressing perceived barriers has been
critical to the one year increase of 13.3% of students eligible to attain higher education per the
UC/CSU rates. Moreover, the findings in this study illuminated how engaging in a collaborative
approach with all stakeholders in the environment is essential on behalf of all school leaders to
promote and sustain a college-going culture.

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CHAPTER FIVE: SUMMARY
Although there is a continued growth of Latinx students in our educational system, they
continue to be the subgroup with the lowest percentage of baccalaureate degrees (Ryan &
Bauman, 2016). School leadership is critical in creating and sustaining a college-going culture to
increase the percentage of Latinx students graduating ready to pursue post-secondary education.
Promising leadership practices include school leaders understanding and supporting Latinx
students as they navigate their educational experience to directly impact their opportunity to
access higher education (Saenz, Rodrigues, Martinez, & Romo, 2011). Moreover, the likelihood
that students will make a successful transition to college varies with the degree to which their
previous experiences have equipped them for the expectations and demands they will encounter
in college (Conley, 2007). The promising practices school leaders engage in have an impact on
the educational, financial, and social trajectory of their student lives as well as society at large.
Purpose of the Study
A college-going culture is one in which students find encouragement and help from
multiple sources to prepare them with knowledge needed for college success; a college-going
culture facilitates student learning, college readiness, and college matriculation for all students
(Corwin & Tierney, 2007). While there is substantial literature on college and career readiness
and what a college-going culture is, further research is still needed on the promising practices
school leaders employ to build and sustain a college-going culture. School leaders play a
significant role in supporting the academic and social emotional development in Latinx students’
educational attainment, career options, preparation, and social mobility (Contreras, 2011). There
exists a demand for translating the “what” of research on a college-going culture into the “how”
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 80
for practioners to address the college attainment rates of Latinx students. Hence, the purpose of
this qualitative study was to address the following two research questions:
1. What perceived strategies do school leaders employ to promote a college-going culture
with Latinx students at Illuminate High School?
2. What are the perceived challenges for school leaders at Illuminate High School in
sustaining a college-going culture for Latinx students?
Case-study methodology was utilized to derive an in-depth understanding of the process
school leaders engage in to create and sustain a college-going culture. Data collection for this
study occurred via semi-structured interviews with 15 school leaders. School leaders in this
study refer to teachers, counselors, the college and career technician, the librarian, counselors,
and administrators. Two observations of college-going events were conducted, as well as one
observation of instruction in an A VID classroom. Additionally, document analysis included
multiple school reports such as the Western Association of Schools & Colleges report, School
Plan for Student Achievement, Local Control Accountability Plan, as well as the Student and
Parent Handbook. Lastly, tools and resources such as the Student Academic Plan and the a-g
template for students and parents were evaluated. Engaging in Creswell’s Six Steps of Data
Analysis (2014) ensured objectivity was maintained and minimized the opportunity of personal
bias to interfere with the findings. Utilization of Creswell’s approach facilitated triangulation
and increased the validity and justification of the findings. The theoretical and conceptual model
framework adapted to this study was Bronfenbrenner’s (1979) ecological model as well as the
work of McClafferty and colleagues (2002) on a college-going culture.
The data revealed that school leaders play an important role in building and sustaining
college-going aspirations in students. The findings illuminated strategies school leaders employ
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 81
within the macro and micro level of the school environment to support and contribute to the
development of a college-going culture. The findings in this case study also revealed the
challenges school leaders face in sustaining a college-going culture. The following section
reflects the findings.
Summary of Findings
Chapter Four discussed the four findings of this case study on the role of leadership in
promoting and sustaining a college-going culture. Specifically, the role of school leadership in
creating equitable access, communicating expectations, providing resources, and in addressing
perceived barriers. The data answered the two research questions and the findings reveal that
ensuring academic accountability, providing social supports, and fostering a college-going
culture were key elements of the promising practices employed by school leaders. The practices
of school leaders at Illuminate High School are aligned with the literature discussed in Chapter
Two. The following section will link the findings to the literature and discuss how they are
relevant to the study’s aim and focus.
As noted in Chapter Two, academic accountability is important for school leaders to
ensure that students leave high school with the academic skills, coursework, and qualifications
they need to improve college access and performance (Roderick, Nagaoka, & Coca, 2009). The
first key element of creating a college-going culture illuminated in this study was the role of
leadership in creating equitable access. School leaders in this case study make certain that
rigorous curriculum and course offerings are accessible to all students. Engaging in this
promising practice promotes academic accountability and addresses the problem with the
academic preparedness of their students. The master schedule, UC admission requirement course
list, parent-student handbook, and professional learning goals, actions, and services of the Local
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 82
Control Accountability Plan at Illuminate High School can be a resource to other school leaders
who are seeking innovative ways to build rigorous academic pathways, invest in professional
learning of their staff to continue to build capacity with the implementation of rigorous
instructional strategies, and how to allocate resources to provide multi-tiered systems of support.
Creating opportunities for students and families to engage in college-talk is an essential
social support to build college aspirations (McClafferty, McDonough, & Nunez, 2002; Corwin,
2007). The second key element of creating a college-going culture exposed in this study was the
role of leadership in communicating expectations. School leadership in this case study builds
college aspirations by consistently communicating the college-going vision and high
expectations with all stakeholders, purposefully exposing students to role models, and are
strategic with how they too, serve as role models for their students. Additionally, ongoing
written, verbal, and technological communication of college-going expectations is a promising
practice. Leadership strategically communicates through the use of social media, various school-
wide technology platforms, as well as through the documents provided to students and families
during meetings, conferences, college-going events, and schoolwide activities. It was evident
that how school leaders cascade communication on their vision, mission, and purpose in various
formal and informal ways fosters a college-going culture. School leaders who are seeking
creative approaches to communicate high expectations that will lead to building students’
college-going aspirations are encouraged to explore the strategies employed by school leaders in
this community. Intricate social supports and strategies revealed by the school leaders that are
relevant to the aim and focus of this study and can inform other practitioners include how to
utilize school-wide applications such as ParentVue, Twitter, Google Calendar, and how to
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 83
coordinate meaningful college-nights, workshops, and College Signing Days to impact college-
attainment rates.
School leaders’ efforts to uphold a college-going culture is essential given that they are
responsible for ensuring students have the resources, preparation, and support they need for post-
secondary education (Yamamura, Martinez, & Saenz, 2010). The third key element revealed that
the role of leadership in providing resources through a comprehensive approach such as their
grade-level counseling model enabled counselors who have a high student to counselor ratio to
become the experts of their respective grade levels. School leaders shared that specializing in the
college-going practices of one grade level rather than multiple grade levels enhances the quality
of college-going support and resources they provide to their students. The findings highlighted
how college-going supports and resources are centralized and accessible to students and parents
through the school websites, college and career center, and library. Likewise, the allocation of
resources can impact college-going attainment, specifically how leadership supports school
initiatives such as free PSAT and ACT assessments for all. Furthermore, launching on-going
schoolwide college events and campaigns for parents and students such as annual college fairs,
college workshops, and FAFSA workshops are promising practices that support meeting higher
education goals.
The final key element illuminated in this study was the role of leadership in addressing
perceived barriers. Leadership is often distributed among various adults in the school and
community and school leaders such as counselors, teachers, and/or administrator play a
significant role (Bosworth et at., 2014), the expertise and practices of each team member within
the environment impact student outcomes and create a culture where all students can thrive. The
data revealed that despite the challenges associated with college-going perceptions of Latinx
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 84
students, funding such as budget constraints, and family engagement, the school leadership
collectively engaged in promising practices to sustain a college-going culture. Educators often
invite keynotes who could serve as positive role models and reinforce academic achievement
(Cook et al., 2012). School leaders passionately shared the multiple opportunities they
collectively coordinate to expose students to peers and numerous guest speakers such as Latinx
professionals with whom students could identify to contradict the negative narratives held
regarding their potential for college attainment and build college aspirations. The findings
revealed that funding allocations, specifically their full-time equivalency staffing of counselors
and costs associated with supplementary instructional services was a perceived challenge.
However, it was inspirational to see how the school leaders leveraged their human resources by
implementing a grade-level structure of their counseling model to address the high student to
counselor ratio. Similarly, leadership at Illuminate High School uses a creative approach to
maximize funding for supplementary instructional purposes by investing substantial efforts in
preventative services to impact college attainment. Research indicates that engaging parents
regularly utilizing multiple forms of communication and approaches is a practice for school
leaders to raise achievement levels (Contreras, 2011). School leadership values family
engagement and continues to explore promising practices to increase involvement. Leadership’s
current collaborative approach such as partnering with the local community colleges and
universities to offer workshops during optimal hours including weekends to not interfere with
work schedules, as well as in their home language, and providing childcare and food are all
examples of school leadership’s commitment to promoting a college-going culture. The
dedication exhibited by school leadership at Illuminate High School and the promising practices
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 85
in which they engage has created a culture of high expectations and high levels of support for
students to be successful with attaining higher education.
Implications for Practice
School leaders in this case study employ promising practicing to promote a college-
going culture which in turn addresses the significant gap in Latinx educational attainment and
annual median earnings in comparison to their counterparts. The findings from this study have
implications for the field of education particularly for secondary school leaders and policymakers
who serve Latinx students. Educators such as grade 9-12 teachers, counselors, librarians, college
and career technicians, as well as site and district administrators may find the results of this study
to be informative and influential in the data driven approach and practices they opt to engage in
to ensure their students are prepared to attend a four-year college and gain access to our
country’s economic, political, and social opportunities. This study informs the decisions school
leaders make related to professional learning. Decisions include prioritizing and appropriately
allocating funds, as well as, determining the areas of focus. School leaders need to understand
and implement instructional and cultural practices to equip students in their development of
academic and social skills that will enable them to attain higher education. Continuing to build
capacity around instructional and cultural practices can be accomplished through professional
learning.
Implications for School Leaders
Ongoing professional development and implementation of best instructional practices is
required to continue to meet the academic needs and increase the college attainment rates of
students. Implementation of rigorous instructional practices begins with school leaders being
knowledgeable of the many shifts in the CA Frameworks and Standards for the
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 86
teaching/counseling profession and being experts in their respective discipline(s). Beyond
mastery within the school leaders’ subject matter this study revealed the significance in providing
students preventative academic, social, and behavior systems of support as needed. Illuminate
High School has demonstrated effectiveness with their implementation of the California Scale-
Up Multi-Tiered System of Support (MTSS) Statewide model. Continued professional learning
focusing on enhancing their MTSS practices will provide a process for school leaders to continue
to assess their strengths, coordinate supports to their Local Control Accountability Plan, and
align their efforts with the eight state priorities that ultimately impact the potential for a student
to be college-going. Additionally, the data revealed the significance of building equity in school
communities to address the needs of Latinx students. School leaders can create an equitable
environment for Latinx students by designing purposeful opportunities to continue building
cultural awareness with staff through professional learning such as implicit bias training. The
data also revealed that although parental involvement and family engagement is a challenge,
school leaders need to continue to engage in professional learning on the CA framework and
initiative on the Family Engagement Toolkit for Continuous Improvement Through an Equity
Lens to facilitate the advancement of Latinx students.
Implications for District and County Leaders
The findings of this study may inform district leaders in providing support to school
leaders with the continued development of rigorous instructional practices and cultural
awareness. The utilization of research-based and vetted resources such as those provided by the
California Department of Education on Compensatory Education, Education Equity, as well as
Parent and Family Engagement to determine whether local board policies and administrative
regulations need to be revised, equips district leaders with being able to continue to strengthen
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 87
capacity within the organization. Additionally, the coordination and facilitation of self-reflection
on behalf of district leaders with school leaders to determine the level of knowledge on
accountability shifts in state and federal education codes related to college attainment is critical.
District and county leaders can use results from this self-reflection to identify areas of focus in
upcoming collaboration days, professional learning days, or workshops to provide support with
the development of technical and/or adaptive skills that will have an impact on student
achievement.
The macro to micro approach on professional learning within high school communities
that serve Latinx students is a way of ensuring successful school leadership. How school leaders
collaborate and communicate with each other, parents, and other stakeholders in their ecological
system to execute their college-going vision and mission influences the students in their
community as well as promotes and sustains a college-going culture. Hence, making a positive
and lasting impact on their local and the global economy.
Recommendation for Future Research
School leaders are essential to promoting cultural change and fostering a college-going
culture (Corwin & Tierney, 2007). The findings in this case study provided significant
information from the perspective of school leaders to promote college-attainment for Latinx
students. Although this study found that the role of leadership in creating equitable access,
communicating expectations, providing resources, and addressing perceived barriers such as
parental involvement and funding has had a positive impact within this community, there is still
more we need to know to add to the body of knowledge on promising practices of school leaders.
There are three recommendations for future research which include two comparative studies and
a meta-analysis of comparative studies.
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 88
The comparative studies listed below will allow researchers to gain perspective from
other critical stakeholders within the environment such as students and parents and will help
make the linkage between the findings of this case study and the experiences of high school
youth and families in pursuit of attaining higher education.
• A comparative study that focuses on the perspective of Latinx students
o Seek perceived challenges in accessing higher education
o Strategies employed to access higher education
• A comparative study that focuses on the perspective of Latinx parents
o Seek perceived challenges in supporting their child with accessing higher education
o Parental involvement strategies employed to support their child with accessing higher
education
Furthermore, since this study only included one site, it would be beneficial to conduct a
meta-analysis of comparative studies, listed below, to link the findings from this study to other
studies which will contribute broadly to the literature on how secondary school leadership can
impact college attainment rates.
• A meta-analysis of comparative studies
o Seek trends in perceived strategies school leaders employ to promote a college-going
culture with Latinx students
o Seek trends in perceived challenges school leaders employ to sustain a college-going
culture with Latinx students
Conclusion
Promising practices school leaders employ to promote and sustain a college-going
culture were analyzed in this study. Considering the achievement rates and growing population
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 89
rates of Latinx students, there is a critical need to promote the academic success among Latinx
students (Cook, Perusse, & Rojas, 2012). Hence, the aim of this study was to examine the
leadership practices within the macro and micro system that impact college attainment for Latinx
students. The rich, thick descriptions given by the participants were profound and insightful.
Their testimonies, along with evidence from observations, and document analysis addressed the
research questions. The findings in this study provide qualitative data that can be beneficial to
parents and families, school leaders, and district leadership. Moreover, this study allowed
meaning making of the promising practices in which school leaders engage and the factors to
which they attribute their success (Merriam & Tisdell, 2016). The findings and implications of
this case study can guide analysis of policies and drive decision-making that supports the
implementation of goals, actions, and services to increase college-attainment rates. The fifteen
school leaders passionately shared their experiences with serving the stakeholders in their
community and although they may face challenges they are committed to ensuring the success of
their students. This study reveals that the role of school leadership in creating equitable access,
communicating expectations, providing resources, and addressing perceived barriers are integral
promising practices in the pursuit of impacting the college-going rates of Latinx students. The
school leaders in this community are changing the face of education and the trajectory of their
students’ lives and other educators can benefit from their promising leadership practices in
promoting and sustaining a college-going culture within their own communities.

A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 90
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A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 98
APPENDIX A
Letter to Principal - Purpose of the Study
July 11, 2018
Illuminate High School
8888 Illuminate Road
Illuminate, California 88888
Re: Research for USC Rossier School of Education – Doctoral Program
Dear Mr. Michael Illuminate,
I greatly appreciate the time you took to meet to discuss the thematic group research study on
promising practices of comprehensive high school leaders in building and sustaining a post-
secondary “college-going” culture through the USC Rossier School of Education – Doctoral
Program.
Thank you for agreeing to allow me to study your school practices as it relates to student post-
secondary attainment. I will be examining the role school leaders play in building and sustaining
practices that support “college-going” philosophy.
For my research, I would like to obtain qualitative data from interviews with school leaders
(department chairs, librarian, counselors, college and career guidance technician, and
administrators), an AVID classroom observation, a college night observation, and a higher
education week observation. I will be researching two questions:
1. What perceived strategies do school leaders employ to promote a college-going culture
with Latinx students at Illuminate High School?
2. What are the perceived challenges for school leaders at Illuminate High School in
sustaining a college-going culture for Latinx students?
I am grateful for the opportunity to learn from and study your school practices. I look forward to
working with you.
Respectfully,
Consuelo H. Williams
abc@usc.edu
888.888.8888
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 99
APPENDIX B
Letter of Introduction and Purpose of the Study
July 1, 2018
School Faculty
Illuminate High School
8888 Illuminate Road
Illuminate, California 88888
Re: Research for USC Rossier School of Education – Doctoral Program
Dear Illuminate High Faculty,
I wanted to introduce myself as you may see me around campus over the next couple of months.
My name is Consuelo Hernandez Williams and I am a student of the USC Rossier School of
Education – Doctoral Program. I am participating in a thematic group research study on
promising practices of comprehensive high school leaders in building and sustaining a post-
secondary “college-going” culture.
I am writing to let you know that your principal Mr. Michael Illuminate has agreed to allow me
to study your school practices as it relates to student post-secondary attainment. I will be
examining the role school leaders play in building and sustaining practices that support “college-
going” philosophy.
For my research, I would like to obtain qualitative data from interviews with school leaders, an
AVID classroom observation, a college night observation, and a higher education week
observation. I will be researching two questions:
1. What perceived strategies do school leaders employ to promote a college-going culture
with Latinx students at Illuminate High School?
2. What are the perceived challenges for school leaders at Illuminate High School in
sustaining a college-going culture for Latinx students?
I am grateful for the opportunity to learn from and study your school practices. Mr. Illuminate
has recommended I reach out to a few of you in person and so I will be doing that by email. I
look forward to working with you.
Respectfully,
Consuelo H. Williams
abc@usc.edu
888.888.8888
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 100
APPENDIX C
Interview Protocol
Interview Protocol
Date: Location: Start Time: End Time:
Interviewer: Interviewee:
Introduction:
I am interested in finding out more about how school leaders in your community build a
college-going culture. By college-going culture I mean a culture where students find
encouragement and help from multiple sources to prepare them with the knowledge needed for
college success; a college-going culture facilitates student learning, college readiness and
matriculation for all students. Given your role as a ...I thought you might be a good person to
talk to. This interview is for a dissertation on promising practices in building a college-going
culture. I am hoping that in connecting with you I can gain greater insight. This interview
should take us about 45 minutes.
Consent:
I want to ensure that I capture your insights fully. If it’s okay with you I’d like to record our
conversation. At any point, if you would like me to stop recording please feel free to let me
know. Is recording okay with you?
Confidentiality:
Everything you share with me will remain completely anonymous, I will be discussing the
findings anonymously; please rest assured that I will not disclose your name at any point.
There will be no identifiable information obtained in connection with this study. At the
completion of the study, the anonymous data may be sued for future research studies. The
members of the research team and the University of Southern California’s Human Subject
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research
studies to protect the rights and welfare of research subjects.
Transition:
I am going to start off by asking some questions about your role as …
How long have you been in your position?
What made you decide to pursue a career in this area?
Can you explain a little more about what responsibilities you have in this role?
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 101
RQ 1: What perceived strategies do school leaders employ to promote a college-going
culture with Latinx students at Illuminate High School?
RQ 2: What are the perceived challenges for school leaders at Illuminate High in sustaining
a college-going culture for Latinx students?
RQ 1 RQ 2 INTERVIEW QUESTIONS
x
1. What are the strengths of this school?
x
2. What is your organization’s philosophy about going to college?
x
3. Describe how this philosophy is communicated to parents, students,
teachers.
x
4. Describe the practices and policies that you believe contribute to your
school’s college-going culture.
x
5. What are the 3 most effective things you have done over the last 3-5
years to build a college-going culture?
x
6. What other activities do you have on your campus that support a college-
going culture?
x
7. In what ways do you support teachers in building a college-going
culture?
x
8. In what ways, do you engage parents/families in building a college-going
culture?
x
9. How do you ensure that students have access to knowledge about the
college-going process? Do you have a center or specific location that
students can go to?
x
10. Describe the challenges that you encounter in sustaining a college-going
culture.
x
11. How do you address these challenges?
x
12. How do you monitor and assess whether the college-going practices are
producing the desired outcomes for students (i.e. college-attainment)?
x
13. What do you do when students are successful in meeting college
attainment goals? What do you do when students aren’t?
x x
14. Is there anything else you would like to share?
A CASE STUDY OF A COMPREHENSIVE HIGH SCHOOL 102
APPENDIX D
Observation Tool

Observational Tool

Purpose:

Date: Start/End Time: Location:

Participants: Students School Leaders Parents
Environment: Micro Meso
Other:

Descriptive Detail

Summary:

Abstract (if available)

Abstract The type of experience a high school student has is determined by the environment, opportunities, and access school leaders create. The theoretical and conceptual model framework adapted to this study was Bronfenbrenner’s (1979) ecological model as well as the work of McClafferty and colleagues (2002) on a college-going culture. The purpose of this study was to derive an in-depth understanding of the process school leaders engage in to increase college aspirations and college attainment of Latinx students in a large comprehensive high school. Specifically, this study sought to address: 1) What perceived strategies do school leaders employ to promote a college-going culture with Latinx students at Illuminate High School, and 2) What are the perceived challenges for school leaders at Illuminate High School in sustaining a college-going culture for Latinx students? The methodology for this qualitative case study included purposeful sampling with 15 identified school leaders. Through the process of triangulation, using data from semi-structured interviews with the college-career guidance technician, librarian, counselors, teachers, and administrators, observations of college-going events, and document analysis including multiple school reports, the study’s findings illuminated strategies school leaders employ within the macro and micro level in the school environment to support and contribute to the development of a college-going culture. This study begins to bridge the gap between the literature on college-readiness, college-going, and college-attainment at the secondary level and illuminates promising leadership practices to create equitable access, communicate expectations, provide resources, and address perceived barriers. Overall, this study contributes to the body of work on promoting academic accountability, social supports, and fostering a college-going culture to impact the college-attainment rate for Latinx students.

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Williams, Consuelo Hernandez (author)

Core Title Promising practices for building a college-going culture: a case study of a comprehensive high school

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/25/2019

Defense Date 03/20/2019

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

Tag high school college-going culture,OAI-PMH Harvest,promising practices

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Stowe, Kathy (committee chair), Ahmadi, Shafiqa (committee member), Malloy, Courtney (committee member)

Creator Email cghernan@usc.edu,cwilliams@vcoe.org

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-146488

Unique identifier UC11662780

Identifier etd-WilliamsCo-7272.pdf (filename),usctheses-c89-146488 (legacy record id)

Legacy Identifier etd-WilliamsCo-7272.pdf

Dmrecord 146488

Document Type Dissertation

Format application/pdf (imt)

Rights Williams, Consuelo Hernandez

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