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Model of excellence: a qualitative case study of an outperforming magnet middle school

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Model of excellence: a qualitative case study of an outperforming magnet middle school

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Content OUTPERFORMING NONTRADITIONAL SCHOOLS

MODEL OF EXCELLENCE: A QUALITATIVE CASE STUDY OF AN
OUTPERFORMING MAGNET MIDDLE SCHOOL

by
Fanisha Michelle Muepo

_____________________________________________________________________________

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

May 2018

Copyright 2018 Fanisha Michelle Muepo
OUTPERFORMING NONTRADITIONAL SCHOOLS 2

MODEL OF EXCELLENCE: A QUALITATIVE CASE STUDY OF AN
OUTPERFORMING MAGNET MIDDLE SCHOOL
by
Fanisha Michelle Muepo

A Dissertation Presented

in Partial Fulfillment of the

Requirements for the Degree

DOCTOR OF EDUCATION

USC ROSSIER SCHOOL OF EDUCATION

UNIVERSITY OF SOUTHERN CALIFORNIA

2018

APPROVED:

___________________________________
Stuart Gothold, Ed.D.
Committee Co-Chair

____________________________________
Maria Ott, Ph.D
Committee Co-Chair

_____________________________________
Dennis Hocevar, Ph.D.
Committee Member

OUTPERFORMING NONTRADITIONAL SCHOOLS 3

ABSTRACT
This qualitative study will examine the factors that contribute to an outperforming
nontraditional urban K-12 public school as it relates to three areas: (a) programs and practices,
(b) leadership, and (c) cultural norms. Data collection will be collected through interviews, site
observations, classroom observations, surveys, and document analysis. The data was
triangulated to ensure validity and reliability. Findings suggested that meeting students’ needs
for academic achievement is priority. Three themes that emerged from this study: students are
priority, shared vision and practice among leadership, and culture of high expectations for all
students.

OUTPERFORMING NONTRADITIONAL SCHOOLS 4

DEDICATION

“I can do all things through Christ who strengthens me.”
Philippians 4:13 (King James Version)
I want to first thank God for giving me the desire to pursue a Doctorate degree in
education. Education has always been for me a passage to better opportunities in life and a
means to serve others. The journey does not end here but continues as I set an example for
others that they can pursue their education no matter what obstacles come by. I have learned to
use stumbling blocks as stepping stones to the next level in my life, with God’s grace and tender
mercies. Through this educational journey, I experienced the loss of two special people in my
life that were huge supporters. This dissertation is dedicated to my friend Sylvia Smith, who
served with me in my business Think Big Educational Services LLC. She started out with me
from the beginning and we miss her dearly. She had a desire to return back to school to pursue a
career in culinary arts. We will miss her dearly and will forever be grateful for her legacy of
serving and giving to others. This dissertation is dedicated to my father Michael Francis, who I
know is incredibly proud of my accomplishment and looking down from heaven smiling.
I could not have done this without the greatest support and encouragement from my
husband, Laurent Jr., who is the love of my life. It was him that encouraged me to go back to
school and see what USC had to offer. He has been my rock through it all and I love him so
much. To our four boys Dontrel, Xavier, Savion, and Joel, they keep our lives interesting, fun,
and adventurous as they are all gifted and talented in their own ways. I am blessed to have them
as my sons and a strong foundation of love and perseverance is instilled in them. They know
that with God all things are possible if you believe. My mother Ann Francis for all the sacrifices
OUTPERFORMING NONTRADITIONAL SCHOOLS 5

she made to make sure I attended the best private Catholic schools. She instilled in me to value
education and made sacrifices for my family to be successful.
While I attended classes at night and Larry worked, my mother-in-law Anastasie Muepo,
kept our younger boys. I am truly grateful for her support throughout the years and love her
dearly. To all my family members including siblings, in-laws, grandmother, aunts, uncles,
cousins, nieces, nephews, Godchildren, and friends, thank you for your love, support, and
prayers through this journey. To Bishop William T. Ervin, CoPastor, Kimberly Ervin, and
Church One Ministries Family in Long Beach, they continue to believe in me, pray for me, and
support me through this journey. I Love My Church! To my business, Think Big Educational
Services LLC because the parents who send their children to our afterschool program are
supportive and loving. To our ‘Scholars of Excellence’ who are all elementary students, whom I
love dearly. They have been my inspiration along the way and I know they will be successful in
their lives.
My goal in life is to use my gifts, talents, and abilities to be a servant leader that God has
called me to be. He deserves the praise and glory for what He is doing and will do in my life. I
am humbled through this journey because I know the best is yet to come.

OUTPERFORMING NONTRADITIONAL SCHOOLS 6

ACKNOWLEDGMENTS
I would like to thank my chairs Dr. Stuart Gothold and Dr. Maria Ott. I remember asking
a USC alumni from this same program who her chair was and she recommended that I check out
Dr. Gothold’s presentation at the conference. I sat in the presentation and immediately knew this
was where I needed to be because of the structure he had in place and the topic for study. In our
first meeting with our thematic group, he showed us pictures of graduates to cause us to start
seeing the big picture of where we would be in the next two years. After our meeting, we took
our picture and I was excited because I could see all of us graduating and being hooded as
doctors later on.
Dr. Gothold made sure in each class we saw former graduation pictures as a reminder to
stay the course and focus on what was ahead of us. Throughout this process, those images have
been in my mind to encourage me when I felt stuck or discouraged. Thank you, Dr. Gothold, for
pouring into me your knowledge, expertise, and skills to help me along the way.
Dr. Maria Ott’s sweet presence and smile was encouragement for me to persevere. She
had some health challenges along the way but thank God for healing her. She returned back full
of life with continual support that empowered me to keep pressing on. Thank you, Dr. Ott, for
being my example of a powerful and humble woman who genuinely cares for others and would
do whatever it took to help others pursue their dreams.
Thank you to Dr. Hocevar for your support and time during the proposal defense and
final defense. Your knowledge and expertise in education is greatly appreciated. Thank you to
the best cohort for all of your support, encouragement, and teamwork in completing this
dissertation. USC is truly a school where you can connect with some awesome people and I am
blessed to have met friends who are now my Trojan Family. We would meet often outside of
OUTPERFORMING NONTRADITIONAL SCHOOLS 7

class over lunch, send text messages just to encourage each other and hold one another
accountable. We are forever connected Dr. Chrissy Kemp, Dr. Michael Solis, Dr. Monica
Moran, Dr. Norma Moreno, Dr. Brian Morton, and Dr. Malcolm Heron. They are the best
educational doctors that truly care about students and dedicated to being change agents. Thank
you all for your love and support.

OUTPERFORMING NONTRADITIONAL SCHOOLS 8

TABLE OF CONTENTS
List of Tables .........................................................................................................10
List of Figures ........................................................................................................11
List of Appendices .................................................................................................12
Chapter One ...........................................................................................................13
Introduction ................................................................................................13
Statement of the Problem ...........................................................................14
Purpose of the Study ..................................................................................17
Research Questions ....................................................................................18
Importance of the Study .............................................................................18
Limitations .................................................................................................19
Delimitations ..............................................................................................19
Assumptions ...............................................................................................20
Definition of Terms....................................................................................20
Organization of the Study ..........................................................................21
Chapter Two: Literature Review ...........................................................................23
Introduction ................................................................................................23
Statement of the Problem ...........................................................................23
Background and Importance of the Problem .............................................23
Brief History of Civil Rights Movement ...................................................31
Current Status.............................................................................................38
Critique of Literature .................................................................................40
Chapter Three: Methodology .................................................................................43
Research Questions ....................................................................................44
Research Design.........................................................................................45
Sample and Population ..............................................................................46
Instrumentation ..........................................................................................50
Data Collection ..........................................................................................54
Data Analysis .............................................................................................56
Chapter Four: Findings ..........................................................................................59
Research Questions ....................................................................................60
Methodology ..............................................................................................60
Reach Higher Gifted and Highly Gifted Magnet Middle
School’s Background .....................................................................62
Research Questions’ Findings....................................................................69
Interview Quotes ........................................................................................72
Observations ..............................................................................................73
Interview Quotes ........................................................................................76
Observations ..............................................................................................79
Interview Quotes .......................................................................................84
Observations ..............................................................................................85
Researcher Learned ....................................................................................91
Emerging Themes ......................................................................................92
Chapter Five: Discussion .......................................................................................93
Statement of the Problem ...........................................................................93
OUTPERFORMING NONTRADITIONAL SCHOOLS 9

Purpose, Significance, and Methodology ..................................................93
Emerging Themes ......................................................................................94
Implications for Practice ............................................................................97
Recommendations for Future Study ..........................................................98
Conclusion .................................................................................................99
Final Thoughts .........................................................................................100
References ............................................................................................................102

OUTPERFORMING NONTRADITIONAL SCHOOLS 10

LIST OF TABLES
Table 1. Timeline of School Reform Since 1980s .................................................25
Table 2. Charter School Objectives .......................................................................35
Table 3. Student Enrollment by Subgroup 2016-2017 School Year .....................48
Table 4. 2016 SBAC Percentage of Students that Met or Exceeded State
Standards .................................................................................................50
Table 5. SBAC Percentage of Students that Exceeded State Standards ................50
Table 6. Creswell’s Six Steps for Data Analysis and Interpretation ......................62
Table 7. Survey Results for Learning Environment Section .................................71
Table 8. Observation Results for Vision and Mission Section ..............................75
Table 9. Observation Results on Monitoring of Teaching and Learning
Section .....................................................................................................76
Table 10. Observation Results on Leadership Section ..........................................81
Table 11. Observation Results on Professional Development Section ..................82
Table 12. Observation Results on Standards/Expectations and
Collaboration/Communication ..............................................................87
Table 13. Observation Results on School Environment Section ...........................89
Table 14. Observation Results on Family and Community Involvement
Section ...................................................................................................89

OUTPERFORMING NONTRADITIONAL SCHOOLS 11

LIST OF FIGURES

Figure 1: Conceptual Framework ..........................................................................58

OUTPERFORMING NONTRADITIONAL SCHOOLS 12

LIST OF APPENDICES
Appendix A: Document Review Matrix ..............................................................113

Appendix B: Interview Protocol ..........................................................................117

Appendix C: Probing Questions ..........................................................................121

Appendix D: Survey Protocol ..............................................................................122

Appendix E: Observation Protocol ......................................................................129

OUTPERFORMING NONTRADITIONAL SCHOOLS 13

CHAPTER ONE

One of our largest research efforts to date, . . . targets [outperforming] schools in urban areas
because these are communities where students have faced significant education challenges and
are in great need of effective approaches to achieve academic success. . . . Many [of these]
schools are providing superior academic learning for their students . . . [because] the school
organization and operation can serve as models to other schools, including traditional public
schools.
Align left margins
Dr. Margaret Raymond, (2015)

Introduction

There was disturbing reality that minority students in urban schools across the United
States are not college ready. They remained underrepresented in US institutions of higher
education despite a generation of national policies and programmatic efforts designed to increase
college access for all students (Amah, 2009). There still exists a disparity between White
students and minority students including African-American and Latino students in regards to
having a quality education. These particular students lagged behind their peers in college
readiness in test scores which counts towards college acceptance. Nationally, 61% of White
students who took the core subjects or more met the ACT College Readiness Benchmark in
English, 47% met in reading, 46% in math, and 41% in science–essentially anywhere double to
triple the rate for minority students who took the core or more (Abdul-Alim, 2015). Minority
students were not adequately prepared in high school for college entrance exams compared to
their counterparts.strong opening paragraph!
Throughout the United States, most students are graduating from high school and going
on to college, but minority students, specifically African-American and Latino students, are
trailing behind significantly. Nationwide, 72% of all students who enrolled in high school go on
to earn a diploma four years later, but only 51% of all minority students nationwide graduate
from high school (Journal of Blacks in Higher Education, 2003). This is problematic and needs
OUTPERFORMING NONTRADITIONAL SCHOOLS 14

to be at the forefront of discussion among educational policy makers, scholars, and educators. If
left unaddressed, these students will not have the necessary skills and tools to compete
educationally and professionally on a global competitive level.
Statement of the Problem
Historically, students in high-poverty urban schools have not performed well
academically, in comparison to students in affluent communities. However, there are
nontraditional urban schools with similar low socioeconomic and demographic characteristics
that are outperforming traditional public schools. More needs to be known about how these non-
traditional, outperforming schools operate in order to achieve excellence.
Outperforming, nontraditional urban K-12 schools are making significant differences in
how they are addressing the achievement gap. They tend to have organizational practices that
exceed the traditional urban schools’ approach even though they have similar student
demographics including English Language Learners, free and reduced lunch students, and foster
youth. In addition, these types of schools which included Online Education, Charter Schools,
Magnet Schools, Specialized High Schools, Alternative Schools, Independent Schools, and Dual
Immersion, all have specific criteria that distinguishes them from tradition public schools; for
example, student retention rates, high school completion rates, various test scores, and
distinguished awards. Moreover, the criteria that these schools represent are significant because
of the disparities between minority students, who schools are failing, and White students, who
are predominately in schools within affluent suburban communities, are thriving.
The historical perspective of failing schools’ educational issues in the United States were
addressed in the report called A Nation at Risk in 1983. Basically, US schools were failing to
provide a decent education to its students, especially those from low-socioeconomic
OUTPERFORMING NONTRADITIONAL SCHOOLS 15

backgrounds. As a result of this report, major school reforms began to spring forth to provide
solutions to these educational problems such as low test scores, lack of resources, high dropout
rates, and more to get schools to perform on a higher level. The literature discussed the
characteristics that identify schools that are high performing and what those schools are doing to
maintain that status in ensuring academic success for all students, especially minorities.
According to EdSource (Rosin, 2011), which did a study on middle schools in California
educational practices and how they relate to student achievement, found what they do in their
core classes. This was a significant study because some middle school students tend to fall
behind in core classes including English, math, science, and history. It stressed the fact middle
school students need to be identified early if they are at risk of failure so that their transition to
high school is successful. Some of the findings identified by EdSource (Rosin, 2011) suggested
that schools that are high performing have a shared mission, focus on improving all student
outcomes, design rigorous instructional programs, set measurable goals, share responsibility
among parents and students, and more. These findings added to this study because
outperforming, nontraditional urban schools have similar criteria.
School Finance Redesign Project’s (2008) findings suggested that there is a connection
between resources and student learning. The students were able to achieve significantly when
their needs were being met and they had the resources to receive adequate quality education.
The argument was that when high levels of funding are available, that in turn, will increase
student performance. When principals and education decision-makers were knowledgeable
about the funding allocations, then they could properly implement resources into the schools.
School funding had led decision makers to link it to one of the reasons why some schools
are performing higher than others. According to the report by Arkansas Educational Adequacy
OUTPERFORMING NONTRADITIONAL SCHOOLS 16

(2013), the literature showed how adequacy and equity play a major role in how school funds are
distributed. Schools that received more funding have the highest needs for their students due to
the student demographics they serve. For example, a high percentage of students received free
or reduced lunch, English Language Learners, and foster youth; therefore, more resources are
needed to help students achieve academic success.
School funding issues have been addressed in courts in landmark cases in the United
States. In 1954, Brown v. Board of Education and Serrano v. Priest in 1971 dealt with equity in
schools. Conversely, the Supreme Court case in 1973, shifted these earlier decisions and
declared “there’s no fundamental right to education” (The State of Arkansas, Bureau of
Legislative Research, 2013, p. 1). After some years of this decision, another shift occurred from
equity to adequacy in a Kentucky case (Rose v. Council for Better Education, 1985). It focused
on seven capabilities that all children should attain including oral and written communication
skills, understanding of governmental process, and knowledge of economic, social, and political
systems.
Recently, Governor Jerry Brown in 2014 established the Local Control Funding Formula
(LCFF), a new funding system that gave schools in California more authority to allocate money
to students with greater needs. The reasons for the new funding system were due to lawsuits that
challenged disparities in school funding and a taxpayer revolt (Diepenbrock, 2014). The LCFF
gave schools with the neediest students which include ELLs, foster youth, and Low Socio-
Economic more funding to design programs to improve student performance. Only time will tell
if the LCFF is working or not by holding districts accountable through their Local Control
Accountability Plan or LCAP.

OUTPERFORMING NONTRADITIONAL SCHOOLS 17

Purpose of the Study
The purpose of this study was to identify the factors present in a nontraditional
outperforming urban K-12 school. A nontraditional school is defined as a school that is not
traditional within the educational system. Nontraditional schools could be Magnet Schools,
Charter Schools, or Dual-Immersion Schools to name a few. This case study examined the
programs and practices, leadership, and cultural norms that they had to outperform their
counterparts with similar demographics. Many factors that were beyond their control prevent
students from achieving academic success. The challenge today is to rethink educational
institutional choices and analyze schools’ organization and operations and decide what is best for
the students (Kirst & Wirt, 2005).
Furthermore, school reforms that address the public educational system must be explored
to verify whether they are effective once implemented (Brown, Anfara, & Roney, 2004). The
challenging inequities over time were evident in urban schools where predominately
disadvantaged minorities attended such as teacher quality, lack of adequate resources, low
academic performance, and low funding. The expectations of these students to succeed were
very low from administrations, faculty, and others.
Finally, the purpose of this study investigated how the leadership and all stakeholders
ensured their students, mostly minority, were academically successful and college ready in one
outperforming, nontraditional urban K-12 school. Moreover, it was the responsibility of the
federal, state, and local governments to address these issues in public schools because the nation
will either profit by or pay for whatever these students become (Woods & Martin, 2016).
Therefore, the purpose of the study was worth examining so educators and local officials can
OUTPERFORMING NONTRADITIONAL SCHOOLS 18

brainstorm realistic strategies collaboratively and implement them in a way that will be
beneficial for the students with the greatest needs.
Research Questions
A thematic group facilitated by two Chairs, Dr. Gothold and Dr. Ott, consisted of 12
Doctoral students in the USC Rossier School of Education, collaborated to develop the research
design at the University of Southern California. These research questions were aligned with the
three specific concepts that would lead to a rich discussion in this study including practices and
programs, leadership practices, and cultural norms.
1. What practices and programs are implemented in urban, outperforming nontraditional
schools?
2. What are the leadership practices in an urban, outperforming nontraditional school?
3. What are the cultural norms in an urban, outperforming nontraditional school?
Importance of the Study
This study was important because it will contribute to the literature on outperforming,
nontraditional urban K-12 schools. It took a historical look at past educational disparities that
led up to the existing ones today. Furthermore, it was important because it looked at the past to
get a sense of how these broad educational issues impacted students’ lives from urban
communities. In addition, the answers to the research questions could be useful for practitioners
because they could look at the reasons why and the evidence from outperforming, nontraditional
urban K-12 schools.
The qualitative case study will have many benefits to the district and school staff
including, but not limited to, improved educational outcomes for all subgroups of students,
improve the design and services that promote learning, improve the management of the school
OUTPERFORMING NONTRADITIONAL SCHOOLS 19

environment, and improve the parental involvement in the education of students within the
district. Finally, the study will allow the examining of specific characteristics that outperforming
schools engage in which includes the following:
 Collaborative Practices
 Professional Development
 Monitoring of Instructional Practices
 Use of Data
 Program Evaluation
 Common Understanding of Expectations
 Instruction reflect High Expectation
 Student Engagement
 Classroom Environment
Limitations
The limitations of this study were as follows:
 This study had to rely on the responses of the participants from the survey.
 There were adjustments from the plan on what was originally decided to see during
observations in the classroom and site.
 The study only allowed focus on one school to obtain data.
Delimitations
The delimitations of this study were as follows:
 The researcher only could talk to adults.
 The researcher only studied one school and could not generalize about it.

OUTPERFORMING NONTRADITIONAL SCHOOLS 20

Assumptions
 The researcher assumed that the participants were truthful during the interviews and
survey data collection.
Definition of Terms
 Achievement Gap: Disparity in academic performance between groups of students that is
measured by grades, test scores, selection of courses, dropout rates, and other measures.
(Ladson-Billings, 2006)
 CAASP: California Assessment of Student Performance replaced the Standardized
Testing and Reporting (STAR) as the new academic testing system. The results are used
to monitor student progress. (California Department of Education, 2014)
 Common Core State Standards: set of rigorous academic standards in Math and English
Language Arts adopted by forty-two states
 ESSA (Every Student Succeed Act): Signed by President Obama in 2015, was the
reauthorization of the ESEA (Elementary and Secondary Education Act) which was the
US national educational law that focused on equal opportunity for all students.
 LCAP (Local Control Accountability Plan): Every school district in California must
actively engage stakeholders in the school’s vision and plans for student success and its
specific goals for achieving them.
 LCFF (Local Control Funding Formula): Legislation signed by Governor Jerry Brown in
2013 developing a new system for funding local school districts. Increased allocation of
funds given to districts with high concentrations of English Language Learners, Low-
Socioeconomic students receiving free or reduced lunch, and foster youth.
OUTPERFORMING NONTRADITIONAL SCHOOLS 21

 NCLB (No Child Left Behind): Established in 2009 by U. S. Congress under President
George W. Bush which included provisions for students who are disadvantaged. It
included a standards-based assessment to improve student achievement for all.
 Outperforming Schools: These particular schools are measured by having high test
scores in English Language Arts and math. Also, they are similar to the same
characteristics of high-performing schools.
 RTTT (Race To The Top): Established in 2009 by President Obama under the American
Recovery and Reinvestment Act, which is a grant that districts compete for to provide
additional funding. Districts have to meet the four requirements including adopt
standards and assessments, use of data systems, effective teachers, and improvement of
low-performing schools.
 SARC (School Accountability Report Card): Annual information of schools for student
achievement, environment, resources, and demographics. (California Department of
Education, 2016-2017)
 Urban: Related to the city, large densely populated; city schools are characterized by
large, diverse populations with many poor students, budget shortfalls, and bureaucracy.
(Watson, V., 2011)
Organization of the Study
This qualitative case study consists of five chapters. Chapter One provided an overview
of the study which included the statement of the problem, purpose of the study, three research
questions, importance of the study, limitations, delimitations, assumptions, and definitions of key
terms. Chapter Two will include an examination of existing literature that provided an historical
context on education as it related to the development of nontraditional urban schools. It also till
OUTPERFORMING NONTRADITIONAL SCHOOLS 22

highlight the promising practices that these schools implemented which ensured academic
success for all students. Chapter Three presents details of the methodology used, research
questions, research design, sample population, instrumentation, data collection, data analysis,
and a conceptual framework. Also, it presents in detail the process the researcher took for the
study. Chapter Four provides the findings of the study as related to the three research questions.
It provides an analysis of any themes discovered that could foster any new understandings on the
study. Chapter Five presents highlights of any implications this study posed and identifies any
new factors that would foster new knowledge and understanding of the study.

OUTPERFORMING NONTRADITIONAL SCHOOLS 23

CHAPTER TWO: LITERATURE REVIEW

Introduction

This chapter is an examination of the existing literature on non-traditional, outperforming
urban schools in the K-12 educational system. The sources that are reviewed will provide the
relevant information needed to further investigate the importance of nontraditional urban
schools. First, the literature will trace the school reform policies that exist in education to bring
about necessary changes that impact education to meet the needs of students. Next, it examines
the historical perspectives that led legislators to address the inequalities in public education.
Then it examines the options of school choice that allows parents to choose alternative schooling
for their children. Finally, the literature will review the varying accountability measures that
keep schools on track with funding and other areas of governance.
Statement of the Problem
Historically, students in high-poverty urban schools have not performed well
academically in comparison to students in affluent communities. However, there are
nontraditional urban schools with similar low socioeconomic and demographic characteristics
that are outperforming traditional public schools. More needs to be known about how these non-
traditional, outperforming schools operate in order to achieve excellence.
Background and Importance of the Problem
School Reform
The educational needs of students from urban areas are too often not being met and as a
result, school reform policies are put into place to address their academic needs especially in the
areas of teaching and instruction. It is beneficial that an education policy is coherent so that
teachers and schools receive consistent support to enhance the instruction, school goals are met,
OUTPERFORMING NONTRADITIONAL SCHOOLS 24

and professional development is a priority (O’Day & Smith, 1993). In order for school reform to
be coherent, all levels of governance need to be in one accord so that key policy instruments are
in coordination (O’Day & Smith, 1993). In the early 1900s, John Dewey addressed the issue that
American citizens need to concern themselves with school improvement because it furthers the
democratic ideals that represent this country (Castellano, Stringfield, & Stone, 2002).
This was concern for school reform on the federal, state, and local district levels. Many
school officials and legislators had conversations about key issues that may affect teaching and
learning in the classrooms. Some issues included poor attendance and low academic
performance, and class size on disadvantaged and low socio-economic youth with backgrounds
who are African-American and Latino (Holland, 2002). These groups of students have been the
impetus for school reform because policy efforts in the past failed due to inconsistency, lack of a
unified purpose, and low-level skills (O’Day & Smith, 1993). It is the responsibility of the
policy makers to establish and sustain the productivity of the teaching and learning environments
for these academically disadvantaged students (Castellano et al., 2002).
State laws and local programs in school districts help shape the schools in the United
States. The policies from the states play a significant role in directing the curriculum instruction,
student testing, school evaluations, teacher certification, and material selections (Castellano et
al., 2002). Since the early 1980s, school reform has been discussed by policy makers to bring
about improvements in the educational system. States have been willing to make the policy
efforts to address the issues of curriculum content, graduation standards, testing, and teacher
requirements (O’Day & Smith, 1993).
Public policy is the specific intention of those in government to address a public problem
and all the activities or inactivity that are related to that problem (Fowler, 2009). Historically,
OUTPERFORMING NONTRADITIONAL SCHOOLS 25

education in the United States has its foundation in educational policy with an emphasis on local
management and local financial control (Kirst & Wirt, 2005). However, in order for school
reforms to be effective, the relationships of these governing bodies need to be unified but they
are complex (Brewer & Smith, 2007). Various school reforms were implemented to address the
perils of the American educational school system. In their decision making process, school
reform policies allowed policy makers to attempt implementing improvements that would help
students’ academic needs to be met and address a lot of key issues that were detrimental to
public education. Educational reforms manifested in different phases in history by officials.
Table 1 provides a timeline of school reforms since the 1980s.

Table 1
Timeline of School Reform Since 1980s
1980s 2001 2010
A Nation at Risk
The National Commission
of Excellence in Education
was issued by President
Ronald Reagan to address
the underperformance of
American Schools
No Child Left Behind
This law increased federal
funding for education and
propelled the standards-
based education signed by
President George W. Bush
Race to the Top
President Barack Obama’s
created educational reform
in which states competed
for federal grants to
increase educational
access for all students

A Nation at Risk

During the late 1970s and early 1980s, Americans started to perceive that there was
something wrong with the educational system that led to widespread concern. According to
researchers, Americans noticed that its students were falling behind other students in the rest of
the world (National Commission on Excellence in Education, 1983). President Ronald Reagan
issued the commission to begin researching the quality of education in the United States, so that
OUTPERFORMING NONTRADITIONAL SCHOOLS 26

school reforms could be recommended and implemented (National Commission on Excellence in
Education, 1983).
The National Commission on Excellence in Education presented some findings to
support the fact that the educational system was in peril in five specific areas including content,
standards and expectations, time, teaching, leadership and fiscal support (Lewis & Wallace,
1984). There needed to be a paradigm shift in the way education was being conducted because
emphasis was not previously on student achievement but rather on funding. Likewise, schools
were being funded but their student outcomes were not at the table of discussions with
educational officials (Guthrie & Springer, 2004).
In order to support these findings, the commission made recommendations that attempted
to make the educational system less dysfunctional. First, the content outlined the subjects that
each student needed to take and the years allotted such as four years of English. Second,
standards and expectations were recommended for college admissions and standardized testing
to make sure students understand the curriculum before moving to the next grade level (Borek,
2008). Third, the time schools should be in session extended to 200 days and seven hours daily.
Next, teacher salaries should be competitive and performance-based; and finally, leadership and
fiscal support the federal government should provide to make sure key groups of students
including low-socioeconomic, students with disabilities, gifted and talented, and minority needs
were met (Guthrie & Springer, 2004). In retrospect, A Nation at Risk foreshadowed later school
reforms and laws that will take place such as No Child Left Behind.

OUTPERFORMING NONTRADITIONAL SCHOOLS 27

No Child Left Behind
Student achievement and high stakes testing in education became the main focus for No
Child Left Behind (2002) signed in 2001 by President George W. Bush regarding school reform.
According to Dee and Jacob (2011),
the hallmark features of this legislation compelled states to conduct annual student
assessments linked to state standards to identify schools failing to make ‘adequate yearly
progress’ (AYP), toward the stated goal of having all students achieve proficiency in
reading and math by 2013-2014 and to institute sanctions and rewards based on each
school’s AYP status. (p. 418)
There is a significant motivation for schools to work towards these specific goals in enhancing
student achievement. The accountability component of NCLB ensured all schools have
proficiency rates for their entire school population and subgroups that include low-
socioeconomic students, English Language Learners, and students in different racial or ethnic
groups (Davidson, Reback, Rockoff, & Schwartz, 2015).
NCLB (2002) left some schools at a disadvantage due to the high-poverty and racially
diverse demographics of the school population especially since it relied heavily on test scores
and all subgroups meet the same goals in reading and math (Kim & Sunderman, 2005). The
schools that have a large population of students attending that are at a disadvantage are less
likely to meet their AYP requirements than schools serving a lesser student body population
(Linn, 2005). Many schools in urban areas suffered under NCLB due to large school populations
so it made it difficult to meet the accountability goals set forth by this law.
Some policy makers and school officials say that NCLB (2002) has positive effects on the
schools because they are improving in specific areas. Jennings and Rentner (2006) stated that
OUTPERFORMING NONTRADITIONAL SCHOOLS 28

test scores are on the rise, schools are spending more time on reading and math, tests scores are
analyzed more closely and curriculum instruction is more aligned, makeovers of low performing
schools, more progress in teacher qualifications, achievement gaps and students’ needs are
viewed more closely, percentage of schools on “need improvement” is steady, and federal
government is taking a more active role in education.
NCLB (2002) has some negative consequences on students due to the emphasis on
standards-based testing.
Among these consequences are a narrowed curriculum, focused on the low-level skills
generally reflected on high stakes tests, inappropriate assessment of English language
learners and students with special needs, and strong incentives to exclude low-scoring
students from school, so as to achieve test score targets. (Darling-Hammond, 2007,
Abstract)
The law fails to truly meet the needs of students from urban low-socioeconomic, which is
defined as students who receive free or reduced lunch, in comparison to students from schools in
more affluent and wealthier areas. The law has an unrealistic goal for it to enforce that all
students meet the same goals by being proficient in reading and math. Linn (2005) indicated that
proficiency has become a meaningless designation because states are not unified on what
proficiency actually means for student achievement.
Race to the Top
School reform era took on a new direction under President Barack Obama’s Race to the
Top in 2010 that challenges states to compete for grants. The Race to the Top again attempted to
hold states accountable for student achievement and rewarding those states who submit to the
reform, especially in the areas of evaluating teachers and the growth of charter schools (Good,
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2011). This is a competitive grant worth billions of dollars set aside to encourage charter school
growth, revamp teacher evaluations, and student achievement (Toch, 2010). The Obama
Administration intended to save and create jobs for teachers, guidance counselors, special
education aides, other school personnel to promote school reform (Jennings, 2012). According
to the United States Department of Education (2009), RTTP encouraged and rewarded states that
emphasize student achievement, close the achievement gaps, increase graduation rates, and
prepare students for college access and career pathways. This $787 billion federal stimulus
program included $4.35 billion for the U.S. Department of Education to fund RTTP to further
education reform (Perrine, 2013).
However, there were strings attached to the RTTP reform–the new Every Student
Succeeds Act (ESSA, 2015) for teacher accountability, for schools because if they did not meet
the requirements to receive the competitive grant, then those local districts were left out of
receiving the federal funds. States and local districts that limited the growth of charter schools
and blocked the test scores that would determine teacher performance were less likely to be
rewarded with the grants (Toch, 2010). The call for charter schools under RTTP was a belief
that they will offer solutions to the problems in education including class size, will have less high
school dropout rates, higher test scores, and smaller gaps between students of different races
(Good, 2011).
This was further evidence that education was still embedded with inequities because the
students will suffer with not having a quality education as a result that some schools will comply
to the requirements and some will not for various reasons. Even though the RTTP may be
flawed in some areas, it still had a fundamental impact on education in a way that previous
legislation did not (Perrine, 2013).
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Implications of the Nature of the Problem
Understanding racial, ethnic, and immigrant variation in educational achievement and
attainment is more important than ever as the US population becomes increasingly diverse.
There are implications to the nature of this problem regarding disparities and inequities in
education in the United States. Racism is at the core of America and it still plays an enormous
role on the social surface of the people (Hartman, 2001). Racism in education affects how
schools differ regarding teacher quality, funding, students’ achievement, and educational
resources that are suppose to meet the needs of students in order for them to be competitive in a
global society. The Census Bureau estimated that in 2000, 34% of all youth 15-19 were from
minority groups; it estimates that by 2025, this will increase (U. S. Census Bureau, 2008).
The student achievement gap between African-American students and their White
counterparts is undeniable. Much of the discussion in education has been around this topic for
many years. Most contemporary theories why ethnic groups differ in their educational
achievement fall into two categories, although the debates are complex. The first is about how
cultural orientations of certain ethnic groups promote or discourage academic achievement, and
the second is about how the cultural position of ethnic groups affects the children’s parent, peer,
and social environments (Kao & Thompson, 2003).
The people who initiate these school reforms have agendas that are rooted in politics
rather than the real needs of the students. Proponents of reform have promised more rapid and
more substantial gains than they can deliver, over-emphasized the importance of individual
leaders and educational techniques attempted to work around existing institutions rather than
through them, and deemphasized unresolved value conflicts and competing visions about what
schools should do (Henig, Hula, Orr, Pedescleaux, 2001).
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Introduced by scholars Ladson-Billings and Tate, Critical Race Theory (CRT) has been a
framework to examine the racial inequalities and inequities in education, school experiences of
marginalized groups such as minorities, pedagogy and practice, and race-conscious education
policy (Lynn & Parker, 2006). It was originally developed in the legal entities but now is used to
analyze race in education as a huge problem in public education. López (2003) stated that
educational leaders have a responsibility to raise questions and know about race and to
investigate the systems and theories that propel privileges of one group over the other.
Moreover, the leaders in schools need to make sure that they foster tolerance, respect of each
other, and cultural sensitivity within the learning environments. Finally, CRT’s main objective is
to expose racism in various forms and challenge assumptions that White racial experience is and
should be the standard for success in education (Iverson, 2007).
Brief History of Civil Rights Movement
Since the 1960s during the Civil Rights Movement, legislation was enacted to address the
inequality among Whites and minority groups such as African-Americans. It also addressed the
inequities that have plagued public education and American society as a whole. The ideal of
freedom and equality for all Americans has been a historic struggle and the constitutional rights
of each citizen had to be enforced by federal legislation (Gressman, 1952). In 1964, Congress
responded to the outcries of those being oppressed and the assassination of President Kennedy by
passing the Civil Rights Act that ended discrimination in public places, voting, employment, and
education (, 1970). As a result, the agencies that were receiving funding from the federal
government had to eliminate segregation practices in order to continue receiving federal aid.
The American people’s will for equality was expressed when legislation was passed as
evidence that they desire change on every level of society to make it truly democratic (Maslow &
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Robison, 1953). During this particular time period, the disenfranchisement of minorities in the
specific arenas as employment and education were too commonly embedded in American society
due to segregation. Moreover, the fight for equality was definitely necessary so that each
American can fully live out their freedom to be true citizens.
Racial segregation was a norm and prior to the Civil Rights Movement it was not
questioned. Moreover, segregation serves as a device to maintain the social distance of the
Whites and Blacks and stop any aspirations of equality among the two groups (Orfield, 1969).
The segregation laws of the South known as Jim Crow were unquestionable by many that
enforced the segregation of Whites and African-Americans. Consequently, Plessy v. Ferguson
was the leading court case prior to the 1960s in Louisiana that segregated railway passengers and
the decision to uphold “separate but equal” which justified segregation (Maslow & Robison,
1953). However, the Civil Rights Act of 1964 eradicated Jim Crow because it shifted the focus
specifically to voting and education, which the Jim Crow laws of the South was primarily
targeted to keep schools segregated (Klarman, 2004).
Advocates for the Civil Rights Act had to make sure the public was on their side with
desiring change since discrimination was a huge problem. Therefore, it took a period of time for
the Civil Rights Act to pass in Congress with demonstrations from the people mostly affected by
it by having freedom rides, sit-ins, student protests, and furthermore to truly open the eyes to the
enormity of discriminatory practices (Lytle, 1966). However long it took to pass, the American
people spoke up with determination and perseverance to have freedom and equality that is their
constitutional right.

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Court Cases in Education
The court cases that have made history in education on the issue of inequality and
inequities for students in urban schools have significant outcomes for American society. The K-
12 educational system was in a crisis because African-American students and other minority
groups did not receive adequate quality education during the period before the Civil Rights Act
was passed by Congress. The Supreme Court’s decision in the landmark case of Brown v. Board
of Education in 1954 was intended to end segregation in schools, but it was not enforced until 10
years later during the Civil Rights Movement. Other court cases such as Green v. County School
Board of New Kent (1968) and Swann v. Charlotte-Mecklenburg Board of Education (1971) led
to schools being desegregated (Reardon, Grewal, Kalogrides, & Greenberg, 2011).
The question raised by some “Was this a successful decision by the Supreme court to
desegregate schools?” According to Reber (2005), the evidence suggested that desegregating
schools limited their success due to the White flight from districts affected by this policy.
Whites moved out of the school districts that allowed Blacks and other minorities to enroll and
they went to more suburban areas. Racial disparities in education continued to rise even greater
because schools that integrated lacked resources to support students (Ashenfelter, Collins, &
Yoon, 2006).
Although schools are desegregated, the gap between students from urban schools which
are predominately Black and Latino, and White students continue to grow and the courts very
seldom make any rulings that address inequities in education. Russo (2004) said that this judicial
inactivity is caused by the changes in the makeup of the Supreme Court, political factors, and
different societal attitudes need to be addressed, because if not, it opens the door up for an
emergence of schools being segregated again.
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School Choice
The school choice initiative gives parents the options of alternative schooling for their
children without sending them to the designated schools in their home areas. The objective of
choice is to provide opportunities for equalization among the racial groups and provide
experiences with classroom diversity (Hochschild & Scovronick, 2003). This idea of school
choice was first advocated by Milton Friedman during the 1950s so parents could have the
option of getting school vouchers. According to researchers, Friedman
predicted that if present public expenditures on schooling were made available to parents
regardless of where they send their children, a wide variety of schools would spring up to
meet the demand. Parents could express their views about schools directly by
withdrawing their children from one school and sending them to another, to a much
greater extent than is now possible. (Hochschild & Scovronick, 2003, p. 110)
The alternatives to the traditional public high schools has enormously increased due to
the formation of magnet schools during the 1970s, charter schools, blended learning programs,
and many more. Magnet schools were initially instituted to desegregate schools and offer
specialized educational programs through science, visual and performing arts, technology, health
professions, and much more. These programs hopefully set out to attract the middle class Whites
and African-Americans who would attend schools in the suburbs instead of the inner-city urban
schools (Whitehurst, 2013).
Charter schools were introduced as way to diversify the providers of public education
from traditional schooling, encourage innovations, model for improving teaching, and improve
student achievement as a distinction between district-run schools (Wohlstetter, Smith, & Farrell,
OUTPERFORMING NONTRADITIONAL SCHOOLS 35

2015). Charter schools are protected by charter laws that allow the creation of new shools to
formulate within districts.
The opposing view from some people in education was that charter schools are doing
more harm than good to meet students’ academic needs especially since funding them is a major
issue. Charter schools receive less money in federal funds than local school districts. Dynarski
et al. (2010) stated that charter schools are often provided less funds per pupil on their operating
expenses than traditional schools. Teacher quality is sometimes not the same because often
teachers are not certificated; therefore, they do not have the same training as fully credentialed
teachers in most traditional public schools.

Table 2
Charter School Objectives
Classroom Goals School Community Goals System Goals
New Roles for Teachers Increased Autonomy Competition Increased
Innovative Academic
Programs

New Roles for Parents Schooling Options Increased
Student Improvement
Performance
Accountability Increased District-Wide Student
Improvement

Within the school choice alternatives, some nontraditional schools have introduced a new
wave in teaching and learning in the classroom known as blended learning. It is considered to be
a hybrid model of traditional teaching and a computer learning environment. This learning
model impacts students’ experiences in K-12 education by making them more active and
interactive in learning versus students who are just receiving a traditional educational experience
(Alijani, Kwun, & Yu, 2014). The benefits of having a blended learning environment is that
OUTPERFORMING NONTRADITIONAL SCHOOLS 36

students become flexible, time management, and course work load is not heavy. The benefits for
teachers is that students are engaged in the learning process, course flexibility, mastering new
teaching and technology skills, and the learning environment encourages improvement (Alijani
et al., 2014). The blended approach to education combines the best elements of online learning
and face-to-face learning. It is emerging as the future of education in innovation and creativity
(Watson, J., 2008).
In essence, the debate between proponents of school choice and opponents both present
solid cases that will impact the future of public schools. Proponents suggest that choice is a
“panacea” for the ills facing public education, while the opponents say that choice ruins public
education (Ryan & Heise, 2002). It is up to the parent to decide what is the best alternative for
their children; which type of education they want them to have that will help their children be
academically successful and be competitive in this global society.
Promising Practices
Promising practices of nontraditional schools within the educational system bring hope
that there are some school climates that are doing well and the leadership behind them is
transformational. Winterman (2008) stated that in 2004 the Bill and Melinda Gates Foundation
funded the initiative ‘Bringing Best Practices to Scale;’ that looked at three stages of evolution
for schools to achieve high academic standards for all students. First, the community
stakeholders were informed of why change is needed. Second, data analyzed to determine what
needed to be changed; and finally, reshaping the school after all the stakeholders including
administration, teachers, students, parents, district officials etc. embraced the why and what.
When schools begin to understand these important factors of producing high achievement, then
there are no limits to the amount of success they can have with all their student outcomes.
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Jones and Shindler (2016) found that the quality of the climate plays a major role on a
school’s capacity to promote student achievement. The strategies that are used to promote a
positive school climate revolves around having collaborative efforts from everyone, intentional
organizational structure, reflective practice, and a determined goal toward student achievement
(Jones & Shindler, 2016). Most importantly, the expectations are clear for the students and their
families so that everyone shares in the success of the students. There is a shared mission and
strategies for student success (Winterman, 2008). When schools have a shared mission for
student success, then all stakeholders can reap the benefits when the students are doing well and
it is proof that schools can be unified instead of having individual hidden agendas that are
unrelated to student achievement and overall success.
School leadership is also a significant factor in the success of the school because it
determines the direction a school will go and influences the overall function of the school and
how the people relate to each other. It is said that principals have a measurable positive
influence on student achievement, especially those serving in low-economic areas (Jacobson,
Brooks, Giles, Johnson, & Ylimaki, 2007). Leaders within these schools set out to have goals in
relation to the vision, build a collaborative environment among the staff, seek support from
stakeholders, and distribute the responsibilities so that everyone is involved and accountable for
student achievement (Leithwood et al., 2007).
School leadership is centered around increasing teacher quality and student performance
so that the school can defeat the odds against them. School leaders build relationships with their
teachers and include them in the decision making as it relates to the students. Transformational
leadership involves leaders in the educational system empowering teachers and supporting them
as they become partners in the decisions that need to be made in schools around the students
OUTPERFORMING NONTRADITIONAL SCHOOLS 38

(Marks & Printy, 2003). School leaders such as principals have a great deal to accomplish by
setting goals and have everyone do their part to fulfill them. The leaders have to have
discernment as to know what people can or cannot do on their staff as it relates to the overall
success of the students (Leithwood et al., 2007). School leaders often affirm the environment
and the accountability for change within the school’s culture (Marks & Printy, 2003). Within the
nontraditional outperforming urban K-12 schools, transformational leaders are doing their best to
create a school culture that provides promising practices that best serves all students to achieve
academically and foster working relationships with all stakeholders.
Current Status
Accountability Measures for School Funding
There are new accountability measures in place by the federal government and local
states to make sure schools are receiving the funds needed to operate efficiently and effectively
so that students’ needs are met. The finance system that was in place for over 40 years was
recently replaced and enacted in 2013-2014 known as Local Control Funding Formula by
California Governor Jerry Brown and other officials. Also tied to this is the new Common Core
Standards and the Smarter Balance Assessment to track and analyze student achievement
(Menefee-Libey & Kerchner, 2015). This funding system allocates money to K-12 public
education, including charters. According to the California Department of Education (2017), the
LCFF establishes base, supplemental, and concentration grants. There are specific groups of
students that are targeted to allocate this funding including English Language Learners, foster
youth, and those who receive free or reduced lunch.
As a requirement for local school districts to receive funding through the state, they must
have an accountability measure in place known as the Local Control and Accountability Plan or
OUTPERFORMING NONTRADITIONAL SCHOOLS 39

LCAP. The main purpose of the LCAP is to monitor student progress using various performance
indicators, especially those students who have been identified as targets to make sure their needs
are met (California Department of Education, 2017). The ultimate goal of LCFF is that
resources will be given to those students who are in need because when they do not succeed, it
just further increases negative outcomes in society. Governor Brown’s mission for LCFF was,
“to replace categorical programs with a new weighted student formula that provides a basic level
of funding with additional money for disadvantaged students and those struggling to learn
English” (Gov. Edmund G. Brown, Jr., 2012, para. 28). This will give more authority to local
school districts, create transparency, reduce bureaucracy, and simplify complex funding streams
(Menefee-Libey & Kerchner, 2015).
LCFF is courageous in its efforts to do something new about funding schools, especially
by getting rid of the categorical program because it placed limits on the allocation of money.
However, time will determine how this funding system is doing by meeting its goals. Most
significantly, educators fear that the advocacy groups will not trust schools enough to reset from
the historic reality that schools serving predominately White students are better funded than
schools serving minorities. Targeting schools that have a disadvantage is key but implementing
all the requirements will take years to fully implement (Menefee-Libey & Kerchner, 2015).
Every Student Succeeds Act
Congress reauthorized the Elementary and Secondary School Act (ESSA) for another four
years with some major changes in education under the Every Student Succeeds Act. The main
objective of ESSA was for states, local school districts, and educators to be solely focused upon
student success and not testing. Also, it encouraged the abandonment of the No Child Left
Behind law and the Race to the Top. NCLB and RTTP took the joy out of teaching and learning
OUTPERFORMING NONTRADITIONAL SCHOOLS 40

because they were centered on standards-based testing and narrowed the curriculum
(Weingarten, 2015).
The objective of ESSA was to primarily focus on students who are at a disadvantage and
help them succeed. According to the National Center for Children in Poverty, 14.7 million, or
nearly 20% of children under age 18 live below the poverty line and half of children who attend
public schools are poor (Weingarten, 2015). At the core of American society is every citizens’
right to be equal. ESSA attempted to meet this equality by ensuring success for all students in
every facet of their education. The new implementation of ESSA will begin the 2016-2017
school year and full implementation in the 2017-2018 school year (National Conference of State
Legislatures, 2016). Finally, it is important to highlight ESSA because nontraditional
outperforming urban K-12 schools serve students who are disadvantaged. These students live in
communities that are high poverty but the nontraditional schools they attend are defying the odds
against them by providing a quality education for student achievement and success. The
commitment and dedication from the leadership, teachers, students, parents, and all stakeholders,
ensure that every student succeeds.
Critique of Literature
The literature that was discussed in this chapter presented historical perspectives on how
inequities in public education have existed for a long period of time. The federal government
and states have made attempts through key school reforms to address this problem with
solutions. The school reforms tried to eliminate the barriers and obstacles that caused schools to
fail. Minority students historically have been at a disadvantage in education versus their white
peers from more affluent communities (Iverson, 2007). The literature discussed how the civil
rights movement and landmark court cases like the Brown v. Board (1954) decision was historic
OUTPERFORMING NONTRADITIONAL SCHOOLS 41

by reversing the “separate but equal” because aspirations and expectations for social justice in
education was high, but as time went on, African-American students and other minorities are still
at a disadvantage (Bennett, 2001).
Parents now have the option to have better choices of school selections from other areas
rather than sending their children to poorly run neighborhood schools. The focus of much of the
literature has been on improving student achievement by offering alternatives in education
through school choice because it gives proponents, including parents, the option of sending their
children to alternative schools that are not necessarily their home schools through magnet
programs, charter schools, and others. According to Flaker (2014), some charter schools are
outperforming traditional public schools academically in urban communities.
In order to identify the gap in the literature, some issues need to be addressed that the
officials in education such as school leaders, school counselors, and faculty members need to
become equity minded (Bensimon, 2005). When school officials have their mindsets focused on
meeting the individual needs of racial ethnic groups that have been at a disadvantage, then real
solutions can be determined and implemented. The gap can be addressed by suggesting that it is
not always about forming new programs or techniques to address the inequities in education, but
reversing inequalities depends on the individuals’ mindset for changing themselves (Bensimon,
2005).
The literature showed ways the funds would be allocated to improve student achievement
and success but it did not provide strategies to local districts on how to make sure the funds are
properly managed so that ESSA can be fully implemented over the next few years to fully meet
the needs of disadvantaged students. School budgets can be complex but the leadership of every
school would be the determining factor on how the funds are best used and have evidence that
OUTPERFORMING NONTRADITIONAL SCHOOLS 42

student achievement is underway because graduation rates are high, as one indicator, and success
is attainable for all students no matter what their limitations tend to be.
This study will fill the gap in the literature by giving specific insight on how one
nontraditional, outperforming urban K-12 school in southern California demonstrated the
programs and practices, leadership practices, and cultural norms, that identified it as urban,
outperforming nontraditional school. This study will be able to gain specific perspectives from
participants in the case study that will help the researcher understand the factors that identifies
this school as such.

OUTPERFORMING NONTRADITIONAL SCHOOLS 43

CHAPTER THREE: METHODOLOGY
Over the past several decades, students in high poverty areas have not performed well
academically due to a number of factors in comparison to students from wealthier communities.
It is important to note that historically a number of factors played into these outcomes of low
achievement for students including inadequate funding, inexperienced teachers with strong
academic backgrounds and credentials, insufficient technology, inefficient curriculum and
instruction, low graduation rates, and lack of college readiness. There were some nontraditional
urban K-12 schools that research indicated were performing at higher levels than ever before in
education from students in high poverty communities. Curriculum and instruction for these
students redefined how students were being taught; various specialized programs were
implemented, and leadership was motivated to have a shared vision where all stakeholders were
actively involved in student academic success. Nontraditional urban schools including charter
schools, magnet programs, blended learning, specific high schools, alternative schools, online
education, independent schools, and dual immersion compete with traditional schools. They
implemented programs that attracted students by preparing them for the global economy.
The purpose of this study was to identify the factors present in non-traditional,
outperforming urban K-12 schools including leadership practices, programs, and cultural norms.
The primary criteria used to determine these types of K-12 schools for this particular study was:
(a) Urban K-12 nontraditional schools, (b) Urban low socio-economic, (c) Ethnic diversity,
(d) Under resourced, (e) Low dropout rates, (f) Identified as a Gold Ribbon school, and (g) High
SBAC test scores (Smarter Balance Assessments) that met or exceeded standards. Students took
this test currently online that aligned with the Common Core State Standards. Finally, to
increase the validity of the findings for this study, it adhered to the qualitative research method
OUTPERFORMING NONTRADITIONAL SCHOOLS 44

with an emphasis on triangulation by using multiple data sources which included surveys,
interviews, and observations.
Research Questions
Research is the process of finding out the information that was needed to conduct a
particular study. The research questions were designed to guide this particular study to be
concise, clear, and specific. The qualitative questions assisted the researcher to gain knowledge,
learn, and understand the topic. The questions were open-ended and it was important to
articulate the perceptions the researcher was trying to understand and be clear. According to
Maxwell (2013), research questions were the starting point and the primary determinant of the
design. The research questions were designed by a thematic dissertation group made up of 12
members. It was agreed upon by all members that these three research questions justified the
significant concepts related to the overall purpose of the study and the collection of specific data
from the various nontraditional urban K-12 schools. The following three research questions
were used in this particular study to gather the relevant data needed to do the case study:
1. What practices and programs are implemented in urban, outperforming nontraditional
schools?
2. What are the leadership practices in an urban, outperforming nontraditional school?
3. What are the cultural norms in an urban, outperforming nontraditional school?
The qualitative research questions were used to identify what was needed to learn and
understand about the topic, be open-minded, and it was important to articulate the perceptions of
what was attempted to know about this particular outperforming, nontraditional urban school as
it related to the leadership practices, programs, and cultural norms. In addition, the research
OUTPERFORMING NONTRADITIONAL SCHOOLS 45

questions allowed the researcher to develop a conceptual understanding within Reach Higher
Gifted and Highly Gifted Magnet Middle School, a pseudonym, in southern California.
Research Design
This study used a qualitative research design that provided a thick, rich description about
the topic discussed. The qualitative research was interested in understanding how people
interpreted their experiences at this particular school, how they constructed their educational
community, and what meanings these particular people in this educational setting attribute their
experiences (Merriam & Tisdell, 2016). The research design was a hands-on process that
involved looking at the various components of the design, and assessing their implications for
one another (Maxwell, 2013). The four dynamics to understand the research design included
focusing on the meaning and understanding of the study, the inductive process, rich description,
and the researcher as the instrument.
The researcher focused on how the people at the school interpreted their experiences.
According to Merriam and Tisdell (2016), researchers are the primary instrument because they
gather the data, analyze the information, summarize it, and could get the clarity if needed it. The
qualitative study went through an inductive process because it focused on the situation or people,
and emphasis on descriptions rather than numbers (Maxwell, 2013).
According to Yin (2009), “an empirical inquiry that investigates a contemporary
phenomenon [e.g. a “case”] . . . and within its real-life context, especially when the boundaries
between phenomenon and context are not clearly evident” (p. 18). Consequently, Creswell
(2014) pointed out that case studies are a design of inquiry where the researcher develops an in-
depth analysis of a case using various data collection procedures.
OUTPERFORMING NONTRADITIONAL SCHOOLS 46

This study allowed the researcher to collect multiple data sources for the validity of the
study to be triangulated. The purpose was disregard any researcher biases that would occur
throughout the investigation of the study. Merriam and Tisdell (2016) stated that triangulation
was necessary as a powerful strategy for increasing the credibility or internal validity of the
research study. The use of multiple methods of data collection such as surveys, interviews, and
observations provided this study with rich data to understand this specific outperforming,
nontraditional urban school. A thematic group of 12 students worked together to design the
qualitative study and research instruments.
Sample and Population
The unit of analysis that was selected to conduct the study was a purposeful sampling that
the thematic group chose to do at the school campus. The information that would be collected
was by interviews, site and classroom observations, and surveys from key administration and
staff that provided a plethora of data on the topic of the study. Merriam and Tisdell (2016) stated
that a purposeful sampling is a deliberate selection based upon what is available. It is based
upon the assumption that the researcher wants to understand and gain more insight on the most
that can be learned about the topic. The types of nontraditional schools that the thematic group
discussed and agreed upon that would be studied met the following criteria: (a) Charter Schools,
(b) Magnet Schools, (c) Specialized High Schools, (d) Alternative Schools, (e) Online
Education, (f) Independent Schools, or (g) Dual Immersion.
The Reach Higher Gifted and Highly Gifted Magnet Middle School was the school
chosen for this study in southern California. It was known to be three schools in one with a
Gifted and Highly Gifted Magnet, a School for Advanced Studies, and a Neighborhood School.
The school built overtime a robust academic program accompanied by various enrichment
OUTPERFORMING NONTRADITIONAL SCHOOLS 47

activities that engage the students throughout the year. These particular programs met the needs
of the underserved student population at this school.
Reach Higher continued to rank high in middle schools across its local districts’ middle
schools within the Reach Higher Unified School District. Students were engaged in rigorous
common core classes that prepare them for high school and beyond. Teachers were skilled at
motivating the students to learn, communicate effectively, write coherently, work
collaboratively, and excelled in critical thinking skills such as analysis and creativity. To protect
the identity and integrity of the study, it was important to note that participants’ names including
the district, school, participants, and community have been replaced with pseudonyms.
This school qualified for this study because it met the criteria that the thematic group
discussed as follows: First, Reach Higher Gifted and Highly Gifted Magnet Middle School was
located in an urban community in southern California. The magnet program served students who
demonstrated the ability to work two years above grade level in academic subjects. It was one of
12 in the district classified as Gifted and Highly Gifted sixth through eighth grade. The district
magnet program was a voluntary integration program where each one allowed students to pursue
academic interests in special learning environments. School district had the Permits with the
Transportation program that provided magnet students with the necessary transportation. Every
year in the fall, parents could fill out the Choices Application and apply for the Magnet school
that their child would qualify for. An annual Magnet Fair provided through the districts allowed
parents and students to attend to see all the magnet schools in the district and their specialized
programs.
This school had repeatedly been designated as a “Model of Excellence” by the district,
which was the top category that was similar to a Gold Ribbon school. The consistently high test
OUTPERFORMING NONTRADITIONAL SCHOOLS 48

scores reflected their success and student achievement, which is the criteria for a Gold Ribbon
school.
The other distinguished program it had was the SAS (School for Advanced Studies)
which was designed throughout the district to improve the development and education for gifted
and talented students. These schools received funding from the district to provide professional
development and resources to teachers, articulated programs for gifted students, and additional
resources for parents of gifted students. Reach Higher is one of nine schools which participated
in the SAS. Unlike the magnet program, acceptance to a SAS did not include transportation,
even if students were miles away. Finally, residents that lived within the designated area of the
school attended because it was considered to be a neighborhood school as well.
Another criteria it met was that it served students from sixth to eighth grades from
diverse ethnic backgrounds. Also, it qualified to receive the Title 1 Funds from the federal
government because it exceeded the 50% threshold set for funding allocation which had students
from low-socioeconomic backgrounds. In addition, the total number for the diverse student
population is 1,496 (see Table 3).

Table 3
Student Enrollment by Subgroup 2016-2017 School Year
Group Percent of Total Enrollment
Black or African American 24.9
American Indian or Alaska Native 0.3
Asian 13.8
Filipino 2.9
Hispanic or Latino 42.1
Native Hawaiian or Pacific Islander 0.3
White or Caucasian 13.5

OUTPERFORMING NONTRADITIONAL SCHOOLS 49

Table 3 (Cont’d.)
Group Percent of Total Enrollment
Two or More Races 1.9
Socioeconomically Disadvantaged 57.6
English Language Learners 5.7
Students with Disabilities 6.9
Foster Youth 0.3

According to the SARC (School Accountability Report Card), Reach Higher Gifted and
Highly Gifted Magnet Middle School has used the newly instated SBAC assessment, which was
the Smarter Balance assessments that was computer-based. These assessments were statewide
which were linked to the Common Core State Standards. The students are now required to take
the tests online using ipads. Common Core tests were used to evaluate state tests, testing
methods, and to set baselines for future comparisons. Reach Higher currently has the highest
ranking of 8 for the district middle schools. For both English Language Arts and Math, Reach
Higher students exceeded California and the district averages in the percentage of students who
met or exceeded state standards and the percentage of students who exceeded state standards.
Data sources included the California Department of Education and California Assessment of
Student Performance and Progress (CAASPP). Also, Table 4 and 5 display the percentages from
the state assessments which compared the scores of Reach Higher Gifted and Highly Gifted
Magnet Middle School to California Schools and its districts schools in ELA and Math.
These scores demonstrated that Reach Higher in comparison to schools with similar
demographics, outperformed its counterparts. Throughout the years, this specific school had
designed a unique magnet program taught by highly qualified teachers. Finally, it offered the
students a variety of electives such as orchestra, jazz band, choral music, art, drama, leadership,
OUTPERFORMING NONTRADITIONAL SCHOOLS 50

video production, robotics, Road Trip USA, reader’s theatre, keyboarding, design craft, brain
kinesthetic, and much more that prepared students for high school and beyond.

Table 4
2016 SBAC Percentage of Students that Met or Exceeded State Standards
Source ELA Math
Reach Higher Magnet 63 50
California 48 36
Reach Higher USD 36 26

Table 5
SBAC Percentage of Students that Exceeded State Standards
Source ELA Math
Reach Higher Magnet 23 30
California 15 18
Reach Higher USD 9 12

Instrumentation
In the fall semester of 2016, under the guidance of Dr. Gothold and Dr. Ott at the USC
Rossier School of Education, the thematic group developed the research design. The overall
OUTPERFORMING NONTRADITIONAL SCHOOLS 51

topic to be studied was Outperforming NonTraditional K-12 Urban Schools. Therefore, the
thematic group focused on (a) creating a statement of the problem, (b) identified key relevant
literature by developing an annotated bibliography that each member brought in to share with
everyone, (c) developed the purpose of the study, (d) designed research questions, (e) created the
data collection instruments, (f) developed the criteria for each school, (g) developed procedures
for data collection, and (h) included the procedures for analyzing data and addressing the
research questions. Consequently, 12 members of the thematic group broke up into three smaller
groups of four or five where each group was given a particular task.
Each group focused on a specific instrument and designed the protocols for interviews,
surveys, and observations. Also, a Document Review Matrix (Appendix A) was developed and
each group was assigned a research question and came up with the data needs and document
sources. According to Creswell (2014), the purpose of data collection was to locate and obtain
information from a small sample but to gather extensive information from this sample that would
assist the researcher in understanding their topic better. Once all groups completed their
instrument protocols, the instruments were presented to the whole group for feedback and any
modifications that were needed. Maxwell (2013) stated the significance of using multiple data
sources for triangulation because it involved methods to check one another and to see if methods
with different strengths and limitations all support a single conclusion.
The Interview Protocol (Appendix B) was designed by three members within the
thematic group. It was divided into three sections that correlated to the three research questions.
The purpose of these interview questions was to evoke a response from the participants that
would allow the researcher to understand the topic better and gain more insight. According to
Maxwell (2013), interviewing had to be useful and purposeful to gain knowledge about specific
OUTPERFORMING NONTRADITIONAL SCHOOLS 52

events and actions. Patton (2002) stated that interviews allow the researcher to enter into the
other person’s perspective. There were different types of interviews for qualitative research
which included structured and semi-structured. Structured interviews were straightforward,
consistent information, preset questions, and responses can be compared when questions are the
same. Semi-structured questions were more flexible and open-ended. The best way to get the
best data that addressed the research questions would be to weigh the advantages and
disadvantages, develop skills to use the techniques, have good questions, have clarity in what is
being asked, and understandable language. The researcher could follow-up with probing
questions to get more in-depth responses from participants. The probing questions are shown in
Appendix C.
Another three members from the thematic group designed the survey instrument using a
four point Likert Scale. There were 57 survey questions created to align with the three research
questions (see Appendix D). The rating scale for each participant to respond was either strongly
disagree, disagree, agree, and strongly agree in ten sections. The ten sections for participants to
respond included background information, vision and mission, leadership, learning environment,
school environment, standards/expectations of nontraditional schools, monitoring of teaching
and learning, collaboration and communication, family and community involvement, and finally
professional development. The purpose of the survey questions were for the researcher to gain
knowledge and understanding of the topic to be studied. In addition, according to Creswell
(2014), the significance of providing a survey for participants was that some inferences could be
made about some characteristic, attitude, or behavior of these participants from the nontraditional
school. Finally, the survey provided understanding of the staffs’ perspectives as it related to the
research questions.
OUTPERFORMING NONTRADITIONAL SCHOOLS 53

The observation protocol (Appendix E) was designed by five members of the thematic
group. The observations were necessary to conduct because it gave the researcher a first-hand
perspective on the practices of the teachers and administrators, took place in a natural setting,
provided different perspectives, and the researcher was able to gain specific insight on the
nontraditional school. Merriam and Tisdell (2016) stated that the observations consisted of
essential elements for the researcher to observe including attitudes, behaviors, performance,
activities, the physical setting, and participants.
Observation protocol was divided into two parts which included site observations and
classroom observations. Site observations allowed the researcher to observe the overall school
campus and school climate. Leadership was collaborative with a team of leaders including
administrators and teachers. Other aspects of first impressions were observed by the researcher
as they related to research question two. First impressions of the school site for example,
addressed research question three as it related to student support and professional culture of the
nontraditional school. The second observation protocol dealt with the classroom observations as
it aligned with research question one. It was broken up into sections which included classroom
environment, student demographics, description of classroom, and the instructional programs
and practices used in the classroom by the teacher. This particular observation protocol also
allowed the researcher to draw pictures that provided visualization of how the classroom was
arranged for the learning environment. As an added feature of the observation protocol, the
researcher was able to understand the school site and classroom observations through the lens of
Bolman and Deal’s (2013) Four Frames Model which include human resource, structural,
political, and symbolic.
OUTPERFORMING NONTRADITIONAL SCHOOLS 54

Merriam and Tisdell (2016) discussed the role of the observer in various capacities. For
this study, the researcher took on the complete observer role of being overt because the
participants knew they were being observed but the researcher did not interfere or manipulate
what was happening in the room. With that said, observations were necessary for this study
because it enabled the researcher to not only rely solely on interviews or surveys to gain the
perspectives of each participant. Although the thematic group collaborated to develop the
research design, each person wrote their own dissertation.
Data Collection
The researcher was allowed to gather data from this particular nontraditional school site
to the case study by successfully completing the Institutional Review Board (IRB) process
because it dealt with human subjects. The thematic group had to complete the six basic course
modules online, and before the training by a representative from University of Southern
California (USC) on how to complete and submit the IRB for approval. After the training, the
thematic group met with their Chair Dr. Gothold the following week to make sure each question
was answered appropriately and that each pair of students who were assigned various tasks,
uploaded the new documents. The documents included a document review matrix, interview
protocol, survey protocol, recruitment tool, information sheet, and observation protocol.
The procedure for the data collection process according to Creswell (2014) included
setting the boundaries for the study, collecting information through observations, interviews,
documents, visual materials, and establishing protocol for recording the information. The
approaches for data collection for the observations were systematic. Data collection began with
interviews that were conducted face-to-face and one-on-one with the participant and researcher.
According to Creswell (2014), face-to-face interviews allow the researcher to control the line of
OUTPERFORMING NONTRADITIONAL SCHOOLS 55

questioning. Interviews were conducted by the researcher with the principal, magnet
coordinator, dean, student support staff member, and one sixth grade teacher. Over a period of
two weeks, the researcher visited the school to collect data. The participants were interviewed in
their classrooms or offices to make it more convenient for the participants because it provided
privacy to disclose their personal opinions and perspectives as related to the interview questions.
Each interview lasted approximately 30 minutes and the researcher used the interview protocol
as a guide to solicit the vital information needed to understand the topic. The researcher thanked
each participant for giving their time and thoughts towards the study being conducted when the
interview was over.
Using the observation protocol as a guide when observing the school site and classrooms,
field notes were taken by the researcher. According to Bogdan and Biklen (2007), field notes
were the researchers written accounts of what took place in observations and interviews. They
could be visual descriptions of the physical setting of the nontraditional school site. There were
different types of field notes, but one in particular for this qualitative study was reflectivity. The
purpose was to improve the field notes with emphasis on feelings, problems, ideas, hunches,
impressions, and prejudices. As the researcher took field notes, observer comments (OC) were
used to jot down quick comments for points of clarification of specific perceptions or ideas of
what was happening in the particular setting.
The researcher administered the surveys last to the participants to fill out online using a
four-point Likert scale. The survey aligned with the three research questions that the thematic
group developed which included 57 questions. Each research question included subsets of
questions that were added for the researcher to gather as much consistent data as necessary to
OUTPERFORMING NONTRADITIONAL SCHOOLS 56

understand the programs and practices, leadership, and cultural norms of the nontraditional
school.
Data Analysis
The researcher organized all the data collection for analysis to better understand how
each instrument aided the knowledge and understanding of the topic. The choices to capture the
interviews were via face-to-face and one-on-one between the researcher and participant. Face-
to-face interviews were done at the school site in the offices of the administrators and classrooms
of teachers. Interviews lasted approximately 30 minutes and were thorough. In analyzing the
interviews, the constant comparative method was used to code the data as presented by Corbin
and Strauss (2008). The coding process led to categorizing and breaking down the raw data into
meaningful chunks of how to fit everything together. The first step was to categorize the raw
data using analytic tools so that the researcher could do the Open Codes, known as Empirical,
which was data that came directly from what was seen. The raw data included the transcripts
from the interviews and field notes from the observations. In step two, the researcher developed
A Priori Codes or Concrete Codes which were established codes based on the literature that the
researcher already had in mind. The researcher established A Priori Codes which could be
concepts that already were thought of by the researcher to look for. Selective Codes were the
overarching themes from all the categories. Once all the codes were identified, then the
researcher created a codebook, which was a table to clearly analyze what the codes were and
themes that stood out from the interviews and observations.
During the observations, the researcher decided to be an overt observer during the
process. The overt role also gave greater access to the range of people in the setting, according
to Bogdan and Biklen (2007). The researcher was able to take field notes as the observations
OUTPERFORMING NONTRADITIONAL SCHOOLS 57

were going on carefully taking notes of the actions of the participants. Merriam (2016) stated
what was written down or mechanically recorded from a period of observation becomes the raw
data from which a study’s findings eventually emerge and this becomes the written account of
the observation constituting field notes. Each observation was observed for a set period of time
and the notes were organized onto a word document so that they could be analyzed carefully.
The survey data received an in-depth analysis by surveying all the data from it so that the
researcher could get a thorough understanding from participants’ perspectives.
In order to ensure credibility and trustworthiness for this qualitative study, the researcher
used a few strategies to improve the trustworthiness of the study. According to Merriam (2016),
the strategy triangulation dealt with multiple measures, methods, theories, and informants or
people to get the raw data from. A rich, thick description of the study was provided which gave
greater insight and understanding of the study. To triangulate the study for validity, multiple
data sources were used including surveys, interviews, and observations. Audit trails were
collected that consisted of field notes from observations and data reconstruction or themes that
were developed during the process. According to Merriam (2016), this climb through data
analysis with its circuitous paths reflects the creative character of the analytic process. Using
this process of data analysis, the researcher was able to gain validity for this study.
The rational for this conceptual framework was to display the dynamic factors that the
thematic group agreed upon that contributed to outperforming, nontraditional urban K-12
schools. The researcher investigated the programs and practices, leadership practices, and
cultural norms at the school site to gain perspectives from all participants through surveys,
interviews, and observations.

OUTPERFORMING NONTRADITIONAL SCHOOLS 58

Figure 1: Conceptual Framework

Outperforming
Nontraditionlal
Urban K-12
Schools
Programs
and
Practices
Cultural
Norms
Leadership
Practices
OUTPERFORMING NONTRADITIONAL SCHOOLS 59

CHAPTER FOUR: FINDINGS
There are significant shifts happening in education surrounding urban, outperforming
nontraditional urban K-12 schools in comparison to traditional schools with similar
demographics. These shifts demonstrate that urban, outperforming nontraditional schools focus
more on advancing student-centered learning than on educational policies that further divide
minorities from their White counterparts in urban communities. In the past, the educational
system was in turmoil and expectations were low. Shifts occurred out of the necessity to
improve educational systems’ leadership, content, standards and expectations, time, and fiscal
support (Lewis & Wallace, 1984). It is crucial for these schools to demonstrate that they possess
something more sustainable in education that will allow their students to become competitive in
a global society.
There are key factors that many urban, outperforming nontraditional schools display.
They continue to guide their teachers through a systematic and thoughtful approach to teaching
and their students the same through learning. They are in continuous instructional improvement
and constantly change instruction to meet the academic needs of students. Urban, outperforming
nontraditional schools set clear goals for student achievement and align resources to satisfy them.
Teachers and administrators gather, share, and analyze data that will best inform their practice to
meet students’ needs towards the 21st century skills they must have educationally and
personally.
The first three chapters of this study focused on the problem and the significance of the
study, review of literature as it related to the study, and finally the methodology design that was
created to analyze the data collected at the school site. This chapter will closely examine the
data that was collected at Reach Higher Gifted and Highly Gifted Magnet Middle School through
OUTPERFORMING NONTRADITIONAL SCHOOLS 60

interviews, observations, and surveys by using triangulation to analyze the data to ensure its
validity.
Research Questions
The researcher, along with a thematic dissertation group from the University of Southern
California, designed the following research questions for this study. The three concepts from the
research questions concerning urban, outperforming nontraditional K-12 schools that the
thematic group focused on are programs and practices, leadership, and cultural norms.
1. What practices and programs are implemented in urban, outperforming nontraditional
schools?
2. What are the leadership practices in an urban, outperforming nontraditional school?
3. What are the cultural norms in an urban, outperforming nontraditional school?
Methodology
The initial email was sent to the principal in early June 2017 that included who the
researcher was and the purpose of the study. He was more than willing to assist the researcher.
In mid-June before, the principal went on summer vacation, the researcher had a face-to-face
meeting with the principal to formally meet the principal. The meeting lasted about 45 minutes
as they discussed the process of the data collection. The principal recommended some key
faculty members for the researcher to interview and observe, which included the magnet
coordinator, dean, student support faculty member, and a sixth grade math/science teacher. At
the end of the meeting, the principal emailed the potential faculty members about the study and if
they would like to voluntarily participate. When school resumed in mid-August, the researcher
emailed the same faculty members to confirm their participation. Follow-up phone calls were
made to each participate to ensure that they received the emails and to schedule the interviews
OUTPERFORMING NONTRADITIONAL SCHOOLS 61

and observations. Once approval through the Reach Higher School district was granted to
proceed with the research, the data collection began in early October 2017. Over a period of two
weeks, faculty schedules were checked by the researcher to schedule time for the interviews and
observations that were convenient for the faculty. Most of the interviews were done on faculties’
breaks and one was conducted after school hours. There were five interviews conducted with
administration, teachers, and staff. Observations were conducted of registration day for students,
classrooms, and site as well.
The data collection was informed by qualitative research for the process of interviews
and observations. In addition to interviews and observations, surveys were emailed to all the
staff. The researcher used the software provided by the University of Southern California called
Qualtrics to manually create an online survey using the survey protocol that the thematic
dissertation group developed. Once the online version of the survey was created, the researcher
emailed the website link to the principal and he in turn emailed it out to all the faculty at the
school along with the researcher’s detailed message which included the purpose of the study.
When all the data collection of the interviews and observations were collected, it was to
be analyzed by using Creswell’s (2014) six steps for data analysis and interpretation process (see
Table 6). As part of the data collection, the document analysis process included the school’s
website, SARC (School Accountability Report Card), school-family compact, and the parent-
involvement policy. The data collected and the process it went through for analysis was to
ensure the validity by using the strategy of triangulation, which improves the trustworthiness and
credibility of the study from all sources.

OUTPERFORMING NONTRADITIONAL SCHOOLS 62

Table 6
Creswell ’s Six Steps for Data Analysis and Interpretation
Step 1 Step 2 Step 3 Step 4 Step 5 Step 6
Organize
and prepare
the data
through
sorting,
transcribing
interviews,
field notes
Read all data
to understand
what it is
saying and
what the
meaning of it
implies
Use the
coding
process to
“chunk” the
information
into
meaningful
sentences and
related parts
Use coding
process to
generate any
themes from
the text to be
analyzed
Advance the
themes into a
qualitative
narrative with
a detailed
description
Interpret the
data for
meaning as it
relates to the
study and
lessons
learned

Source: Creswell 2009, pp. 191-195

Reach Higher Gifted and Highly Gifted Magnet Middle School ’s Background
Reach Higher Gifted and Highly Gifted Magnet Middle School is a middle school in an
urban southern California area serving students from grades sixth through eighth. It has three
schools in one which includes a Magnet School, SAS (School for Advanced Studies), and a
Neighborhood School. The application period to apply for the Magnet program is every year in
October through November. Parents must fill out the district’s Choices Application online to be
considered for enrollment. Acceptance or non-acceptance is conveyed via email to the parent in
the spring regarding the status for their child. This school is in high demand for parents to send
their students due to the high SBAC tests scores, multiple electives such as music where students
learn to play instruments for the jazz band or orchestra, enriching after-school programs, caring
staff, STEM programs including coding and robotics, tutoring, and much more. For the past few
years, Reach Higher is considered to be the “Model of Excellence” of middle schools in the
district. In efforts to recruit students each year, the school hosts tour days for the local
elementary schools to visit and participate in some classes. Furthermore, the school has tour
OUTPERFORMING NONTRADITIONAL SCHOOLS 63

days for parents along with students to tour the school and get a glimpse of the academic
requirements and all the enriching programs offered for STEM (Science Technology
Engineering Math) and the arts.
Reach Higher is committed to serving students from diverse ethnic backgrounds which
include 24.9% African American, 42.1% Hispanic, 13.5% White, 13.8% Asian, 0.3% American
Indian, 0.3% Hawaiian or Pacific Islander, and 2.9% Filipino. The school’s student population is
a total of 1,496 students. The school has 5.7% English Language Learners, 6.9% students with
disabilities, and 0.3% foster youth. The school is located in a residential area that consists of
single family homes and multi-unit residences. The campus is divided into the north side and
south side separated by the main boulevard. The south side of where campus is where additional
classrooms are located as well as the gymnasium and physical education field. In addition, the
school receives additional Title 1 funds because it has a high percentage of students from low-
socioeconomic background at 57.6%. These students are eligible to receive free or reduced
meals including breakfast and lunch. Parents have increased their participation to ensure the
additional funding by filling out the meal application online. These funds are necessary to have
because it pays for the school to have more incentives for the students, including the new
computer lab, more counselors hired, extended library hours, and more days for the nurse to be
on campus.
The principal and staff are committed to academic excellence for the students and
developing them as a whole child. There are several reasons why families should send their
children to this school. When reviewing the school, families should use these reasons as a guide
to help them make a decision on why they should enroll their child in this school.

OUTPERFORMING NONTRADITIONAL SCHOOLS 64

10 Reasons to Choose Reach Higher Gifted and Highly Gifted
Magnet Middle School
1

Upon reviewing the school’s website, the researcher found the top ten reasons why
parents should choose the school.
1. Excellent academic programs, modern technology
2. Recognition as a “Model of Excellence,” consistent high SBAC tests scores
3. Broad spectrum of electives, enrichment programs, and extracurricular activities
4. STEM (Science Technology Engineering Math) programs, Award-winning music
program
5. Caring and dedicated Administrators, Teachers and Staff
6. Diverse student population ethnically
7. 3 Pathways to enroll: Magnet program, SAS (School for Advanced Studies) program, and
Honors program for neighborhood students
8. Safe and quiet campus atmosphere
9. Active parental involvement
10. School pride and spirit exhibited by students and staff
There are 97.71% teachers who are highly qualified with 180 teachers with full
credentials and only three without full credentials. Administrators and teachers continue to have
professional developments consistently to align instruction and practice with the Common Core
Standards that the state of California adopted. Students are consistently achieving academically
as evident through the SBAC tests scores where 65.37% met or exceeded the standard. The
performance of the students academically strengthens the school to become a place where
students are becoming college and career ready for the 21st century.

1
Reference information withheld for confidentiality
OUTPERFORMING NONTRADITIONAL SCHOOLS 65

Description of Participants
The following descriptions are shown in chronological order in order to provide
background information on participants. The researcher wanted to provide some background
information about each participate, how they ended up working at the school, and their positions.
Each faculty member was supportive of the researcher during the process and love serving the
students and families at Reach Higher Gifted and Highly Gifted Magnet Middle School. The
findings from interviews will be presented by the research questions.
In the beginning of October 2017, the researcher began interviews with faculty members.
Prior to October 2017, faculty was contacted by email and a follow-up phone call to personally
introduce the study and request their voluntary participation in the study. Some data collection
occurred before the interviews regarding the Parent Registration day in mid-August and will be
explained in detail later. All interviews were tape recorded and permission to record was granted
by each participate.
First Interview: Magnet Coordinator
The first interview was with the magnet coordinator, Ms. Jones. She has been at the
school for 14 years and initially started out as a substitute. When a position for the Art Teacher
opened up, she took the opportunity to apply and was hired because she knew it was a good
school. In addition to teaching art for a few years, the magnet coordinator position became
available and Ms. Jones applied and has been in the position ever since. The school attracted her
because of its philosophy and specifically the academics are high. As the magnet coordinator,
she desired to have all teachers and parents involved in building the whole child. The interview
lasted about 60 minutes in her office from 9:30 am -10:00 am during the morning break on
October 9, 2017. Prior to the meeting, her secretary had the researcher wait in the magnet office
OUTPERFORMING NONTRADITIONAL SCHOOLS 66

until she returned back from a classroom visit. The friendly atmosphere made the researcher feel
comfortable. The magnet office wall was full of posters that encouraged college attendance, A-
G High School Requirements, parental resources, and much more. There was a student aide in
there doing clerical work for the secretary. Students could sign up with their counselors to be
office aides. After a short wait, the magnet coordinator greeted the researcher with a smile and
then escorted the research to a smaller office behind the secretary. Ms. Jones was very
passionate during the interview and answered each question with detail as they were
administered by the researcher.
Second Interview: Student Support Staff
The second interview was on the same day as the first in the afternoon from 1:30 pm -
2:00 pm with Ms. Sampson, director of Student Support Services. Initially, Ms. Sampson
worked at a high school in the same positon but she became displaced due to budget cuts. She
was placed at another school for the time being until a list from the district came out which
provided vacancies at schools that had openings for eight hour days. Reach Higher was on the
list and she chose the school because she heard about its fantastic reputation. She has been there
for 15 years and continues to provide students and parents with the resources they need to
succeed at the school. Her office is large and is connected to the counselors. There are posters
with informative information for students and parents regarding high school attendance, college
enrollment, and career choices. We met in a smaller office for about 30 minutes during her
lunch break to conduct the interview. Ms. Sampson provided key details to all the interview
questions, which were aligned with the three research questions.

OUTPERFORMING NONTRADITIONAL SCHOOLS 67

Third Interview: Dean of Students
The third interview took place the following week on October 13, 2017 from 9:00 am -
9:30 am for about 30 minutes with Ms. Davidson, the dean of students. She has been at the
school for 15 years as well. Her connection to the school is quite interesting because growing up
as a teen, she was always there at the school since her step-father was the principal. Initially, she
did not want to be a teacher because of all the stories she had heard, but later she was inevitably
drawn to teaching and loved it. When a teaching position opened up, she applied and was hired.
She felt comfortable being there because she knew some of the staff already from when her step-
father was principal. The day of the interview, the researcher waited in her office while she
tended to a student, who was sent there by a teacher due to an incident that happened in the
classroom. Ms. Davidson handled the situation quite well by first allowing the student to explain
the incident. She listened carefully to what they had to say and then provided the student with
some strategies of how not to get in trouble again. The student in turned listened to the reason
and said that they will not do it again. After she finished with the student, we proceeded in a
smaller office for the interview. We actually laughed at how the student was trying to explain
because he was comical in his explanation. We agreed that middle school students can be quite
amusing and think sometimes adults have not been “there” before. Ms. Davidson answered all
the questions administered and was happy that she was chosen to speak about the school and
students she cares so deeply about.
Fourth Interview: Principal
The fourth interview was done on October 13, 2017 at 11:00 am - 11:45 am for
approximately 45 minutes with the Principal, Dr. Washington. He has been at the school for the
past six years. He initially started out as an assistant principal at another middle school but
OUTPERFORMING NONTRADITIONAL SCHOOLS 68

desired to be a principal at a middle school. One year as a summer school principal, he applied
to four principal openings and interviewed at each school. After the interviews, he received the
call from the director at Reach Higher and was offered the position. He honestly said he did not
know much about the school when he applied because all he knew was that he was ready to be a
principal at a middle school. Anyway, once he accepted the position, he finally looked at the
data and said, “Wow, I landed a great school!” Our interview took place on his break in his
office. He was excited to help the researcher with this process in the dissertation because he
remembers how it was for him when he had to do his dissertation. He was encouraging and
committed to helping out in any way. As the principal of this fine school, he appreciated how
it’s a close community because the parents’ support is strong in the sense that they donate
money, and spend time at the school. Also, they help out with the drop-off lane in front of the
school for students, and contribute in many other ways. He knows that as the principal, there is
no way he can do this alone and needs a team of dedicated and supportive parents and staff to
make sure students are first and they are succeeding academically.
Fifth Interview: 6th Grade Math/Science Teacher
The last interview took place on same day October 13, 2017 after school at 3:15 pm -
3:45 pm for about 30 minutes with Ms. Rojas, a 6th grade math and science teacher. She started
out as a teacher’s assistant for the first three years during her college years at UCLA. Some of
her duties were to help out teachers who taught English Language Learners, work with students
who had IEPs (Individual Educational Plans), translate in Spanish, and clerical work in the
office. During her college years she managed to get her full teaching credential and that was
when her current position opened up. The assistant principal at the time encouraged her to apply
since she knew the administrators and staff. In addition, the assistant principal expressed to her
OUTPERFORMING NONTRADITIONAL SCHOOLS 69

that as a first-year teacher, she would need support and they would be able to support her. Now,
23 years later, she is still teaching in the Magnet school core classes for math and science for 6th
grade. The interview was done in her classroom where the researcher saw displays of math and
science student work posted throughout the room. She was inviting and made the researcher feel
welcomed into her space and answered every question given. Finally, she loves this school and
knows that families have a long history of sending generations of their children and
grandchildren to the school. She has sent her own children to attend the school as well because
of its caring staff and academic excellence.
Upon completion of all interviews, the researcher began to organize the interviews by
listening to the tape recordings and transcribing them individually. The researcher spent five
days transcribing each interview and analyzing the data from observations to see what concepts
and themes developed that correlated to the three research questions. The next section provides
findings around the three research questions regarding practices and programs, leadership, and
cultural norms. The findings provided evidence for triangulation through sample responses from
interviews, observations, and surveys.
Research Questions ’ Findings
Research Question One
What practices and programs are implemented in urban, outperforming nontraditional
schools?
The researcher first conducted the interviews and observations over a two week span;
then an online survey of 57 questions was given to the staff to complete as well via email. The
survey results from the teachers was a 50% response for completion. The results of the survey,
interviews, and observations were interconnected to ensure validity for the study. The successful
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programs for the students to be successful academically included tutoring, homework help in the
library after school, and intervention programs in math. The math intervention is a technology-
based program where students work on computers in the computer lab to solve math related
problems. In addition to the student programs, some of the practices that the staff did was called
Instructional Rounds. The book Instructional Rounds in Education: A Network Approach to
Improving Teaching and Learning by Elizabeth A. City et al. (2009) was introduced to the
teachers at a professional development about three years ago. The premise of the rounds was for
all teachers to rotate to each other’s classroom to see how their fellow peers taught instruction. It
was not intended to judge teachers but to learn best practices from one another. After the
teachers became familiar with doing the rounds, currently they go on their own to conduct
instructional rounds. Teachers now use what they learned from each other and apply it to their
instruction no matter what the subject is that they teach. As a result, teachers and students
benefitted from this experience. One sixth grade math teacher that was interviewed said that she
observed best practices from an eighth grade English teacher. During student collaboration on
an assignment, the students were given a handout of a clock with times listed at twelve, three,
six, and nine. Students had to go around the classroom and choose four different peers and write
their names respectively to each time slot on the clock. The teacher used this activity for
students to circulate around the clock by having each peer read and edit their paper providing
feedback within seven minutes each. Teacher would call out the next time slot and then students
would switch to the next peer. “I now use this method for student collaboration during my
science class activities. Students enjoy interacting with fellow peers and the clock switching
activity allowed them to circulate the classroom and getting feedback from others”, said Ms.
Rojas.
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As mentioned before, the survey was developed by the thematic group in paper form but
it was converted by the researcher into an online format by using the University of Southern
California’s software named Qualtrics. A week after the interviews and observations, the survey
was issued to the staff by email on October 16, 2017 and a deadline was given to be completed
by October 27, 2017 to give them two weeks because of busy schedules. The results received
back were 50% for the researcher to analyze. The Qualtrics software systems provided the
percentages for responses per question. A sample of the survey responses are displayed in
Table 7 which depicts the responses for the learning environment at Reach Higher.

Table 7
Survey Results for Learning Environment Section
Learning
Environment
Strongly
Disagree %

Disagree%

Agree%
Strongly
Agree%
The school
environment is
conducive to
learning.

10 40
Teachers use
effective
strategies to
help different
subgroups of
students meet
high academic
standards.

35 15
Teachers use a
variety of
approaches and
activities to
help students
learn.

20 30
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Table 7 (Cont’d.)
Learning
Environment
Strongly
Disagree %

Disagree%

Agree%
Strongly
Agree%
School work is
meaningful to
students.

45 5
Instruction is
adjusted to
meet individual
needs.

25 25
Classroom
activities are
intellectually
simulating and
engaging.
33 17

Throughout the interviews, observations, and surveys it was evident that students were
the priority for instruction for achievement. Below are some responses for research question one
from the interviews using fictitious names, observations, and survey sections.
Interview Quotes
Quote 1: Ms. Sampson “Students have afterschool tutoring”
Quote 2: Ms. Davidson “Teachers offer help during lunch breaks and before school for
students who need assistance with any subject.”
Quote 3: Ms. Rojas There’s library homework help Monday–Thursday afterschool and
rewards are given for kids with high GPAs.”
Quote 4: Ms. Rojas “Teachers review test scores in PDs and see which areas of learning
need more support.”
Quote 5: Ms. Davidson “The teachers can re-teach concepts on what students did not
grasp.”
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Quote 6: Dr. Washington “Professional Developments help move some teachers away
from lecture style lessons and encouraged them to do more collaborative lessons among students
to keep them engaged.”
Observations
The researcher attended the Pops Concert on October 11, 2017 at 6:30 pm where the
researcher wanted to witness one of the ways students are engaged. This school is well known
for its music program and the researcher wanted to have the opportunity to attend. During data
collection, a concert performance was the same week when interviews began. The music teacher
was a new teacher this year since the former one retired last school year. The concert was held
in the school’s auditorium and it was packed from front to back of guests, including parents.
Everyone was excited to see their student perform in choir, orchestra, and band. Students
displayed a plethora of talent as beginners or advanced singers and instrumentalists. Some of the
instruments they played were flute, oboe, clarinet, bass clarinet, tenor saxophone, trumpet, tuba,
drums, French horn, and trombone. The crowd was swaying and grooving to the sounds of such
songs as “Happy” by Pharell Williams, Songs from LALA Land, “Rolling in the Deep” by
Adele, and “Yellow Submarine” by John Lennon and Paul McCartney just to name a few. It was
an extraordinary evening to witness such awesome talented students display their music and
singing skills. This was a good example of the school putting priority on students’ needs and
nurturing the whole child. Students were actively engaged in an activity that they loved through
musical performance.
The classroom observations were combined as the sixth grade teachers are partners and
share the same students. One teacher taught both math and science while the other taught
English and history. The researcher had the opportunity to observe the math and science teacher
OUTPERFORMING NONTRADITIONAL SCHOOLS 74

Ms. Rojas on October 13, 2017 for about an hour. The room was set up in a way that
encouraged collaboration among the students. The teacher’s desk was in the front of the class
and the student’s desk were grouped facing each other in groups of four. There were 16 males
and 12 females from various ethnic backgrounds. For the first 30 minutes, the researcher
observed the math class where the students were engaged in groups working on a packet that
covered ratios and rates. The teacher first explained the assignment, went over team rules to
cooperate and work together, and then modeled one of the problems. Students were encouraged
to work with their peers to do as many problems as possible. She walked around to each group
asking if there were any questions and provided clarity if a student did not understand. The
researcher witnessed the students helping each other to check for understanding. Before the bell
rang, Ms. Rojas made sure students had the homework written down in their planners before she
transitioned to the science class with the same students. When the bell rang, students were
instructed to put away the math packet and for science the same situation occurred. Students
were still in a position to collaborate among each other and the teacher began to explain the
science activity to be done. They were working on Earth Systems and Cycles on their Ipads
because each group had to do a power point presentation. Time was given in class for groups to
work together on the power point using Google Docs so that everyone on the team had access to
the slides. Each group divided up the slides so that every person contributed to the information
that they would present at a later date. The researcher was very intrigued that these students
were cooperating with each other and making sure to get the work completed.
The strongest findings from observations related to Research Question One were that the
teachers create learning environments that are meaningful to the students. They are not given
OUTPERFORMING NONTRADITIONAL SCHOOLS 75

“busy work” just for students to pass the time by. Lessons are carefully planned and taught in a
way that engages the students.

Table 8
Observation Results for Vision and Mission Section

Vision/Mission
Strongly
Disagree %

Disagree %

Agree %
Strongly
Agree %
The school has a clear
mission/vision.

45 5
I have a clear vision
of what the school is
trying to achieve.

23 27
The staff works
beyond their official
roles in order to help
achieve school goals.

20 30
The staff shares a
common
understanding of what
the school wants to
achieve.

35 15
The school’s
vision/mission is
evident in multiple
methods/practices.

21 29
The staff keeps the
school’s goals in
mind when making
important decisions.

39 11

The strongest findings from observations related to Research Question One suggested the
school has a clear vision and mission. The teachers seemed to share in this vision and mission
which was extremely important to emphasize by the principal. When making decisions about the
students, the teachers keep the vision and mission in mind for all students.
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Table 9
Observation Results on Monitoring of Teaching and Learning Section

Monitoring
Strongly
Disagree %

Disagree %

Agree %
Strongly
Agree %
Assessment results
are used to
determine
professional
learning activities.

18 32
Teachers receive
regular feedback
on how they are
performing.

37 13
Teachers provide
feedback to each
other to help
improve
instructional
practices.

44 6
The school gives
teachers
substantial
freedom to carry
out lessons and
activities.

40 10

The strongest findings from observations related to Research Question One were that
teachers do help one another by providing feedback to each other when it comes to their best
practices. They constantly strived to improve their instructional practices.
Interview Quotes
Quote 1: Ms. Jones “Teachers are empowered to be the first line of defense in
disciplining the students.”
Quote 2: Ms. Sampson “Discipline issues are dealt by the teacher first, then contact the
parent.”
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Quote 3: Ms. Rojas “I take advantage of attending outside workshops and bringing new
ideas in our professional developments.” . . . “Ask for help by administration only if exhausted
other ways to deal with discipline.”
Quote 4: Ms. Davidson “We model the dress code for students and lead by example.”
Quote 5: Ms. Sampson “Our staff stays involved in the classroom and outside.”
Quote 6: Ms. Jones “Professional development is scheduled every Tuesday for teachers
to collaborate and implement new instructional ideas.”
Research Question Two
What are the leadership practices in an urban, outperforming nontraditional school?
Throughout the study, it was evident that the leadership practices came from
collaboration among the administration and faculty. For example, the principal would introduce
a new instructional concept during professional developments and a discussion among the
teachers would commence followed by implementation if the majority agreed. Dr. Washington
always considered input from the teachers first instead of dictating what needed to be done.
Once the new instructional program was implemented, then another debriefing discussion took
place to identify if the program worked for the students or does not work for them. Some of the
other findings from research question two included the following:
 Leaders are visible on campus and not encamped in their offices. This was critical in
their leadership practices because it allowed students and parents to see school leaders
around campus and interacting with them.
 Teachers team up with each other and discuss best practices. The sixth grade teachers
team up as mentioned before where teachers share the same students. One taught a
combination of English and history, while the partner taught math and science. The other
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grade levels, seventh and eighth grades, were not set up like this; however, during grade
level meetings or professional developments, teachers collaborated by subjects to ensure
they were all teaching the same standards for instruction.
 Teachers concentrated on students and used data to guide their instruction. This was
priority among the leadership that everything that they do as leaders had to benefit the
students. Their achievement was based on how well the teachers and administration
reviewed data from benchmark assessments, SBAC tests, and formal and summative
tests. The data allowed the faculty to determine the strengths and weaknesses of each
student. Then, strategies were developed to help those students who needed the
intervention. This year, the Reach Higher Unified School District mandated that their
focus be on math improvement to improve math scores across the district.
 Group effort as faculty to make decisions. This was not a top-down leadership in regards
to decision making. There was a shared vision among the leadership to keep the mission
of the school as the foundation around students first. The principal explained that
teachers’ ideas on new instructional material or programs are shared and considered when
making decisions. If everyone is in agreement with the ideas, then they implement them
into instruction. Debriefing was important once implemented because they discussed
whether this new idea was effective or not for student achievement.
 Teachers are empowered to handle any discipline issues first before sending students to
the dean or counselors. For example, Ms. Rojas and her teacher partner check in with
each other on a weekly basis regarding students’ behavior or any other issues. The
reason was because a particular student may be having the same issues in both classes
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and then they can both intervene with the parent when needed via the Parent Portal. This
system allows teachers and parents to communicate through emails.
Here are sample responses that the researcher was able to analyze and code from research
question two that would provide greater insight on the leadership practices.
Observations
Reach Higher Gifted and Highly Gifted Magnet Middle School’s leadership, including
administration and teachers, decided to do something different one week prior to the first day of
school by having a Parent Check-In day as discussed in a previous professional development.
The new idea was discussed and implemented to make the registration process run more
efficiently and faster. This example on leadership practices demonstrates how the leaders came
together with a shared vision to make the school better for students and parents on registration
day. This was set up to make the process for student registration easier and more efficient so that
the first day of school was not as hectic. The researcher found out about this day on the school’s
website and decided to do some pre-data collection for observation on August 10, 2017 at 9:00
am. It was an open campus that day as parents and students made their rounds to the various
stations set up to make the process smooth and quick. Each grade level was assigned a different
day and the researcher happened to go on the day that seventh graders and their parents were
there. Posted around the campus were signs that led students and parents to the cafeteria where
they had to pick up an orange form explaining each station to rotate around. The four stations
were as follows:
1. Station 1: Student Cafeteria Parents picked up forms to fill out that included student
emergency information; parent publicity authorization and release; student health;
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responsible use policy of ipads, cell phones, and electronic device policy; and T-dap
verification for seventh graders only.
2. Station 2: Staff Lounge Parents picked up student’s class schedules and had an
opportunity to fill out the Federal Title 1 Meal Application. Also, they could register for
the Reach Higher Unified School District’s Parent Portal Passport. This system allowed
parents to check student’s grades, email teachers, check attendance, and much more.
3. Station 3: Textbook Room Parents entered through the Industrial Arts building with
their student’s class schedules and volunteers handed them the textbooks needed which
consisted of the math, science, health (6th and 7th graders), English, and history.
4. Station 4: Student Store Parents had the opportunity to purchase a student planner for
$7, physical education shirt $10, shorts $15, and sweat pants $25. They could purchase a
sports bag $5.
The school’s leadership came from a collaboration between the administration and
faculty working together to explore positive ways to impact student achievement. Survey results
showed an interconnectedness among the interviews and observations as it related to the
leadership practices as exhibited in Table 10.

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Table 10
Observation Results on Leadership Section
Leadership Strongly
Disagree %

Disagree % Agree % Strongly
Agree %
The leaders at my school lead by
example.

42 8
The school provides a clear
pathway for leadership
opportunities.

15 35
School leaders/administration
consider various viewpoints when
making decisions.

47 3
School offers many leadership
opportunities for all staff
members.

10 28 12
Leaders/administrators hold staff
accountable for improving student
learning.

30 20
When issues arise at the school,
leadership responds in a prompt
manner.

16 34

The strongest findings from this section found that the formal school leaders do not make
all the decisions. There was a decision making process in place where staff was able to share
their ideas and they would be considered through discussion and possible implementation. The
staff would later discuss if the idea was effective or not for student achievement if implemented.
The strongest findings were professional development was important for all teachers and
administration to attend where they collaborate on new ideas. These ideas were discussed,
implemented, and debriefed for effectiveness. Professional developments are unique at this
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school because they are teacher led. Most of them lead because they receive outside trainings
from the district on weekends or attend educational conferences from other places such as local
universities. Instructional material they acquired were brought back to introduce to the
administration and teachers for discussion and potential implementation.

Table 11
Observation Results on Professional Development Section
Professional
Development
Strongly
Disagree %

Disagree %

Agree %
Strongly
Disagree %
Professional
development
activities are
consistent with
school goals.

45 5
The school
provides enough
opportunities to
grow
professionally
through
professional
development
opportunities.

27 23
Different staff
members
periodically lead
professional
development
activities for
other staff.

38 12

The analysis of the summary of the findings for research question two showed the
researcher that this school was consistent in their leadership practices as it related to the vision
OUTPERFORMING NONTRADITIONAL SCHOOLS 83

and mission of the school. According to the principal, Dr. Washington, “Teachers must believe
in what they are doing, walk the talk, study, and be consistent in order to be a role model for the
students.” The professional developments are effective because the teachers and administration
take the time to collaborate on the instructional practices and content that will propel student
learning. They have opportunities to discuss how students are learning in the classrooms as a
result of the instructional rounds that they now do on their own after implementation of it three
years ago.
Research Question Three
What are the cultural norms in an urban, outperforming nontraditional school?
According to the findings for research question three, the researcher found that this
school has thrived off creating a friendly and welcoming atmosphere for everyone. Literally,
upon entering the campus through the main building, the security personnel greet guests with a
smile and they are directed where to go. The office staff delivers great customer service to
parents and students alike when coming in there with questions or need resources. The culture of
the school is student-centered as displayed by bulletin boards and student work shown in the
halls and in the classrooms. More of the findings of cultural norms are:
 Physical appearance of the school must be clean, welcoming, and overall feeling of being
comfortable by students, parents, and guests.
 Students are engaged in various activities throughout campus including afterschool
programs like ballet folklore, robotics, sports, art, reader’s theatre, and more. Also,
community partnerships with UCLA and other businesses to provide additional resources
to the students.
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 Diverse student population from various ethnic groups and school programs to learn
about the different cultures.
 Innovative ideas by having elementary school tours for neighboring schools to visit the
campus and experience a middle school lesson, participate in Kahoot activities, and have
lunch. Students are given parting gifts to take home such as a school t-shirt.
Testimonials from parents expressed their child’s experience from the tours were
positive. Their positive experiences led the parents to make the decision to apply to the
school.
The researcher received sample responses related to cultural norms from the participants
from the interviews.
Interview Quotes
Quote 1: Ms. Rojas “I can appreciate that it has a diverse population and that’s why I
work here.”
Quote 2: Dr. Washington “The staff must be friendly, accepting, and students can
embrace who they are.”
Quote 3: Ms. Sampson “Students that come here are smart and diverse.”
Quote 4: Ms. Davidson “Staff is excellent and value education. They go out of their
way so kids are successful.”
Quote 5: Dr. Washington “Parents have a lot of choices, but we offer expertise, high
academic culture, and a superior education.”
Quote 6: Ms. Jones “Teaching is critical because our teachers go beyond the textbook.”

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Quote 7: Ms. Davidson “We believe all kids can be successful and we set high
standards.”
Quote 8: Ms. Rojas “Parent support coupled with consistency of high expectations.”
Observations
The second observation was done after the first interview on October 9, 2017 after 10:00
am where the researcher received a visitor’s pass from the security personnel to walk around the
school’s site. The principal was already informed that the researcher was there to observe the
campus. Upon entering the main entrance of the campus, security personnel were there to greet
visitors and have them sign the visitor’s log. After signing the log, the security personnel handed
over a yellow visitor’s pass. On the left side of the main entrance was a beautiful art mural
brightly colored that depicted the school with students engaged in various activities. There was a
table on the right side with informative handouts that could be picked up regarding Choices
Application, Parent Handbooks in English and Spanish, and Parent Portal Access. The wall
bulletin board displayed information about an upcoming fundraiser. As the researcher proceeded
to walk down the hallway, there were college flags hung up to promote a college-going culture.
The whole atmosphere was welcoming and friendly as the researcher roamed the premises.
Once the researcher went outside, the path led to the far left corner where the sixth grade
classrooms were located. Their section is separated from the rest of the school on purpose
because it is set up for them to be in one area for their core classes. They do not get lost on
campus trying to find their classes. For physical education, all students have to go to the south
side of the school and electives may be in the main building or in the Industrial Arts building.
As the researcher was strolling around the campus, various famous quotes were painted on the
buildings and walls such as, “If we cannot end now our differences, at least we can help make
OUTPERFORMING NONTRADITIONAL SCHOOLS 86

the world safe for diversity” (President John F. Kennedy, 1963, para. 1). It was refreshing to see
that the school had a newly renovated physical education field, newly covered seating areas, and
new basketball and volleyball courts. The gym was there for indoor sports and exercises along
with a weight room filled with equipment for the students to be fit.
The final observation was done in another science class for seventh grade in
Ms. Corona’s classroom. This observation took place on October 12, 2017 in the morning. Her
class was working on Earthquake preparedness posters for the upcoming Back to School Night
and Earthquake Preparedness Display. There were diverse students from various ethnic
backgrounds with 14 females and 12 males in attendance. Students were brainstorming with
their teams on what to put on their poster boards regarding how to prepare for an earthquake.
Some team members used their ipads to google some pertinent information to include on their
posters. The researcher learned from the teacher that she did this yearly for Back to School
Night by having a display of earthquake preparedness information for parents and guests when
they come. On Back to School Night, which was the following week, students’ posters were
displayed in the main building and tables were set up for parents and guest to receive resources
regarding earthquake safety. As the researcher observed the students creating the posters, some
students began to tell stories among each other about their fears of earthquakes but glad they are
learning what to do if one was to happen.

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Table 12
Observation Results on Standards/Expectations and Collaboration/Communication
Cultural
Norms
Strongly
Disagree %

Disagree %

Agree %
Strongly Agree
%
Students are
expected to
achieve at high
standards.

10 40
All students are
consistently
challenged by a
rigorous
curriculum.

35 15
Teachers are
involved in
creating and
implementing a
culturally relevant
curriculum.

27 23
The school gives
teachers
substantial
freedom to carry
out lessons and
activities.

44 6
School staff are
interdependent and
value each other.

29 21
I feel comfortable
sharing my ideas
with other staff
members.

37 13
The school
supports and
appreciates the
sharing of new
ideas by staff
members.

39 11
Teachers regularly
discuss teaching
issues.

25 25

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Table 12 (Cont’d.)
Cultural
Norms
Strongly
Disagree %

Disagree %

Agree %
Strongly Agree
%
The staff works in
teams across grade
levels to help
increase student
learning.

45 5
Staff routinely
work together to
plan what will be
taught.

46 4

The strongest findings from these sections were that there were high expectations for all
students to learn. They are consistently engaged in a rigorous academic program coupled with
enrichment activities that are engaging, motivating, and fun. Also, the staff regularly worked
together in grade levels to make sure that the lessons are being taught for students to understand
and apply.
The strongest findings considered the fact that teachers respect the diversity of all
students at this school. The students all come from various ethnic and socioeconomic
backgrounds. Teachers genuinely cared about these students and created a family style
environment to make sure everyone was comfortable.

OUTPERFORMING NONTRADITIONAL SCHOOLS 89

Table 13
Observation Results on School Environment Section

School
Environment
Strongly
Disagree %

Disagree %

Agree %
Strongly Agree
%
Student
discipline is
managed well.

0 0 38 12
Teachers show
they care about
all of their
students.

0 0 45 5
The staff
respects the
diversity of all
their students.

0 0 48 2
Student
interactions are
polite and
supportive of
one another.

0 5 30 15

Table 14
Observation Results on Family and Community Involvement Section
Family/Community
Involvement
Strongly
Disagree %

Disagree % Agree % Strongly
Disagree %
The school works with
community
organizations to
support its students.

45 5
Teachers have
frequent contact with
the families of their
students.
29 21
OUTPERFORMING NONTRADITIONAL SCHOOLS 90

Table 14 (Cont’d.)
Family/Community
Involvement
Strongly
Disagree %

Disagree % Agree % Strongly
Disagree %
The school
provides ample
information to
families about how
to help students
succeed in school.

39 11
Many families are
involved as
volunteers at the
school.

36 14
Compared to your
last teaching
experience, how
involved are
parents/community
with the school.

23 27

The strongest findings were that there are school partners with community organizations
to support all students. Parents were involved on various levels to support their students and the
staff by volunteering and donating money. Students are heavily supported which in turn makes
learning better and success attainable.
Currently, the principal is writing a proposal to the district for another pathway for
enrollment which is centered around a STEAM (Science Technology Engineering Art Math)
focus to appeal to more kids in the community. They already initiated a Robotics and Coding
program where students compete with other students throughout the district on their skills. The
faculty has a belief that this school is the best in this large metropolitan urban area in southern
California. Teacher turnover is very low and the only reasons they leave is retirement or move to
another area for living arrangements. There are testimonials that generations of families have
OUTPERFORMING NONTRADITIONAL SCHOOLS 91

attended the school from the parents to grandchildren. Moreover, family ties add richness to this
school and a better sense of appreciation for it. Finally, students become well-rounded as a
person and graduate from this outperforming, nontraditional urban school college ready. Alumni
have graduated from UC Berkeley, UCLA, Ivy League Universities, and won various full
scholarships including the nationally competitive Posse Scholar Scholarship. The genuine care
and expertise by the faculty and the instructional practices they utilized continues to allow this
school to outperform traditional schools with similar demographics.
Researcher Learned
Researcher used reflective reporting or analysis to weave the case study into a story,
which is suited for rich, thick description (Gall, Gall, & Borg, 2003). The researcher relied on
intuition and judgment for analysis of the case study. Based upon what was observed and
through the participants’ interviews and survey, the researcher learned that the administration,
teachers, and staff are committed wholeheartedly to the students. They value education and
instill the importance of it to all students. These faculty members go out of their way for every
student to succeed not just academically, but in every area of their lives. The climate at this
school is welcoming, friendly, accepting, and embracing of all diverse student backgrounds. The
researcher felt comfortable while conducting the study and believes that this is a student-centered
school. The students are engaged because the atmosphere that is created invites learning to
happen as the campus is clean on the interior and exterior. The buildings are updated with
artwork from students and bulletin boards filled with students’ work.
Also, what sets this outperforming nontraditional school apart from other similar schools
is the experience of the staff, expertise, and a culture of high expectations for all students. The
students have fun and are receiving a well-rounded education. This school provides a
OUTPERFORMING NONTRADITIONAL SCHOOLS 92

competitive pathway for students and the staff is very nurturing. The principal has an open door
policy unlike some schools and wants to foster relationships with parents, students, and the
community. It is important to him that he is visible and accessible no matter the issue. The
researcher learned that the values of the school are constantly embedded into the students are to
work hard, set future goals, and be a good citizen. The students know that the staff is there for
them especially when they need a listening ear. Finally, this school has a good reputation and
that is why parents want to apply and send their kids there.
Emerging Themes
In analyzing the interviews, the constant comparative method was used to code the data
as presented by Corbin and Strauss (2008). The coding process led to categorizing and breaking
down the raw data into meaningful chunks of how to fit everything together. First, the raw data
was categorized, then the researcher was able to do the Open Codes, which was data that came
directly from what was seen. Next, the A Priori Codes or Concrete Codes (codes based on the
literature that the researcher already had in mind) were established. Finally, the Selective Codes
were the overarching themes from all the categories. The three themes that the researcher
developed that led to the essential factors for outperforming were:
1. Students are Priority
2. Shared Vision and Practice among Leadership
3. Culture of High Expectations for all Students
In Chapter Five, the researcher will discuss the themes in detail, conclusions,
implications for further practice, recommendations for future study, and final thoughts from the
qualitative case study.

OUTPERFORMING NONTRADITIONAL SCHOOLS 93

CHAPTER FIVE: DISCUSSION
This qualitative case study was written over five chapters. Chapter One included an
introduction of the study, statement of the problem, purpose of the study, and the importance of
the study. Chapter Two was a presentation of the current literature on the topic and an
explanation of the historical perspectives on education. Chapter Three was a description of the
methodology by presenting the research questions, research design, data collection, and the data
analysis process. Chapter Four was an examination of the findings of the research and a
discussion of the emerging themes. Chapter Five includes a summary of the study, implications
for practice, recommendations, and conclusion.
Statement of the Problem
Historically, students in high poverty urban schools have not performed well
academically, in comparison to students in affluent communities. However, there are
nontraditional urban schools with similar low socioeconomic and demographics characteristics
that are outperforming traditional public schools. More needs to be known about how these
nontraditional outperforming schools operate to achieve excellence.
Purpose, Significance, and Methodology
The purpose of this study was to identify the factors that are present in urban,
outperforming nontraditional K-12 schools by gaining insight into the dynamics that creates
them. It examined the programs and practices, leadership, and cultural norms from the school
that enables them to outperform. The significance of the study will help educators and
policymakers develop strategies to implement for student achievement. It will have many
benefits to the district to improve student performance, instructional practices, and parental
involvement.
OUTPERFORMING NONTRADITIONAL SCHOOLS 94

A thematic dissertation group of 12 members designed the research questions for this
particular study to focus on three specific areas. The three questions were designed to collect
data on:
1. What practices and programs are implemented in urban, outperforming nontraditional
schools?
2. What are the leadership practices in an urban, outperforming nontraditional school?
3. What are the cultural norms in an urban, outperforming nontraditional school?
Data collection took place at Reach Higher Gifted and Highly Gifted Magnet Middle
School during the month of October 2017 for three weeks. The researcher used various
documents for analysis that included the school’s website, School Accountability Report Card
(SARC), and admission’s requirements. In efforts to collect the data, the researcher conducted
interviews with key staff members, classroom observations, site observations, and surveys.
Creswell’s (2013) six-steps to analyze the data was a guide for the researcher to interpret the
data. To find the emerging themes, the researcher used coding to triangulate the data for validity
and reliability.
Emerging Themes
The leadership at Reach Higher Gifted and Highly Gifted Magnet Middle School is
transformational. Leadership can be described using Bolman and Deal’s (2013) four frames–
structural, human resources, political, and symbolic. It is structural because they have in place
set goals and systems that aim to accomplish academic achievement for all for students. All of
the staff makes sure that when planning curriculum or activities, goals are used as a guide for
student achievement and engagement. The human resources frame was evident as they have a
family environment where parents, students, community, and all stakeholders are welcome.
OUTPERFORMING NONTRADITIONAL SCHOOLS 95

Parents are active on campus as volunteers, participate in School Site Council Meetings, Booster
Club, and fundraising events. The political frame was also evident through their connections
with various outside organizations to support students’ needs. Community partnerships with
local universities like USC and UCLA were appreciated because they have student-centered
activities to engage them in STEM (Science Technology Engineering and Math). Some students
participated in a Robotics Competition at UCLA and won in various categories. Local
businesses also support students’ needs by making donations for events at the school. Through
their meaningful activities for student engagement and school culture, symbolic frame displays
throughout the school. Cultural diversity is displayed throughout the campus, especially in the
library. Flags are posted representing various countries students come from including Mexico,
China, India, Israel, Guatemala, Japan, and Democratic Republic of Congo just to name a few.
All around campus are famous inspiring quotes that are positive and relevant for the school’s
culture.
Emerging Theme 1: Students are Priority
There is no doubt that students are the priority at this school. The principal makes clear
that all professional developments and discussions about any new instructional material has to be
student-centered. It is important that the faculty keeps that in mind when planning for anything
regarding the students. For this reason, the staff is constantly brainstorming ways to keep
students engaged and involved in their school.
Administration, teachers, and staff understand that there is competition from local charter
schools and other similar schools. However, what sets them apart from the rest is their
dedication and overall commitment to the students and families they serve. Students know that
OUTPERFORMING NONTRADITIONAL SCHOOLS 96

they have their administration, teachers, and staff’s full support towards their academic
achievement.
Emerging Theme 2: Shared Vision and Practice among the Leadership
Reach Higher Gifted and Highly Gifted Magnet Middle School has dynamic leadership
because they all have a unified mindset towards the students. They believe all the students can
be successful academically and beyond. They spend quality time in professional developments
to make sure that whatever instructional material they implement is effective and conducive to
student learning, achievement, and overall growth.
The vision from the school trickles down to everyone so that all can see it, embrace it,
and live it as evident through their outperforming status. Teachers go beyond their classrooms to
learn best practices from each other so that nobody isolates themselves in their own classroom.
Educational rounds happen naturally now for the teachers and it makes the learning better for the
students because new strategies are being implemented. Initially, the principal introduced the
educational rounds to the teachers and they were apprehensive at first. They thought teachers
would have to critique each other. He assured them it was not a critique but a way for teachers
to observe cross-curriculum and grade levels on what each person does. After a few rounds of
teachers observing one another and visually seeing best practices from one another, then they
started to embrace educational rounds as a way of learning from one another. Now, teachers go
on their own time during breaks to observe others and implement best practices in their
instructions.
Emerging Theme 3: Culture of High Expectations
All students can achieve no matter which pathway they come into the school via Magnet,
School for Advanced Studies, or Neighborhood School. High expectations are for every student
OUTPERFORMING NONTRADITIONAL SCHOOLS 97

and if there is someone who needs extra assistance for any subject, resources are in place to help
them get on track. There is no excuse to fail at this school because all teachers and
administration are accessible to them and parents. The principal has an open door policy to hear
any concerns from students and parents no matter what the issue is.
The mindset from the teachers, administration, and staff is one that values education and
instills that same mindset into all students. Students know what the expectations are for them to
succeed at this school and have knowledge of the next steps after they leave middle school into
high school. When the elementary tour days happen, those potential students understand that
when they come here, there are programs in place that will engage them and that the leadership
has high expectations for them to succeed.
Implications for Practice
This case study offers research-based data that can assist educational leaders,
practitioners, and policymakers in making the best decisions for all students. The educational
perspectives in this case study will make a positive difference in education in several areas
including effective leadership. Leadership must be accompanied with a clear and shared vision.
Monitoring student learning by teachers through the curriculum, instruction, and assessments
needs to be consistent and relevant toward student achievement. Focused professional
developments are regular so that teachers and administration collaborate and communicate to
ensure academic success and growth of best practices. These educational perspectives, along
with parental involvement and community partnerships, support student learning and will
produce the outcomes that outperforming schools possess.
The researcher suggests that schools create a family environment in urban schools so that
students, staff, parents, and stakeholders do not isolate themselves. Schools should have an
OUTPERFORMING NONTRADITIONAL SCHOOLS 98

inclusive atmosphere where everyone feels welcomed and accepted no matter their background
or socioeconomic status. The main reason staff does not want to leave the school is because of
the family atmosphere and the relationships they have fostered with colleagues and students.
Staff leave only because of retirement or they move to another state; so turnover is low. One
way to do this is by being relational to parents, students, and staff by treating everyone with
respect. Schools should have opportunities through parent councils, community meetings, and
more to get to know each other more. At this school, relationships are built by leadership and
staff being friendly and supportive because customer service is crucial.
Another implication for practice is for schools to nurture the whole child and not just
focus on academics. Students needs consist of tapping into their gifts and talents to build their
character. Schools need to offer a variety of enrichment activities that will engage students.
Reach Higher has many engaging clubs and activities for student engagement including folklore
ballet, leadership, choir, music, band and orchestra, drama, Road Trip USA, reader’s theatre,
yearbook, teacher’s assistant, video production, and stage crew just to name a few. These
activities build social skills and further develop the whole child.
Teachers and staff are supportive and commit to serving the students and families at the
school. They go beyond the classroom to support students regularly. During nutrition and lunch
at Reach Higher, teachers, administrators, and staff are outside supervising the students and
interacting with them. A comfortable and safe atmosphere is created so that students know they
can talk to their teachers and administrators at anytime.
Recommendations for Future Study
Parents have more options today for schooling than ever before due to a paradigm shift in
education. There are no longer any restrictions for parents to send their children to their
OUTPERFORMING NONTRADITIONAL SCHOOLS 99

neighborhood school, which in most low-income areas, are ineffective for student learning and
achievement. Due to research limitations, outperforming nontraditional schools are quite
effective and becoming an increasing option for parents. In regards to this case study, the
researcher suggests three recommendations for future study.
1. The research at Reach Higher Gifted and Highly Gifted Magnet School focused on
academic performance. Further research is needed on how to nurture the whole child for
personal growth and development to improve student success.
2. Reach Higher’s leadership displayed transformational leadership by having a shared
vision and collaboration among staff to name a few qualities. More research is needed on
how the school’s leadership could be more inclusive on decision making and create an
atmosphere that provides promising practices on all levels for students, instruction, and
fostering relationships.
3. High Expectations were evident throughout this outperforming school from students,
staff, and parents. Additional research is needed on how to embrace this within a
school’s culture.
Conclusion
Outperforming nontraditional schools can be a model for schools with similar
demographics and students based upon the 12 studies done by this thematic group. They are
providing an education that is competitive and effective in their approach with programs and
practices, leadership, and establishing cultural norms. Ideologies play a major role in student-
readiness from administrators, teachers, and staff. How they think about student success is key
to understanding the disparities that exist between education in an affluent area versus education
in a low-income area. It is necessary to equip all schools with the tools they need academically,
OUTPERFORMING NONTRADITIONAL SCHOOLS 100

socially, and economically to meet students’ needs. This case study highlights the key factors
that makes Reach Higher Gifted and Highly Gifted Magnet Middle School outperform on
various levels. Faculty is dedicated and commits to high expectations from all students and
themselves to be the best middle school in their district.
It is critical for educational institutions to improve the disparities because the prospects
facing minority students are very bleak. Educators have to understand that all students matter in
preparing them for their futures. Policymakers and other educational leaders have to create
legislation that will provide the critical resources that students need to improve academically,
ensure college-readiness, and necessary skills for 21st Century Learning. Students who attend
outperforming, nontraditional urban schools are in challenging and engaging environments
where they are able to achieve their academic goals and be productive citizens in this global
society.
Final Thoughts
The researcher wants to develop an independent school in southern California based on
this model of excellence. The qualitative case study provides relevant findings for the researcher
to use as a guide to design a preschool that will focus on the themes outlined here. Key factors
in the outperforming nontraditional school that the researcher will develop is having a supportive
and committed team of administrators, teachers, and support staff. A family environment is
fostered so that everyone feels welcomed and accepted no matter their backgrounds. Curriculum
and instruction is relevant for student learning and engaging. Enrichment activities will be
designed to focus on STEAM (Science Technology Engineering Art Math) and other skills
development programs.
OUTPERFORMING NONTRADITIONAL SCHOOLS 101

High expectations for all students, staff, and parents is the mindset embedded in everyone
and evident throughout the school. Parent and community involvement is critical to student
achievement and is encouraged. This case study is important for the researcher to share with the
staff to design an independent school that is sustainable, outperforming, and student-centered.

OUTPERFORMING NONTRADITIONAL SCHOOLS 102

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OUTPERFORMING NONTRADITIONAL SCHOOLS 113

Appendix A: Document Review Matrix

Research Questions 1 Data Needs Data Sources (Who) Instrumentation (How)
What practices and
programs are
implemented in urban,
outperforming
nontraditional schools?
School
- Demographics
- Those implementing
programs
- Those involved in the
program

- School data
base/files

Document analysis from school website/school
data base.
What practices and
programs are
implemented in urban,
outperforming
nontraditional schools?
School
- Data/scores/outcomes

- School data
base/files

Document analysis from school website/school
data base.
What practices and
programs are
implemented in urban,
outperforming
nontraditional schools?
School
- List of programs school-
wide
- Description/implementation
of programs
- Resources/materials needed

- School
leadership
(principal,
Instructional
leadership)

School leaders interview
Observations
What practices and
programs are
implemented in urban,
outperforming
nontraditional schools?
School
- List of school-wide practices
(behavior/incentive systems)
- Description/implementation
of school-wide practices
- Resources/materials needed
for practices

- School
leadership
(principal,
Instructional
leadership)

School leaders interview
Observations

What practices and
programs are
implemented in urban,
outperforming
nontraditional schools?
School
School mission/philosophy
Perception of philosophy from various
stakeholders.

- Online
website
information
- School
leadership
- Teachers
- Community
members
- Students

- Document analysis (website)
- Surveys (parents/students/teachers)
- Observations (school)
- Interviews(teacher/leadership/students)
What practices and
programs are
implemented in urban,
outperforming
nontraditional schools?
School
Programs for community/stakeholder
involvement

- Leadership
- Community
members

- Document analysis (website,
community groups)
- Surveys (community members)
- Observations (school)
- Interviews (leadership)
What practices and
programs are
implemented in urban,
outperforming
nontraditional schools?
Teacher/Classroom-level
- Professional development
programs/meetings
- Content
- Intended
outcome
- Perceptions
- Resources/
materials needed

- Teachers
- Leadership

Interviews (teachers/leadership)
Observations (teachers/leadership)
Document analysis (teachers/leadership)
What practices and
programs are
implemented in urban,
outperforming
nontraditional schools?
Teacher/Classroom-level
- Instructional programs used
in classrooms
- Curriculum
- Instruction
- Resources/
materials needed

- Teachers
- Leadership

Interviews (teachers/leadership)
Observations (teachers/leadership)
Document analysis (teachers/leadership)

OUTPERFORMING NONTRADITIONAL SCHOOLS 114

Teacher/Classroom-level
-Instructional practices used by teachers
in classrooms

-Teachers
-Leadership
Interviews (teachers/leadership)
Observations
Document Analysis
Teacher/Classroom-level
Amount of involvement by various
stakeholders in programs
- Teachers
- Parents
- School staff
- Community
members
Interviews (teachers/parents/school
Staff/Community members
Observations (teachers/parents/school
Staff/Community members)

OUTPERFORMING NONTRADITIONAL SCHOOLS 115

Research Question 2 Data Needs Data Sources Instrumentation
What are the leadership
practices in an urban,
outperforming
nontraditional school?
School:
● Type of leadership,
● What committees has the leader established
and how?
● Who develops and carries out PD’s
● What community outreach/family involvement
is at the site?
● What leadership opportunities are there for
teachers?
● What is the leader’s perception of how they
support their teachers in CCSS and 21st
century skills implementation?
● How do you use your student data?
● Do teachers/staff see themselves as leaders?
(perception)
● Is there a Shared Vision among the staff?
● What is the mission/vision of the school?
● Is there a succession plan?
● What are the policies and practices to maintain
innovation/program/practices despite possible
staff changes?
● Is there a coaching/mentoring program to
develop leadership from within?
● How does leadership utilize data to drive
decisions, policies or practices?
● What metrics are utilized for accountability?
● How do leaders establish culture with
stakeholders?
● How do leaders establish trust?
● Length of service for teachers/admin/staff
● Staff recruitment process
● Who is part of the decision making process for
policies and procedures
● How are students demonstrating leadership
● How do students influence culture

● Principal

● Assistant Principal

● Department Chairs

● Teacher Leaders

● Counselors/support
staff

● Committee
Teacher Leaders

● Test results
● Maybe students
● School Website
● School
publications
● School marketing
materials
● School data
available on CA
Dept. of Education
● School Mission,
Vision, Goals

● Interview guide/
Questionnaire
● Survey
● Observations
●
● Interview guide/
Questionnaire
● Survey
Observation

● Interview guide/
Questionnaire
● Survey
● Observation

● Interview guide/
Questionnaire
● Survey
● Observation

● Interview guide/
Questionnaire
● Survey
● Observation

● Interview guide/
Questionnaire
● Survey
● Observations

● Document Review

● Interview guide/
Questionnaire
● Survey
● Observation

OUTPERFORMING NONTRADITIONAL SCHOOLS 116

Research Question 3 Data Needs Data Sources (Who) Instrumentation(How)
What are the cultural norms
in an urban, outperforming
nontraditional school?
Admin-Staff
 Description of
communication
practices
 Description of
collaboration
practices

 School administrators
 Selected teachers
 Support Staff
(Counselors,
Psychologists, TA,
Custodial Staff,
Cafeteria Staff,
Office Staff, Nurse)

 Teacher Interview
Guide
 Observation Guide
 School Administrator
Interview Guide
Staff-Students
 Description of
communication
practices
 Description of
collaboration
practices
 Selected teachers
 Students
 Teacher Interview
Guide
 Observation Guide
 Annual End-of-the-
Year Student/District
Survey
Community-Parents-School
(Outreach)
 Description of
communication
practices
 Description of
engagement practices
 Selected parents
 Selected community
members (after
school programs’
leaders)
 Selected teachers
 Administrators
 SSA
 Parent Representative
 Teacher Interview
Guide
 Parent Interview
Guide
 Observation Guide

OUTPERFORMING NONTRADITIONAL SCHOOLS 117

Appendix B: Interview Protocol

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

OUTPERFORMING NONTRADITIONAL SCHOOLS 118

III. Heart of the Interview (Interview Questions are directly tied to your Research
Questions)

Interview Questions
Questions RQ#1
What
programs and
practices are
implemented in
an urban,
outperforming
nontraditional
school?
RQ#2
What are the
leadership
practices
present in an
urban,
outperforming
nontraditional
school?
RQ#3
What are the
cultural norms
in an urban,
outperforming
nontraditional
school?
1. Why did you choose to
come to this school, and
what are your experiences
here in comparison to
where you were before?

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

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

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

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

X
OUTPERFORMING NONTRADITIONAL SCHOOLS 119

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

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

X

8. What specific
leadership practices do
you believe are most
significant factors that
sustain and improve
student achievement?

X

9. How are decisions
made to implement
researched instructional
practices at your school?

X

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

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

X

OUTPERFORMING NONTRADITIONAL SCHOOLS 120

 How are they
measured for
effectiveness?
(Specific
benchmarks?
Numbers?)
12. How would you
describe the
implementation of
professional programs,
training, and professional
opportunities to grow?
X

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

OUTPERFORMING NONTRADITIONAL SCHOOLS 121

Appendix C: Probing Questions
2

 This is what I think I heard you say . . . Did I understand you correctly?
 What do you mean? P. 123
 Walk me through the experience
 Tell me more about that P. 123
 Would you explain? P. 123
 Can you describe how this might look or what this looks like?
 How did that make you feel?
 What makes you feel that way?

2
Adapted from Merriam and Tisdell, 2016
OUTPERFORMING NONTRADITIONAL SCHOOLS 122

Appendix D: Survey Protocol

Never Sometimes
Often Always
Vision and Mission

1) The school has a clear
mission/vision.

1 2
3 4
2) I have a clear vision of what the
school is trying to achieve.

1 2
3 4
3) The staff shares a common
understanding of what the school
wants to achieve.
1 2
3 4
4) The staff works beyond their
official roles in order to help
achieve school goals.
1 2
3 4
5) The school’s vision/mission is
evident in multiple methods/
practices.
1 2
3 4

BACKGROUND INFORMATION
1) What is your primary role at the school?
Administration Teacher Teacher with leadership role
Classified staff Other certificated staff
2) How many years have you worked in your current role?
0 – 3 4 – 7 8 – 15 16 or more
3) How many years have you worked at this school?
0 – 3 4 – 7  8 – 15 16 or more
4) Have you previously taught at any other schools?
 Yes  No
5) What is the primary reason you decided to work at this particular school? (Mark all that apply)
 Curriculum  Mission/Philosophy  Staff
 Employment Opportunity  Unhappy at previous school
 Other __________________________________________
OUTPERFORMING NONTRADITIONAL SCHOOLS 123

Never Sometimes
Often Always
Vision and Mission (Cont ’d.)

6) The staff keeps the school’s
goals in mind when making
important decisions.
1 2
3 4

Never Sometimes
Often Always
Leadership

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

1 2
3 4
3) School leaders/administrators
consider various viewpoints when
making decisions.
1 2
3 4
4) School offers many leadership
opportunities for all staff members.
1 2
3 4
5) Leaders/administrators hold staff
accountable for improving student
learning.
1 2
3 4
6) When issues arise at the school,
leadership responds in a prompt
manner.
1 2
3 4

OUTPERFORMING NONTRADITIONAL SCHOOLS 124

Never Sometimes
Often Always
Learning Environment

1) The school environment is
conducive to learning.
1 2
3 4
2) Teachers use effective strategies
to help different subgroups of
students meet high academic
Standards.
1 2
3 4
3) Teachers use a variety of
approaches and activities to help
students learn.
1 2
3 4
4) School work is meaningful to
students.
1 2
3 4
5) Instruction is adjusted to meet
individual needs.
1 2
3 4
6) Classroom activities are
intellectually stimulating and
engaging.
1 2
3 4
7) What instructional practices do teachers often use in the classroom? (Mark all that apply)
 Scaffolding  Direct Instruction  Differentiated Instruction
 Technology  Collaborative Learning  Hands-on learning
 Project-based learning  None listed
 Other _______________________________
8) How is instructional content delivered at your school? (Mark all that apply.)
 Traditional Classroom  Small group  Independent Study
 One-to-one  Blended Learning  Distance Learning
 Dual language
 Other ________________
9) How does student attitude toward learning compare to your last teaching experience?
 Better  About the same  Worse  No previous experience

OUTPERFORMING NONTRADITIONAL SCHOOLS 125

Never Sometimes
Often Always
Standards/Expectations of Nontraditional Schools

1) Students are expected to achieve at high standards. 1 2
3 4
2) All students are consistently challenged by a
rigorous curriculum.

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

Never Sometime
s
Often Always
School Environment

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

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

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

OUTPERFORMING NONTRADITIONAL SCHOOLS 126

Never Sometimes
Often Always
Monitoring of Teaching and Learning

1) Assessment results are used to determine
professional learning activities.
1 2 3 4
2) Teachers receive regular feedback on how they are
performing.
1 2 3 4
3) Students receive regular feedback about what
they need to do to improve.
1 2
3 4
4) The school gives teachers substantial freedom
to carry out lessons and activities.
1 2
3 4
5) What is the evaluation process for teachers at the school?
 Portfolio model  Formal observation  Value-added model
 Teacher survey  Parent/student survey  Informal Observations
 None of the above  Other __________________

Never Sometimes
Often Always
Collaboration and Communication

1) School staff are interdependent and value
each other.
1 2
3 4
2) I feel comfortable sharing my ideas with
other staff members.
1 2
3 4
3) The school supports and appreciates the
sharing of new ideas by staff members.
1 2
3 4
4) Teachers regularly discuss teaching issues. 1 2
3 4
5) The staff works in teams across grade levels
to help increase student learning.
1 2
3 4
6) Staff routinely work together to plan what
will be taught.
1 2
3 4

OUTPERFORMING NONTRADITIONAL SCHOOLS 127

Never Sometimes
Often Always
Family and Community Involvement
1) The school works with community
organizations to support its students.
1 2
3 4
2) Teachers have frequent contact with the
families of their students.

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

Never Sometimes
Often Always
Professional Development
1) Professional development activities are
consistent with school goals.
1 2
3 4
2) The school provides enough opportunities to
grow professionally through professional
development opportunities.
1 2
3 4
OUTPERFORMING NONTRADITIONAL SCHOOLS 128

3) Different staff members periodically lead
professional development activities for other
staff.
1 2
3 4

OUTPERFORMING NONTRADITIONAL SCHOOLS 129

Appendix E: Observation Protocol
School _________________________________ Date______________________________
Observer _______________________________ Grade/Subject______________________
Observation duration: _____________________ Time______________________________

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

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

OUTPERFORMING NONTRADITIONAL SCHOOLS 130

RQ 3: What are the cultural norms in an urban, outperforming nontraditional school?
What was your first impression of the school site? Staff?

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

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

Student Support
● Advertised/promoted supports and resources: physically, socially, and emotional
support
● Service personnel accessible

OUTPERFORMING NONTRADITIONAL SCHOOLS 131

● Identify/ support students at risk of dropping out, students in crisis, and students who
require intensive assistance
● Identification of students with special needs
● School resources to support diverse academic needs
● Procedures for lunch
● Group work/individual work
● Structure and organization of school
● Student work posted in hallways
● Communication of announcements and programs
● School spirit
● Appearance of campus

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

OUTPERFORMING NONTRADITIONAL SCHOOLS 132

Classroom Observation Protocol
Teacher_________________________________ Date______________________________
School _________________________________ Grade/Subject______________________
Observer________________________________ Time______________________________
Observation duration: _____________________

Research Questions
RQ1: What practices and programs are implemented in urban, outperforming
nontraditional schools?

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

OUTPERFORMING NONTRADITIONAL SCHOOLS 133

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

Instructional programs used in classroom
Curriculum:

Resources/Materials:

OUTPERFORMING NONTRADITIONAL SCHOOLS 134

Instructional practices used by teachers in classrooms:
1. What does the teacher
do?

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

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

OUTPERFORMING NONTRADITIONAL SCHOOLS 135

Observation Protocol

Name of Observer Date Time

Location Study

Brief Summary of Observation

Physical Space
Define the physical
space.
· Geographical

OUTPERFORMING NONTRADITIONAL SCHOOLS 136

· Temporal
· Physical
· Political
Utility: What is the
purpose of
event/setting?

Participant reactions to
physical setting

Other

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

Demographical
information:
· Racial
· Ethnic
· Gender
· Class

What are the roles of
those being observed?
How do you know?

OUTPERFORMING NONTRADITIONAL SCHOOLS 137

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

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

Who was invited to
event? Who was not?

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

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

What is being
discussed?

OUTPERFORMING NONTRADITIONAL SCHOOLS 138

Sequence of Events
Beginning
Middle
End

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

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

How did my
interaction/presence
affect the observation
participants?

OUTPERFORMING NONTRADITIONAL SCHOOLS 139

Pictures

Abstract (if available)

Abstract This qualitative study will examine the factors that contribute to an outperforming nontraditional urban K-12 public school as it relates to three areas: (a) programs and practices, (b) leadership, and (c) cultural norms. Data collection will be collected through interviews, site observations, classroom observations, surveys, and document analysis. The data was triangulated to ensure validity and reliability. Findings suggested that meeting students’ needs for academic achievement is priority. Three themes that emerged from this study: students are priority, shared vision and practice among leadership, and culture of high expectations for all students.

Linked assets

University of Southern California Dissertations and Theses

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Asset Metadata

Creator Muepo, Fanisha Michelle (author)

Core Title Model of excellence: a qualitative case study of an outperforming magnet middle school

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/10/2018

Defense Date 03/09/2018

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

Tag OAI-PMH Harvest,outperforming: nontraditional: urban schools: K-12: magnet

Language English

Contributor Electronically uploaded by the author (provenance)

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

Creator Email fanishammuepo@gmail.com,muepo@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-4188

Unique identifier UC11671430

Identifier etd-MuepoFanis-6190.pdf (filename),usctheses-c89-4188 (legacy record id)

Legacy Identifier etd-MuepoFanis-6190.pdf

Dmrecord 4188

Document Type Dissertation

Rights Muepo, Fanisha Michelle

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