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Closing the achievement gap: what can be done?

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Closing the achievement gap: what can be done?

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CLOSING THE ACHIEVEMENT GAP:
WHAT CAN BE DONE?

by

Tammy Diane Steel

_______________________________________________________________________

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

May 2009

Copyright 2009 Tammy Diane Steel

ii
Dedication

To my Mom who showed me strength and perseverance. She was ill through most of this
process and succumbed to her many ailments exactly one month before my dissertation
defense. On the day of defense I felt her spirit with me and know that she will forever be
my guardian angel.

To my three children Tawnya, Veronica and Justin who have supported my endeavors
with encouragement. The last three years have not been the best of our lives but they
have been productive and forward moving. Your continued love and support have never
been more important or appreciated than right now. I am proud of all the
accomplishments each of you have made. Thank you for being such great supporters.

To Frank and Gina my confidants and incredible supporters throughout the entire process
my sincere thanks. Your love and encouragement got me through the darkest days of my
life in the past three years. The times I felt like giving up you were there to kick my and
not accept quitting. Thank you for sharing in the exuberant times of successes and the
low times of loss. You are my forever friends.

To Randy for being my constant words of encouragement and sounding board. These
last three years would have been impossible without your listening ear. Thank you for
helping to keep my water moving.
iii
Acknowledgements

I acknowledge my sincere appreciation to the USC Rosier School of Education and
Nadine Singh for allowing me to be part of such a fabulous program. The knowledge
learned in the past three years will guide me for the rest of my life. Nadine thank you for
getting me through all the paperwork and countless hours you have spent following up
and ensuring all requirements have been met. You do a wonderful job and I feel very
fortunate to have been part of this cohort.

Thank you Dr. Gothold for being the epitome of professionalism and encouragement
during the dissertation process. Your sense of detail and knowledge are invaluable. Most
amazing is your ability to steer the hours of conversation without telling the answer. The
answers became so much more valuable because of self-discovery. The world of
education is better for having you as an important part of this research and doctoral
program.

Dr. Sharon Nordheim for being a change agent in education and providing a leadership
model that is relevant and inclusive. Her progressive leadership has given great
opportunity for innovative thinking. She supports personal growth and achievement
while allowing for bumps in the road during the growth. She is a true mentor and one of
my most admired people.

iv
Table of Contents
Dedication ii
Acknowledgements iii
List of Tables vii
List of Figures viii
Abstract ix

CHAPTER 1:
Introduction 1
Statement of the problem 4
Purpose of the study 4
Research questions 5
Importance of the study 5
Limitations 6
Delimitations 6
Definitions 6

CHAPTER 2:
Introduction 11
Education – A closer look 11
Factors 19
Social capital 20
Poverty 24
Leadership 26
Teacher 29
System-wide changes 39
Community 49
Synthesizing the literature 52
Conclusions 52
Summary 53

CHAPTER 3:
Introduction 55
Research questions 55
Research design summary 56
Sampling Techniques 56
Sample and Population 57
Instrumentation and Data collection 59
Instrument tools
Administrator Survey 60
Teacher Survey 60
Interviews 61
Data collection 61
Observation tool 61
v
Documentation alignment 63
Conceptual framework 63
Analysis of survey, interview and observations
Surveys 65
Interviews 65
Observations 65
Document Review 66
Validity and Reliability 66

CHAPTER 4:
Introduction 67
School overview 67
Strategies 71
Methodology 72
Research tools 72
Triangulation 73
Introduction of case study 75
Research instruments
Survey 75
Interviews 80
Observation 80
Documentation Review 80
Presentation of findings by theme
Leadership 81
Teachers 86
System-wide Change 92
Community 97
Collaboration 99
Conclusion 100

CHAPTER 5:
Overview 101
Purpose of study 101
Significance of study 101
Research methodology 102
Summary 102
Conclusions 103
Implications 103
Recommendations 105

References 112

Appendix A: Administrator Survey 114
Appendix B: Teacher Survey 119
Appendix C: Teacher Interview 124
vi
Appendix D: Administrator Interview 125
Appendix E: Data Collection 126
Appendix F: Observation Tool 128
vii
List of Tables

1. Graduation Rates and Percentage of 25+ Years Old Adults 12
2. New Federal, State and Local Initiatives 15
3. 4
th
and 8
th
grade Math and Reading Students Percent Below Basic 18
4. Cultural Proficiency Continuum 22
5. Cultural Awareness Continuum 23
6. Management theory Influence on Education and Diversity 24
7. Research of High Performing School Characteristics 40
8. School Criteria Information 58
9. Leadership Frames and Key Words 62
10. Data Collection Alignment 63
11. Triangulation of Data 73
12. Survey Results 76
13. Participants Job Description 80
14. Experience and School Employment 80
15. Program Survey Results 84
16. Teaching Effectiveness 85
17. District Curriculum, Interventions and Professional Development 87
18. Strategies Survey Results 88
19. Teacher Lesson Design 90
20 Collaboration 93
21. Lesson Development 94
22. Community Involvement 99
23. Professional Development Changes 104
viii
List of Figures

1. English Language Arts No Child Left Behind Expectations 3
2. Math No Child Left Behind Expectations 3
3. Establishing Curriculum Priorities 32
4. School Demographics 59
5. Conceptual Model 64
6. Turning Research into Results Process Model 106
7. Three Facets of Motivation Performance 108
ix
Abstract

The purpose of this study was to determine factors that impact student learning at
high performing schools that have been successful in closing the achievement gap. In the
investigation special attention was paid to programs, practices and instructional strategies
that have contributed to their success.
We Made It School is tucked away within a community in Orange County,
California. Their seventy-eight percent free and reduced lunch, continued API subgroup
growth over the past three years, and statewide similar school rankings qualify them for
this case study
Components of a case study used were: a staff survey; teacher and administration
interviews; observations; and documentation review. The three research questions were
used to analyze and synthesize the data collected from all the components.
All three-research questions were instrumental in the development of the survey,
interview and observation questions.
1. the thirty-seven question survey was analyzed with a four-point Likert scale
that provided valuable information to the researcher
2. interviews of teachers and administrators included: eight teachers; one support
staff and two administrators
3. an observational tool was used with Bowman and Deal’s four leadership
frames in mind
4. a document review of selected instruments gave an overall look at the school
operation
x
The researcher set out to discover if a school that met a certain criteria and closing
the achievement gap has programs, practices and strategies that promote closing the
achievement gap. The research has demonstrated the evidence that proves the questions
to be true. The importance of site leadership support has provided a positive environment
that works diligently to meet the needs of all students. The lessons of involved
leadership, connected students, quality system-wide changes and community involvement
are the basis for their success.

CHAPTER 1
Introduction
Background

The learning gap between African-American and Latino students compared to
White and Asian students has been noticeable for decades. During the 1970’s there was
an improvement but as the 1980’s closed we saw the gap once again become wider. Now
in the early 21
st
century this gap remains a problem for nearly every school campus. The
factors and cause of this gap has been studied but concrete answers to the issue still evade
most educators.
The gaps being experienced are both internal and external. The internal gaps
describe the differences between groups among the population of a particular school
district, while the external gap describes the differences between groups at a state or
national level (Anderson, Medrich & Fowler, 2007). Both particular gaps have their own
importance but the local school gap most affects the future of the students within the
school walls. As a school it is imperative to realize, address and reduce the achievement
gap for all students.
Historically, poor African-American and Latino students are more disadvantaged
than their White and Asian counterparts. This has lead to them attending schools with
weaker curriculum, ill-prepared teachers and dangerous environments. Along with these
issues, understanding of cultural and personal assets offered to campuses is many times
overlooked by staff (Poliakoff, 2006). This causes students to become disengaged in the
learning process and not value or respect the role of educators.
2
By the fourth grade two-thirds of the African-American and Latino students are
reading below grade level and at an eighth grade level when leaving high school
(Haycock & Jerald, 2002). This limits dramatically the occupational opportunities of
these students. College is a non-existent option and their future is one of little promise or
hope of a better life.
The No Child Left Behind Act (NCLB) of 2001 has brought the idea of
accountability to a new level. The gap between subgroup populations has become clearer
to educators, the public and legislators. For this reason, expectations for results in
student achievement have risen sharply over the past decade. The introduction of
California state standards in the mid-1990s began the trek toward higher expectations in
the classroom that has intensified the closer we get to 2014 when all students are required
to be at proficient in English Language Arts and Math.
The following charts show the expectations of NCLB since its conception through
2014; one hundred percent of all students are expected to be proficient.
3
Figure 1: English Language Arts No Child Left Behind Expectations
13.6 13.6 13.6
24.4 24.4 24.4
35.2
46
56.8
67.6
78.4
89.2
100
0
10
20
30
40
50
60
70
80
90
100
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
Figure 2: Math No Child Left Behind Expectations
16 16 16
26.5 26.5 26.5
37
47.5
58
68.5
79
89.5
100
0
10
20
30
40
50
60
70
80
90
100
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
A study to further examine schools that have closed the achievement gap has
never been more important. Considering the factors that help these schools be successful
4
will enable the researcher to determine common practices that enable better student
learning. In addition, the factors that cause the gap will be crucial to understand. In
order to offer valid solutions a deep understanding of the causes has never been more
essential. This study has come at an important time in American education.
Statement of Problem

We are finding there is a persistent disparity in academic outcomes between
groups of students, particularly between affluent White and Asian students and minority
students, socioeconomically disadvantaged along with second language learners. This
gap stabilized during the 1970s but increased in the 1980s and 1990s with no reprieve
since that era. There is a real dilemma facing educators each day in a time of great
accountability and diminishing funds. If this problem is not addressed we are doing a
great disservice to the future of these students.
Purpose of the study

The purpose of this study was to determine factors that impact student learning at
high performing schools that have been successful in closing the achievement gap. In the
investigation special attention was paid to programs, practices and instructional strategies
that have contributed to their success. Each member of a thematic group with nine
members identified a school that fit the criteria and conducted their own research on the
achievement gap and factors that have seen its success in demonstrating a closing of the
gap.

5
Research Questions
This dissertation was guided by the following research questions:
1. Which school wide programs promote student achievement and contribute to
closing the achievement gap?
2. Which school wide practices promote student achievement and contribute to
closing the achievement gap?
3. Which instructional strategies were implemented to target closing the
achievement gap?
These questions guided the activities that helped identify programs, practices and
instructional strategies that promote student achievement while helping to close the
achievement gap. All questions were considered when the dissertation group developed
the research instruments.
Importance of the Study

This study is very timely since this gap is almost at epidemic proportion.
Consideration of the big educational picture and how this disparity continues to exist and
even grow directed the study. It is imperative to uncover new or existing best practices
from examples of success stories to better serve students sitting in the classroom on a
daily basis. The very groups lagging in achievement are the ones growing in numbers at
the fastest rate in Southern California.
The researcher used information of important factors to reasons for the
achievement gap and possible solutions to the problem. The researcher never deviated
from their goal of finding programs, practices and instructional strategies that exist in
successful implementation.
6
Limitations

· All certificated staff members were offered the opportunity to participate in the
survey and interviews, although a few chose not to enter into the study.
· It is assumed that all responses were honest and unbiased.
· The geographical limitations of only studying schools in Southern California
could present biases to the data.
Delimitations

· The criteria used for school selection eliminated some schools from participation
since they did not fit the criteria.
· The number of interviews conducted only include a portion of the staff members
· The study was conducted in a sixteen-week period.
· Data collection of records for the last four years was examined and analyzed.
Definitions

· API (Academic Performance Index)
Per the California Department of Education, “the Academic Performance Index is
the cornerstone of California' s Public Schools Accountability Act of 1999
(PSAA). The purpose of the API is to measure the academic performance and
growth of schools. It is a numeric index (or scale) that ranges from a low of 200 to
a high of 1000. A school' s score on the API is an indicator of a school' s
performance level. The statewide API performance target for all schools is 800. A
school' s growth is measured by how well it is moving toward or past that goal.
(CDE Website).
7
· AYP
Per the California Department of Education, “The federal No Child Left Behind
(NCLB) Act of 2001 requires that California determine whether or not each
public school and local educational agency (LEA) is making Adequate Yearly
Progress (AYP). (An LEA is a school district or county office of education.)
AYP criteria encompass four areas: participation rate, percent proficient (also
referred to as Annual Measurable Objectives or AMOs), API as an additional
indicator for AYP, and graduation rate. Each of these four areas has specific
requirements. Participation rate and percent proficient criteria must be met in both
English-language arts (ELA) and in mathematics” (CDE Website).
· Achievement Gap
According to the University of Southern California’s thematic dissertation group,
the achievement gap is the persistent disparity in academic performance between
groups of students, particularly between White and Asian, affluent students and
students of color, minority, socioeconomically disadvantaged and English
language learners.
· CST (California Standards Test)
Per the California Department of Education, “The California Standards Tests in
English-language arts, mathematics, science, and history-social science are
administered only to students in California public schools. Except for a writing
component that is administered as part of the grade 4 and 7 English-language arts
tests, all questions are multiple choice. These tests were developed specifically to
assess students' performance on California' s Academic Content Standards. The
8
State Board of Education adopted these standards that specify what all California
children are expected to know and be able to do in each grade or course” (CDE
STAR website).
· EL (English Language Learners)
Per the California Department of Education, "English learner" is defined as an
English learner or as a reclassified-fluent-English-proficient (RFEP) student who
has not scored at the proficient level or above on the CST in ELA for three years
after being reclassified” (CDE website).
· Four Frames
Bolman and Deal (2003) research focuses on the four aspects or traits that a leader
may or may not encompass; structural, human resource, symbolic or political.
· Growth Targets
Per the California Department of Education, “Schools must meet their annual
school wide API growth target as well as API growth targets for each numerically
significant ethnic/racial, socioeconomically disadvantaged, English learner, and
students with disabilities subgroup at the school. If the school' s (or subgroup' s)
Base API is between 200 and 690, the growth target is 5 percent of the difference
between the school' s (or subgroup' s) base API and the statewide performance
target of 800. If the school' s (or subgroup' s) base API is between 691 and 795, the
growth target is a gain of five points. If the school' s (or subgroup' s) base API is
between 796 and 799, the growth target is the following:
API of 796 - a gain of four points
API of 797 - a gain of three points
9
API of 798 - a gain of two points
API of 799 - a gain of one point
· High Performing School
A High Performing School is a school that has large percentages of students who
traditionally perform in the upper deciles of standardized tests such as the
California Standards Tests and the High School Exit Exam. Often such schools
have high numbers of students who excel in Advanced Placement or International
Baccalaureate programs. Often such schools are recognized by the United States
Department of Education as National Blue Ribbon Schools or the California
Department of Education as California Distinguished Schools.
· Outperforming School
An Outperforming School is a school that has consistently performed in the upper
deciles of similar schools rankings for 2 or more years. “Outperforming” is a
relative term; it means the school is outperforming other schools like it (schools
of the same type and similar demographic characteristics).
· SARC (School Accountability Report Card)
Per the California Department of Education, “In November 1988, California
voters passed Prop.98, also known as The Classroom Instructional Improvement
and Accountability Act. This ballot initiative provides California' s public schools
with a stable source of funding. In return, all public schools in California are
required annually to prepare SARCs and disseminate them to the public. SARCs
are intended to provide the public with important information about each public
10
school and to communicate a school' s progress in achieving its goals” (CDE
website).
· SES (Socio-economic Status)
Per the California Department of Education, “Socioeconomically disadvantaged"
is defined as a student whose parents both have not received a high school
diploma OR a student who participates in the free or reduced-price lunch program
(also known as the National School Lunch Program)” (CDE Website).
· Similar Schools Ranking
Per the California Department of Education, “The similar schools rank compares
a school to 100 other schools of the same type and similar demographic
characteristics” (CDE Website).
11
CHAPTER 2

Introduction
Research in the area of achievement gap revealed a great disparity in student
performance on achievement tests between African-American/Hispanic and White/Asian,
the poor and English Language Learner (EL) student populations. Review of the research
provides a bleak look at the educational situation for poor, and minority students. Studies
have helped to increase the awareness of the dramatic needs facing educators today. For
this reason, a look at schools who have taken the challenge of closing the achievement
gap seriously are worthy of consideration for the programs, practices and instructional
strategies that are helping them be successful.
Education – A Closer Look
In his book Inventing Better Schools Schlechty (1997) gives a great timeline of
the educational systems bumpy progress. He states that, while critics of American
schools are often wrong in their analysis of what is wrong with these schools, they are not
wrong when they assert that performance of American schools is inadequate in preparing
students for the 21
st
century. The skills necessary to be a viable competitor in the job
market requires skills that are not being emphasized in most of today’s classrooms.
As need for highly educated workers increased, the expectations have continued
to be adjusted, but the rate of change has not been sufficient for the need.
· 1870 – elementary schools mainly in the hands of ignorant unskilled teachers
· 1892- elementary schools were more about entertaining than learning to read
· 1931 – there was heated debate that current conditions were not acceptable. But
agreement was impossible.
12
· 1945 – America is among world’s leader in number of adults that can read
· 1952 – only 62% of college freshmen had taken high school algebra
· 1991 – National exam system designed
· 1994 – Congress created national education standards
· 1996 – Standards movement transferred from federal to state
Even with the many issues facing education over the decades, positive results
have occurred in some areas. For example, since the 1970’s there has been a noticeable
increase in graduation rates and percent of people over twenty-five that have completed
college.
Table #1: Graduation Rates and percent of 25+ year old Adults Completing College
Year Graduation Rate Completed college
1970 52.3% 10.7%
1975 62.5% 13.9%
1980 66.5% 16.2%
1985 73.9% 19.4%
1990 77.6% 21.3%
1993 80.2% 21.9%
(Schlecty, 2007)
With all the negative media about public schools in the public eye, highlighting
the positives has never been more important. There are many great attempts to solve the
problem, but much is still yet to be done in the area of meeting all student needs while
keeping up with the ever-changing diverse population.
13
Through the decades there has been a conscious effort by society at large to
change views on acceptance of these diverse populations. However, change of this
magnitude can only happen one school or person at a time. Even with the attempts at
acceptance, the achievement gap continues to be at crisis level.
As we look back in history the 1950’s saw segregation of cultures with defined
groups separated in the public settings. The Brown vs. Topeka Board of Education
decisions in 1954 brought desegregation in the public settings. Although this was the
intent, true desegregation met resistance and even dishonesty.
As the 1960’s began, a shift from desegregation to integration became the focus
of schools. The idea of equal access was born to provide the same opportunities for all
students. Expansion of the entitlement programs, increased funds to the economically
disadvantaged students was the new reality. Even with these valiant efforts, true
integration was still a struggle in many communities.
The 1970’s brought the idea of equal benefits and multiculturism. There was a
push away from the melting pot model that still encouraged segregation and gave
opportunity for students of color as well as Eastern and Southern European immigrants to
feel part of the school.
The diversity awareness of the 1980’s brought the idea that training was necessary
to have a better understanding of other cultures. Many businesses found it beneficial to
address the diversity issues facing the workforce.
The evolution of cultural proficiency has brought the process to a high level since
the 1990’s. The emphasis has been to increase the ability of interaction and performance
in a positive environment between people who differ from one another. A superficial
14
change will not be enough to move toward closing the achievement gap without cultural
proficiency.
The purpose of education has changed over the decades. Originally the idea was
that citizens would be basically literate, but today’s society demands that citizens be
functually literate and be proficient problem solvers. The job market demands workers
that can successfully navigate technology and work under varying conditions or settings.
The typical nine to five job is not the norm anymore.
The world of education has become increasingly controversial and political with
national, state and local stakeholders becoming involved from both sides of the political
arena. When A Nation at Risk was published in 1983 describing the crisis of public
education the debate heated up all across the country. The debate raged about the dismal
state of the educational system. Within this discussion consideration of the cause and
possible solutions was difficult to determine. There were varying views of the
educational purpose.
The NCLB Act of 2001 has set expectations that are challenging to be completed.
Setting the belief that the crisis in education is worse, when in reality improvement is
happening, at a slow pace. Researchers DuFour, Reeves and Fullan have reported many
stakeholders have failed to realize the ability to make quick systematic changes that will
address the educational needs of all students. Systematic changes take training, planning
and precise implementation. Changing a two hundred plus year system that is in a
constant state of shifting requirements cannot be successful without methodical thinking
that does not continually change. Education has been guilty of changing direction to the
15
newest “thing” and then moving on to the next. For success the solution must be given
time to solidify.
In addition, to the NCLB Act of 2001 other federal, state and local initiatives have
been introduced. These initiatives have placed a new pressure upon the educational
system and will once again take time for implementation. It is not that they are bad but
complicated.
Table 2: New Federal, State and Local Initiatives
New Initiatives
Tougher standards
Higher-stakes tests as prerequisites for advancing to next
grade
End social promotion
Revise state aid formulas
Downsizing schools and class-size reduction
Creating school within a school
Reform curriculum
Expand quality pre-school
Charter schools
Upgrade teacher caliber
Mayoral control over school
(DuFour, 2004)
Rick DuFour (1998) discusses school reform of the past and their failure in his
book titled PLCs at Work.
“Our once unchallenged preeminence in commerce, industry, science and
technological innovation is being overtaken by competitors throughout the world. The
educational foundations of our society are presently being eroded by a rising tide of
mediocrity that threatens our future as a nation and people. If an unfriendly foreign
power had attempted to impose on American the mediocre educational performance that
16
exist today we might well have viewed it as an act of war…We have, in effect, been
committing an act of unthinking unilateral educational disarmament.” (2003)
The first reform to be attempted was “The Excellence Movement”. This
movement did not find new practices but the intensification of current practices. Five
years after implementation the sobering conclusion was there were no notable
accomplishment to this movement. The U.S. Department of Education stated in 1990
that despite all the talk of reform and the billions of dollars investment, public education
in the United States was still a failure. It is to our society what the Soviet economy is to
theirs (DuFour, 1998).
The demise of the “Excellence Movement” saw replacement by the
“Restructuring Movement” called for education goals and standards; “Goals 2000” was
born.
The goals included:
1. All children in America will start school ready to learn
2. High school graduation would be ninety percent
3. American students leave, 4
th
, 8
th
, 12
th
grades demonstrating competency
4. U.S students would be first in Math and Science throughout the world
5. Every adult would be literate
6. Every school would be free of drugs and violence
7. Teachers will have access to continued program development for competency
8. School will encourage partnerships with parents and promote social, academic
and emotional growth for students
17
The “Restructure Movement” and site-based implementation reform have failed.
The majority of time focused is placed on non-academic, administrative issues, student
discipline, parent involvement and faculty morale (DuFour, 1998). These factors are
important but the research also points to classroom conditions should be considered. The
continual changing demographics facing the United States, particularly in California has
brought education reform to the forefront of research.
DuFour (2004) states that educational reform has failed due to the complexity of
the task, which includes teacher training, the political system, and the operational
practices of the district and sites. Other reasons include misplaced focus, lack of clarity
on intended results, lack of perseverance and failure to attend to the change process. The
mismatch way of addressing educational reform has demanded it begin with the end
result of student engagement and learning in mind. Taking into account the current state
of public education, effective reform of the problem is crucial.
In May, 2007 the U.S. Department of Education and Census Bureau indicated
minority students surged to forty-two percent of the public school enrollment and an
increase of twenty-two percent is expected in the next thirty years, primarily in the Latino
community. For this reason the need of these students must be addressed or the future
workforce of this country will be at stake (Price, 2008).
18
NAEP report these staggering figures.
Table 3: Fourth and Eighth Grade Math and Reading students percent below basic
Subgroup Grade Subject 1992 2000 2005 2007
Latino 4
th
Reading 61% 63% 54% 50%
8
th
Reading 51% -- 44% 42%
4
th
Math 66% 58% 32% 30%
8
th
Math 65% 59% 48% 45%
AA 4
th
Reading 68% 65% 58% 54%
8
th
Reading 55% 45% 48% 45%
4
th
Math 78% 64% 40% 36%
8
th
Math 80% 69% 58% 53%
SES 4
th
Reading -- 62% 54% 50%
8
th
Reading -- -- 43% 42%
4
th
Math -- 57% 33% 30%
8
th
Math -- -- 49% 45%
White 4
th
Reading 29% 30% 24% 22%
8
th
Reading 23% -- 18% 16%
4
th
Math 31% 22% 10% 9%
8
th
Math 32% 24% 20% 18%
Asian 4
th
Reading 40% 30% 27% 23%
8
th
Reading 24% -- 20% 20%
4
th
Math 27% -- 10% 9%
8
th
Math 24% 25% 19% 17%
19
With these statistics it is clear that the achievement gap for Latino and African-
American students is significant. Overwhelming obstacles outside school many times
hamper their motivation for school. Their engagement and connection to school is weak
and highly ineffective.
Factors
The researcher found through the literature review the notable factors that are
indicators of reasons for the achievement gap include family, culture, school and early
childhood development issues. The family dynamics of the students within the
achievement gap have many similarities. Many of the students come from poverty
situations that see low income opportunities for parents, poor neighborhoods, and high
mobility rate. The communication within the family unit is often poor or non-existent.
As a result, many schools are looking at ways to incorporate the needs of the family as a
whole in their plans.
Cultural awareness is another factor that affects the learning of students. Dealing
with crime, alcohol and drugs are sometimes a daily occurrence (Lee, 2002). Motivation
for learning is impaired by the daily happenings of life. The locus of control is blurred
when responsibility for learning takes place among the students. Instead of having an
internal locus of control where they believe in control of their own success or failure the
belief is that outside forces are in control. For instance, there is a belief that luck, fate or
if a teacher likes or dislikes them determines their success. Helping students believe in
their own future and realizing success comes from them is a factor educators are not
always realizing as the issue.
20
Racism and societal attitudes toward the poor and minority students has become a
stumbling block to the education process. Students are grouped into stereotypical groups
of learners that do not want to learn or have parent support at home. Defensive educators
make excuses for the fact that not all students are learning at the same rate (Gardner,
2007).
A major factor in the achievement gap is the school setting and operation. The
use of instructional resources, teacher quality, curriculum rigor and environment are the
key indicators of poor education for students. The school is the single most important
part for providing necessary reforms to assisting in this nationwide problem. High
impact schools have done their part to reform the practices of the daily school experience
therefore, providing students with a better opportunity for learning (adapted from
Calkins, Guenther, Grace & Lash (2007).
A final factor in the achievement gap is the early childhood development of
students. Studies have shown the pre-school experience offers opportunities for children
to develop physically, emotionally and cognitively. Being exposed to pre-school children
will excel in socialization, academic language, exposure to print and hands-on learning.
Many children live in situations that are not conducive to learning with no books or
educational opportunities available in the home. These situations have students entering
school already behind peers in learning (Haycock & Jerald, 2002); therefore the gap in
achievement starts almost immediately upon entering school.
Social Capital
In an effort to build the home-school relationship helping parents increase their
own social capital is vital. Social capital in itself includes acquiring skills, knowledge
21
and abilities as human beings (Salamon, 1991; Stanton-Salazar, 1997). The school
setting and its structure often times needs to be identified for parents. Their experience
with school could have been negative and that negativity can be imposed upon the
student. Educators have an awesome responsibility to help them realize the importance
of education and assist parents in helping students make good choices. The schools are
institutional agents that help students become participants within society.
There are many dimensions of social capital that affect the school system. The
communication between parent and child will determine the belief of the student in the
education process. The parent and school communication offers opportunity for the
parent to have an active role in their child’s education (Suet-ling, Hoa, & Gardner, 2005).
The economic implications of social capital will include the college expectations
and educational resources available to students and families. The idea of wealth and
being accepted socially drives the response to assistance from the school setting. Many
will question if wealth or position are worth being sought and possessed or fear will hold
them back from trying to move forward (Duncan & Magnuson, 2005). These attitudes
and beliefs will affect the acquisition of knowledge.
The cultural understanding of people has gone through almost as many changes as
the public education system. Having a deeper understanding and acceptance of the
differences in culture among students and staff will add to the idea of closing the
achievement gap.
The hard work of changing the climate, culture and innermost workings of a
school can be successful when all aspects are considered. For this reason cultural
proficiency is imperative.
22
The definition of culture comes in two forms the knowledge, beliefs, morals and
customs as a member of society and the ancestral heritage or geography of an ethnicity.
The purpose of culture is to assist groups in knowing what the rules for acceptable
behavior are, as well as, provide consistency and predictability in everyday actions.
These rules, a reflection of covert values, are called cultural expectations (Lindsey,
Robins, Terrell, 2003).
There are three basic cultural categories we work within as a member of society;
social groups where there are common interests, occupation groups in which members
share the same vocation and organizations that consists of the workplace environment
(Lindsey, Robins, Terrell, 2003).
There is a cultural continuum that all people work in; moving up and down the
continuum can be very subtle.
Table 4: Cultural Proficiency Continuum Table
Cultural
destructiveness
differences acknowledged but desire to stomp out or eliminate
Cultural incapacity differences acknowledged but basic belief of superiority
disempowers
Cultural blindness differences seen but not acknowledged as if there is no
difference
Cultural precompetence difference acknowledged displays inadequate awareness of
skills to interact with different cultures
Cultural competence differences acknowledged and an understanding of cultural
interaction is practiced consistently
Cultural proficiency differences acknowledged with positive and affirming the
many cultures while effectively interact in a variety of cultural
environments
(Lindsey, Robins, Terrell, 2003)
23
Awareness of the continuum level of a school can greatly increase the chance of
implementing systematic change. There are essential elements to becoming culturally
proficient. The table below outlines these elements.
Table 5: Cultural Awareness Continuum
Assess culture Recognize and understand the differences your own culture as
well as the organizations
Value diversity Celebrate, recognize and accept the cultural diversity
Manage the dynamics
of differences
Resolve conflicts effectively, understand possible distrust, be
careful not to misjudge
Adapt to diversity Change the way diversity is acknowledged with staff, clients
and community
Institutionalize cultural
knowledge
Integrate cultural knowledge into the systematic change giving
opportunity for change and positive environment
(Lindsey, Robins, Terrell, 2003)
The idea of cultural proficiency has come a long way but there is still work to be
completed. Many educators are still struggling with the concept of meeting the needs of
the students academically and remembering the importance of ethnic and organizational
culture.
The various management theories employed over the years have had a direct
influence on the work of public education and cultural proficiency. The table below
displays this influence.
24
Table 6: Management Theory Influence on Education and Diversity
Management Period Management Theory Application to Diversity
1890 – 1930
Scientific
· Organizational
charts
· tracking tests
· Schools teach basics
to most students
· students allocated
based on SES
1930 – 1950
Human Relations
· Site-level processes · More students from
diverse SES groups
attend school
· class and caste still
affect quality of
education
1950 – 1970
Organizational Behavior
· School as social
system
· Desegregation mixes
class and castes
· students expected to
improve
academically because
of who they attend
school with
1980 – 2000 · Diversity as a
dynamic
· School attempts to
develop programs
and use strategies
that address the
educational needs of
all students
(Adapted from Lindsey, Robins, Terrell, 2003)
Consideration of student culture, SES and language will require hard work on the
part of the educator to adopt curriculum and instructional practices that meet the
academic needs, learning styles, and modalities at a high level.
Fostering the relationships of team members will require special planning for
team building opportunity. While team members do not have to be best friends, there
must be mutual respect.
Poverty
The impact of poverty can affect the capital of children entering school
possessing. When one in five children lives in poverty affected is their health, cognitive
25
ability, school achievement, and emotional/behavior development their educational
opportunity and social capital are greatly hampered.
Hardships among students are more likely to be experienced by African-American
and Latino students versus White or Asian. These hardships include single-parent homes,
low birth weight, harsh parenting, mental depression and ill-educated mothers (Duncan &
Magnuson, 2005). These issues prevent children from entering school at a level that will
ensure they will grasp all the concepts as their peers.
Poverty plays a key role in the achievement gap. Many students who come from
poverty enter school at a disadvantage from their counterparts. Studies have shown that
not being exposed to pre-school opportunities has a profound effect on their success in
kindergarten.
As with all students, creating a positive relationship with SES students is
imperative. There are specific actions that can provide opportunity for positive deposits
into a student’s life.
The literature confirms the belief in students who struggle with attending school
ready to learn is sometimes difficult for some educators. The cultural proficiency of a
staff does not just deal with racial differences, but includes economic differences. There
are many struggles faced in the homes that we have no control over but can affect
classroom performance. It is not an easy task to believe in the difficult student no matter
what the problem, making positive deposits will move in the right direction.
The leadership of a school is key to development of a plan that considers all the
factors for successful implementation.

26
Leadership
Effective leadership and principals with a direct plan are important to success
within the school climate. Shared vision, beliefs, values and norms among the staff will
help move forward the cause of educating all students. Providing a safe environment for
staff, parents and students to share ideas and concerns help to establish a campus that is
accepting and encourages participation from all stakeholders. This along with clear
communication and active listening will ensure the leadership is attentive and inclusive.
As part of the relationship building with the community the principal should
include a quality home-school communication plan and have times of serving the
community with special events or educational opportunities that value all cultures and
languages of the community (Lyman & Villani, 2004; EdSource, 2006).
Managing school personnel and hiring quality staff members is both challenging
and important. Each should be a high caliber person that will ensure quality instruction
for all students. Added staff development may be necessary to ensure they are competent
and able to provide what students need. This staff development should be of a high
quality and job-embedded that demands high expectations for staff and students for work
completion and learning responsibilities. Without high expectations, continuance of the
achievement gap is inevitable.
Doug Reeves work on the 90/90/90 school characteristics where ninety percent of
the students are free or reduced lunch, ninety percent are minorities, and ninety percent
met academic standards concluded the importance of quality instruction follows the
placement of high caliber personnel. The leadership will need to ensure instruction is
standards-based, and instructional decisions are based on data. As quality assessments
27
are administered the teachers and principal will obtain the most progress when using this
data to determine the needs of each student. As the needs are pinpointed classroom
instruction and interventions plans are developed to address the needs.
In order to ensure effective interventions are taking place, frequent progress
monitoring and collaboration between staff members are essential. The principal works
diligently to provide these opportunities and monitor the implementation of student
interventions along with monitoring of the classroom instruction to ensure it is of the
utmost quality.
Qualities of a successful principal for leading a school forward include passionate,
hands-on, visionary, goal-setting and involved (Lyman & Villani, 2004; Nelson, 2006).
These qualities will assist them in making the changes that are necessary for movement
forward, even with the inevitable resistance. The newly developed school vision will
lend a hand to increased student achievement, improved instruction, safe supportive
environment, parent inclusion, a child-centered school and treating students with love,
appreciation, care and respect should be at the center of the school culture.
Along with these characteristics, the most effective leader will ensure high
visibility, be supportive, purposeful and firm, while giving teachers and staff a voice for
decision-making. Productive leaders should believe schools are for learning, be a skilled
communicator and listener, proactive and take risk but not careless or thoughtless.
As school improvement is considered, beginning with a small group of leaders
that are optimistic, honest and considerate who possess good interpersonal skills will in
the long run help the process to move forward. This core group, with the principal as the
glue that pulls and keeps them together and on track, will be irreplaceable.
28
In Mike Schmoker’s (2006) research he recommends effective leaders tour
classrooms, not in the hopes of finding bad teachers, but school patterns that need to be
addressed. Observe how much connection to the standards or curriculum by students
without the use of irrelevant worksheets and activities that do not engage students.
He found in observing fifteen hundred classrooms that results of students learning
is sobering:
· clear learning objective (4%)
· high yield strategies (.2%)
· evidence of higher-order thinking (3%)
· writing or using rubric (0)
· less than half of the students paying attention (85%)
· students using worksheets (52%)
· non- instructional activity occurring (35%)
Schmoker believes if these practices continue in classrooms the state of public
education will only worsen. The road to improvement requires we change the heart, time
and energy invested in the failed reform models of years past. The school must be
cohesive and collaborative for the same goals.
Robert Eaker makes a quote that best describes the current reality in many
schools. “The traditional school often functions as a collection of independent
contractors united by a common parking lot”
Teachers who work alone and are not willing to come together will need
encouragement and arrangement by leadership. Collaboration will not happen just
29
because someone says “do it”. The process takes trust and training to understand how to
effectively come together for a common goal.
In support of collaborative team work James Surowrecki describes the face to face
team is more than just collective intelligence. It makes everyone work harder, think
smarter and reach better conclusions than they would have on their own (DuFour, 1997).
The leading researchers agree when transforming action into results crucial is the
use of participatory leadership in which the commitment of the followers is strong. All
actions must be consistent with expected outcomes that includes good communication
and training for the stakeholders. The expectations must be clear and achievable.
Support and capacity building of the teachers will better equip them for the vital role they
play in a student’s education. When examining the plethora of information on the
importance of leadership it became clear that closing the achievement gap depends on
this support.
Teachers
As important a role the principal plays in the life of a student, the teacher has an
even greater impact. Many African-American and Latino students become disengaged in
school because of obstacles when trying to build trust with a teacher (Katz, 1999). The
trust between a teacher and student is one of the most important on campus. If a student
does not trust that the teacher genuinely cares or has the best interest in mind their
engagement in education becomes limited.
More African-Americans and Latino students will have a negative relationship
with teachers than White students. Their attitude toward themselves and education make
for poor teacher relations. This is why a defense mechanism to save face with friends not
30
to appear smart or “act white” is displayed (Rothman, 2001-2002). These negative
factors can impair the education of students when they have a difficult time connecting
with educators.
A positive teacher-student relationship helps students to continually build social
capital (Katz, 1999). Students will work harder for a teacher that shows genuine care and
concern. The care should be accompanied by high expectations. When teacher
expectations are low the building of negative feelings is allowed to grow within the
student (Rothman, 2001-2002). These high expectations should include student actions
within the academic and behavior categories. Living up to expectations of a teacher that
cares becomes easy in the minds of students. This connects them to school and provides
opportunity for academic achievement.
Along with student relationships teacher competency, effectiveness, knowledge,
skills and expertise are important. No reform will be successful without quality teachers.
Hiring quality teachers with these qualifications is important to enhance student
education (Strong, 2006).
The use of reciprocal teaching where students are explicitly taught important
comprehension skills that includes questioning, clarifying, summarizing and predicting
has a high impact on student learning since the teacher models good reading skills and
abilities. Students become more successful. Research has shown that reciprocal teaching
is more effective than basic skills instruction (Crowe, Lenners and Smith, 2003). Since
this method is so powerful teachers should be diligent to structuring lessons that help
students become good readers through focused, structured discussion.
31
As part of the important discussion Douglas Fisher and Nancy Frey (2007) state
clearly the learning process must include opportunities to check for understanding during
instruction to determine if students understand the concepts. As checking for
understanding is modeled by the teacher students become more aware of how to begin
monitoring their own learning. Relying on the state test or unit test results is not an
effective way to check for understanding. This strategy is meant to be used on a daily
basis.
Adding this to the concept of backwards planning and thinking about the end in
mind better prepares the teacher for closing the gap between what students already know
and what they need to know. This model will encourage four positive behaviors; aligning
instruction with the end in mind, allows for differentiated instruction, focus on gap
analysis, lead to precision teaching.
32
Wiggins and McTighe (2006) offer a tool for thinking about how educators can
check for understanding.
Figure 3: Establishing curriculum priorities.

(Frye, 2006)
In conjunction with checking for understanding and backwards planning, the
addition of differentiated instructional strategies as described by Carol Ann Tomlinson
(2006) will better meet the diverse needs of all students. This model serves as a critical
role in teacher decision making. This form of teaching along with checking for
understanding is imperative to know whether or not the instruction, interventions,
modifications, and extensions are working.
The effectiveness of reading instruction is only a component of teacher
importance. In Marzano’s Classroom Instruction that Works he makes a powerful
33
statement “The most important factor affecting student learning is the teacher”. He
further states that the immediate and clear implication of this finding is that seemingly
more can be done to improve education by improving the effectiveness of teachers than
any other single factor.
The effective teacher transcends all achievement levels, ethnicity and class. What
goes on behind closed doors should be a priority. Building teacher capacity is vital to
closing the achievement gap.
Many researchers have shown the importance of using data to drive decisions
about instruction. This instruction must be precise and give feedback for students to
monitor their own learning.
Great instruction, curriculum and strategies will not be effective without the
existence of good quality classroom management. The most effective teachers will have
three important components of which each is equally essential; instructional strategies,
effective curriculum design and classroom management (Marzano, 2003). The first two
components are built on the foundation of classroom management.
In addition to effective classroom management, a well-managed school is
important to student success. Teachers do not always view school-wide management as
part of their responsibility. If school-wide management is not clear, concise and
consistent the action can be counterproductive. All staff should be encouraged and
expected to have the attitude that the students are “ours”, be a visible part of the team and
be involved (Marzano, 2003).
Another important consideration for learning is a basic knowledge of how the
brain works and learning takes place. There are three basic levels that begin with
34
concrete understanding, then representational or symbolic and lastly abstract thinking
(Wolfe, 2001). Without having a concrete understanding of concepts the symbolic level
will have little meaning and the abstract will be almost impossible to generalize. The use
of real-life application will better solidify the learning.
The development of professional learning communities (PLCs) as described by
DuFour in PLCs At Work the teacher participation is key. If teachers are to help
transform their schools they must recognize their obligation to practice and explore the
art and science of teaching. Important factors include:
· Commitment to shared mission, vision, values and goals
· Engage in collective inquiry
· Work in collaborative teams
· Experiment
· Commitment to personal and organization improvement
· Focus on results (DuFour, 1998)
“ The issue is not that individual teachers and schools do not innovate and change
all the time, they do. The problem is with the kinds of changes that occur in the
education systems. Their fragile, random and idiosyncratic in nature.” The consortium on
productivity in schools (DuFour, 1998)
DuFour, Maxwell, and Reeves share the belief that the mission, vision and values
should be embedded in the hearts and minds of everyone throughout the school. The
collective inquiry must be relentless in questioning the statutes, seeking new methods and
reflection on results. This happens through the collaboration of teams as they have a
shared purpose and build capacity of the school as a whole. The action that follows this
35
collaboration determines the action needed for student engagement and increased
learning, then apply them consistently. The school must not become complacent and
willing to persist for continuous improvement. This continuous improvement requires
four basic questions:
· What is our fundamental purpose?
· What do we hope to achieve?
· What are our strategies to becoming better?
· What criteria will we use to assess?
These improvements must be measured by specific data and actual results
apparent versus the intended results. Results must be the priority of any plan (DuFour,
1998).
As the capacity to collaborate increases teachers will be better equipped to
incorporate some new thoughts of practice. An example of these practice include:
· Emphasize learning rather than teaching
· Activate student engagement
· Focus on student performance
· Collaborate with colleagues
· Consumers of research
· Function as leaders
(DuFour, 1998)
Teachers play a pivotal role in closing the achievement gap through their
performance in the classroom. As important as their role is to success if there is not good
quality, supportive leadership the process could become stalled and not move forward.
36
Coil (2001) suggests characteristics of student underachieve, and causes:
· Behaviors – social immaturity, no goals, behavior problems, lack of
motivation for schoolwork, negative peer pressure, low self-esteem or
self-confidence.
· Family – instability, child manipulation, education not priority, too
much pressure, not guiding child toward any responsibility
· Society – little respect for educators, cultural glorification of instant
gratification
· School – lack variety of teaching style, impossible standards or low
expectations, not patience with divergent thinkers, overly helpful,
strict-repressive-inflexible teachers, system inflexibility for student
needs
· Students – fear of failure, academic holes, no study skills, lack of
organization, peer influence
Factors, which may reverse underachievement:
· students – areas of high interest outside of school, self-confidence,
overcoming fear of failure, developing strategies for independent
learning, academics skills in the “the basics”, ability to set goals,
becoming organized and developing study skills, persistence, positive
peer influence, development of leadership ability.
· Family – positive attitude, support out of school interest recognize
child’s strength, be realistic, enforceable consequences for
misbehavior, encourage responsibility and independence
37
· School – challenging curriculum, frequent assessment, real-life
problem solving, classrooms that consider learning styles and
modalities, teachers that show acceptance, care, person to person
communication, enthusiasm and content knowledge
To tackle the motivation problems of students in the classroom the school will
only have control over parts of the factors, but that should not stop the act of educating
families and students of their role in the process. Providing opportunity at the highest
level within the school walls will in turn help to increase the motivation.
High motivation is generalized when internally realized. Rewards and
punishments are short-term solutions to validate the feeling internally when right choices
are made. Extended use of these can promote more irresponsible behaviors.
The basic need for belonging or connection motivates people to develop
relationships and cooperate with others. Building a spirit of connection and community
is essential to creating a need-satisfying school and high achievement (Sullo, 2007).
As students gain their personal power of internal control in a responsible manner
their academic competency is greatly increased. This in addition to the power of choice,
fun and self-discovery learning enthusiasm for learning will skyrocket.
Research on student motivation has validated the perception that student
motivation has a direct affect on student achievement. Student confidence is a key
contributor to academic success. Low achievers view themselves as smart, but lazy.
Most of all the low achievers have a deep belief, be it correct or not, that they have been
prejudged by teachers and therefore feel no reason to connect (Price, 2008)
38
Ogbu has suggested that African-American students perceive the opportunity
structure more negative than white students. Often the need to belong and peer
allegiance takes precedence to school connection (Price, 2008).
Low income and minority students seem to display higher incident of low
motivation that is spurred by the belief that the connection between academic
achievement and opportunities for success in life is not equal or even possible. Low SES
and minority students have parents, siblings and neighbors who real-world experiences
challenge the myth that education equals opportunity for all (Price, 2008)
There is a basic assumption by many public members that SES is the best
indicator of student achievement. The Coleman report identifies four specific elements
associated with SES.
· income of adults
· education of adults
· occupation of adults
· atmosphere of home
The school has no affect on the income, education or occupation of the adults in
the house but has great potential to affect the atmosphere. This can be addressed through
helping the home with school communication about work, supervision guidelines, and
parenting expectations. Historically, research has found the ill-prepared teachers have
been assigned to poverty school settings. For this reason, getting and keeping quality
teachers that are willing to collaborate for change as needed for continuous programs,
practice and strategies improvements is important.
39
Marzano’s research suggests assisting the adults in the home to better connect
with the school will dispel the misconceptions that many times impede their willingness
to support the efforts of the school. Parent connection for the school is just as important
as the student connection. The more they feel welcomed, the more support they will
give.
The nature of student motivation depends greatly on their drive for success, their
perception of previous success or failure, self worth and emotions. In order for an
increase in student motivation they must have a high belief in themselves and an
understanding of personal values and beliefs. The caring, supportive environment will
help to increase new knowledge.
System-wide Changes
In order to move towards improvement for any campus there must be an
acknowledgment of the problem and a system-wide change. As the principal and
leadership work to reset the vision, goals, values and beliefs, the staff should begin to see
the importance of common commitment. As the roles of the school are redefined and
student ability beliefs are altered, student achievement will already have a chance for
increase. High expectations for staff and students will be an important part of the new
plan for improvement. The steps to a successful reform must include time on task,
engagement, persistence, confidence, attitude and use of resources for the organization
(Gordon, 2000). This successful reform should also start with data, focus on instruction,
connect with students and have a genuine belief in students (Krashen & McQuillan,
2007).
40
The chart below is a culmination of research developed by the researcher that
gives details of the necessary steps that have shown successful at schools making a
difference in student achievement. The characteristics of a high performing school
include:
Table 7: Research of High Performing School Characteristics
Characteristics of High
Performing School
Important for Improvement Possible Solution Strategies
Focus on academics System-wide changes Visible attainable goals
Clear curriculum choices
Acknowledgement of the
problem
Focus on students
Frequent assessments
Re-set vision, goals, beliefs,
values
Build sense of responsibility
in staff and students
Non-fiction writing
Commitment to reform that is
sustainable
Increase leadership capacity
No canned programs Redefine leadership roles
Align instruction to standards
and assessment
Creative instructional
strategies
Instill vision of student ability
Teacher resources are
sufficient
Persistence
High expectations for
academics and behavior for
staff and students
Collaboration
Replicable Set attainable goals
Build confidence and respect
of parents
Consistent writing
New approach and quality to
staff development
Additional instructional time
Assessment collaboration
High quality teachers, staff
and administrators
Be persistent during setbacks
Focus on goals Instructional improvements
High teacher quality Rigorous curriculum
Common assessments Standards-based instruction
All adults valued
Rigorous and regular
assessment

Data driven decision making
Collaboration
Good relationship with parents

The commonalities illustrated by this chart validate the importance of rigorous,
consistent curriculum. If we want students to rise academically they must be challenged
41
and pushed beyond their current level. Setting expectations high for all students will
encourages learning at a high level.
Teacher collaboration and agreement on common assessment will improve the
classroom instructional strategies. Researchers Marzano, Schmoker and DuFour all
confirm the idea that the more teachers communicate with each other their teaching
strategies will improve thus increasing student achievement. Providing time for
collaboration and guidance in setting common assessments should be a priority of leaders
wanting a system-wide change.
Finally, the setting of attainable goals, building leadership capacity and
persistence round out the practices important to success. Goals can be a two-edged
sword in that they can build or hamper motivation. If the goals are too difficult or forced
upon the staff they will not be internalized, therefore have an adverse affect.
As the goals are developed the capacity of site leaders can be realized giving
opportunity for shared responsibility. As staff feels more involved in the process and
valued they will better serve the students.
This commitment to quality instruction will need to be based on a persistent view
of setbacks that may occur. As the plans evolve, adjustments are necessary to take the
school to the next level. Morale can be affected if setbacks are not addressed and
corrected in a timely manner. For this reason, the leadership must be active in
monitoring progress and making changes as needed.
Fullan states in The New Meaning of Educational Change “We have witnessed
over the last thirty years numerous attempts at planning educational change. Benefits
have not nearly equaled the cost, and all too often, the situation has seemed to worsen.
42
We have, however, gained clearer and clearer insights over this period about the dos and
don’ts of bringing about change… One of the most promising features of this new
knowledge about change is that successful examples of innovation are based on what
might be accurately labeled “organized common sense” (Fullan, 1999)
An example of this common sense strategy for productive change is “response to
interventions” (RtI). RtI uses the idea of proactive intervention that assists schools in
determining academic needs of the students before they get too far behind. If the
academic struggles of the student are caught in the beginning this will greatly increase the
chance for closing the achievement gap.
“The significant problems we have cannot be solved at the same level of thinking
with which we created them” Albert Einstein

“The best way to predict the future is to invent it. If we don’t learn from the past,
we will repeat it.” Richard Feynman

The two quotes above voice very clearly the importance of not looking at
intervention the same way as the past. If we want to see progress in closing the
achievement gap a new way of thinking and doing business must be created. This will
not be an easy task as it requires new thinking and cultural shifts.
The accountability requirements of NCLB (2001) and strict regulations of IDEA
(1997) in addition to the Presidential Commission: A New Era emphasis on parent
empowerment and inclusion of all students in general education are the driving factors to
a new proactive systematic look at intervention. All these components share the idea of
better teacher preparation, results and prescriptive plans for student’s needs.
The assessment, instruction and intervention plans of a school who desires to
close the achievement gap must be specific in problem identification, an explanation of
43
why there is a problem, an analysis and treatment plan with continual evaluation for
intervention effectiveness. The effectiveness of any educational strategy can only be
determined through its implementation.
The important conceptual shift from deficit to the risk model rounds out the
necessary adjustments. For too long we have considered student intervention by
assessing the deficit in learning instead of considering when a student is at risk in the
early stages of their education. Waiting for them to fail is a key component to why the
achievement gap has grown and continues to be a major concern today. Consideration of
student needs can be daunting and affect morale and motivation.
Consideration for the sustainability of morale and motivation requires a positive
attitude and the recognition that the change process will not be easy. DuFour states in
PLCs at Work (1998) that the use of professional learning communities is a passionate
nonlinear, persistent endeavor. There is not a checklist to obtaining a collaborative PLC
culture. Required is clarity of purpose, monitoring of results and celebration of progress.
In Execution: The Discipline of Getting Things Done by Larry Bassidy and Ram
Charan there are three important buildings blocks highlighted that are foundational for
successful leaders. Effective leadership can make the differences in program, practice
and strategy implementation.

Building Block #1 – Seven essential leader behaviors
1. Know your people and business
2. Insist on realism
3. Set clear goals and priorities
44
4. Follow through
5. Reward the doers
6. Expand people’s capacity through coaching
7. Know yourself –emotional fortitude open and honest with self, build
strengths
Building Block #2 – Create framework for cultural change
· Link to outcomes
· Change behaviors to produce results
o Have clear expectations
o Discuss how to get there
o Reward producers
· Have robust dialogue
Building Block #3 – Have right people in the right places
· Focus on right criteria
· Have courage to make changes
· Get out of the comfort zone
These basic building blocks required tenacity and commitment of the leader to
make tough decisions for the good of the organization. In public education the task is
further hampered by rules and regulations but consistent messages that are timely make it
possible.
In Jim Collins (2005) Good to Great and the Social Sector he describes in detail
the stages of taking an organization to great through dynamic leadership.
Stage 1 – Disciplined People
45
Level 5 leader whose ambitions are for the organization, work or cause, not
themselves. Willing to go the extra mile and do whatever it takes to be great. Most
importantly displays personal humility and professional will.
The people within the organization are right and in the right positions. He
compares it to a bus having the right passengers and getting the wrong ones off or
changing seats, if necessary.
Stage 2 – Disciplined thought
This stage is difficult since it requires confronting the brutal facts and faith
that you will prevail regardless of the current reality. As the facts are realized and
confronted the driving force of the organization must be recognized. This requires
determining what you are best at, passionate, about and what drives your resources.
Stage 3 – Disciplined action
Collins states the thinking must change from just a job, to a responsibility. There
is not a single action, program, innovation lucky break or miracle that can solve the
issues at hand. Collins uses the analogy of a flywheel and how it gains momentum one
turn at a time to breakthrough. This is where the tenacity will be key since setbacks may
occur but moving forward is most important.

Stage 4 – Building greatness to last
He also firmly believes an effective leader will seek to build an organization that
can flourish after they are gone. The building of leaders is a priority. They will preserve
the core and stimulate progress while having the relentless drive for change and progress,
46
The core values are consistent with strategies and cultural practice adapting to the
changing world.
Dealing with the impact of change will require adequate time to learn new roles,
preparation for new resources, include parents and community and having an awareness
of achievement variability (Protheroe, Shellar and Turner, 2003).
Schwahn & Spady’s five rules for producing change:
1. People do not change without a compelling reason
2. People do not change unless they have ownership
3. People do not change unless their leaders model they are serious about
the change.
4. People do not change unless they have a concrete picture of what the
change will look like for them personally.
5. People do not change unless they receive organizational support for
the change.
As educators begin their journey in education the main objective is to make a
difference in student’s lives. As the reality of the class condition becomes clear their
confidence is shaken. The feeling of control is compromised and a feeling of inadequacy
grows. To rebuild this confidence a leader must be willing to address the basic needs of
people to have a sense of belonging and importance. The recognition will ignite passion
implementing change that brings results.
DuFour (2004) gives a good explanation of the non-linear endeavor of PLC
change. Members of the team must be prepared to slosh around together in the mess,
endure temporary discomfort, accept uncertainty, celebrate their discoveries and move
47
quickly beyond their mistakes.” This can cause conflict that will require analysis and
action.
The persistence of the team will be imperative to the success of PLC development
and implementation. The belief this is an ever-changing work that does not have a
completion date but instead tackles every challenge head-on without allowing challenges
to defeat the purpose will be necessary.
The expectations of staff and students must remain high. High level, challenging,
engaging material ought to be presented on a consistent basis by effective teachers that do
not make excuses for students not learning. This creates an atmosphere of learning and
progress.
As the plan for system-wide change is developed the use of data to drive the
improvement is a key factor. It must start with belief that each child can succeed and a
commitment to make that happen. For best results principals must provide time, training
resources and school culture that fosters quality, consistent assessments.
The plan for change will require strategic planning that addresses staff capacity.
Collaboration between the team members will help make the change process smoother.
As with all good plans, preparation for the unexpected must be considered. As the plan
unfolds unexpected roadblocks can impeded progress.
No systematic change will be successful without a careful understanding of the
structure and culture of the organization. Even the best plans can fail if the culture of the
organization is not paramount in the thinking of the leader. Building relationships will
require proposed changes in all aspects of the school.
There have been school reforms that have failed due to
48
· moving too fast
· moving too slow
· lacking strong leadership from the principal
· relied too heavily on strong principal
· too big and attacked too much at once
· too small
· change is top down
· change is bottom up, no support
· gains celebrated too soon
· gains not recognized or celebrated
· school unwilling to change
· school embraced every change that came along
· leaders did not develop enough support before change
· leader waited for full support
Proposed change is well intended but success in dependent on the planning, roll
out, monitoring and consistent adjustments that have student learning as the foundation.
Change is hard and met with resistance, and conflict at some point. How these difficult
situations are handled will determine the success of the change.
Through careful planning, monitoring and effective communication innovative
continuous change is possible.
Community
The idea of community involvement and support brings an expertise to the
campus that helps students achieve academically. In difficult times parents can be the
49
advocate that helps others understand the importance of school direction. If the parents
become unhappy or hostile the roadblocks can be so severe that good efforts are stalled.
The philosophy that parents are a pivotal part of the school climate will be key to quality
parent involvement.
In PLCs at Work, DuFour shares six standards that have shown successful in
promoting parent involvement. As parents are included, support for the school
expectations increases.
Standard #1 - Communicating
· it must be regular and consistent
· it must be two-way
· convenient for parents
· varied
· timely
· not place excess demand on teachers
Parents who receive this type of communication will be more likely to become
involved in school matters. Their voice must have a chance to be heard. All their issues
may not have answers but just having an opportunity to share will many times help them
see other sides of the issue.
Standard #2 – Parenting
· promote and support parenting skills
· support parents with training and resources
· offer research-based parenting information
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Offering opportunities to build parenting capacity encourages a more cohesive
home, which will have a direct affect on school performance.
Standard #3 – Student Learning
· inform parents of learning expectations
· teach parents how to monitor homework, provide assistance and
give feedback
· involve parents in setting student learning goals
· make suggestions for reading with student
When parents have a better understanding of expectations and can help their child
the idea of assistance is not so scary. The key to this is the welcomed feeling by the
teacher and school. If parents are made to feel incompetent their willingness to become
involved will diminish to nothing.
Standard #4 – Volunteering
· parents feel welcomed
· use parent interests and talents
· create opportunities for parents not available during the day
· encourage feedback about volunteering experience
Using the expertise of parents to speak in classrooms is an effective way to
encourage involvement. Some parents, grandparents or community members may have
experiences that can bring to life a concept or event in history. Tapping into this wealth
of knowledge can enhance the educational experience of students and offer a new
connection to the curriculum.
Standard #5 – Making decisions
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· include parents in developing the mission, values and goals
· discuss data with parents
· encourage parents to help evaluate programs, policies and
processes
The decision-making process of a school is very important to the programs and
policies that guide the learning. Parents are more willing to support policies they have a
voice in creating.
Standard #6 – collaborate with community
· use community resources to enhance the school climate
· use businesses for special events that encourage school support
· invite business members to speak with parents and students on an
area of expertise (DuFour, 1998)
Encouraging community involvement benefits all stakeholders. This partnership
shows a sense of belonging to something bigger than a school or business and strengthens
a positive relationship.
An “untapped” portion of the community that offers many benefits are senior
citizens. Giving students the opportunity to hear from experts or real-life experiences as
with the parents added depth and complexity to the school learning (Protheroe, Shellard
and Turner, 2003). The experiences of these relationships gives purpose and sense of
belonging to the adult and offer a positive role model for students. Schools that embrace
this portion of society are creatively helping students experience educational
opportunities that may not have been possible any other way.
Synthesizing the Literature
52
The research has validated the careful work of school staffs that have been
successful in closing the achievement gap. Crucial to all situations was leadership of the
school, teacher connection and engagement of students, system-wide changes in the
school structure, cultural awareness, and parent-community involvement. A change in
the vision and goals of the school are imperative along with data-driven decision making
and collaboration.
Considered closely were the areas of factors causing the achievement gap, social
capital, leadership, teacher importance, system-wide change requirement and
improvement strategies. A synthesis of all this research has proven vital to the
understanding of how to move forward in successful replication of program, practices
and instructional strategies that work. The researcher found the literature overwhelming,
but informative in seeking quality information on closing the achievement gap.
Conclusions
The literature did validate there is not a one-size fits all approach to this issue.
Each school community is different and may not respond the same in all situations. Most
important is to know the community and what will work in each individual situation.
Each plan for implementation must be custom built and under constant consideration for
improvement or change.
The importance of closing the achievement gap drives the researcher’s passion to
identify the implementation of changes that occur on campuses that have been successful
in their endeavors. The goal of the researcher is to add value to the already rich data
shown by others. The researcher will show leadership strategies and system-wide
implementations that will incorporate innovative leadership ideas to encourage positive
53
results. In addition to validation, the expectation to find new data that will enhance
current practices is anticipated. This study sought to be a benefit to educators who share
the same passion for implementing programs, practices and strategies that will assist in
closing the achievement gap. The research questions, case study process, methodology,
and instruments for data collection were carefully considered for embarking on research
of new discoveries.
Summary
This chapter presented a review of literature and research that identified
programs, policies and instructional strategies that have contributed to the closing of the
achievement gap. Included in the review of research was consideration of the
achievement gap factors, social capital, affects of poverty on the achievement gap,
leadership, teachers, essential system-wide changes along with improvements required
for success plus possible solutions to this ever growing problem and importance of
community involvement.
The result of the research was clear in providing methods being currently used on
campuses to better serve all populations. It identified important factors to consider and
gave suggestions for interventions within the school walls and outside that will assist in
our plight. Strides made in the last two decades have been considered and their results,
good and bad, have been examined. As the achievement gap was explored included was
the discovery of factors, educator roles, parent and family dynamics in an effort to find
solutions and possible answers to this question of how to best close the gap.

54
CHAPTER 3

Introduction
The purpose of this study was to examine a school which has successfully closed
the achievement gap and to identify factors which have contributed to its success. The
study specifically considered programs, practices and instructional strategies used by the
staff to develop the skills necessary for students to succeed. Using the research questions
as a guide, information was gathered with the use of a survey, interviews, an observation
tool and review of school documentation.
Research Questions
Three research questions addressed the purpose of this study:

1. Which school-wide programs promote student achievement and contribute to
closing the achievement gap?
2. Which school-wide practices promote student achievement and contribute to
closing the achievement gap?
3. Which school-wide instructional strategies were implemented to target closing
the achievement gap?
These questions were developed through a concerted effort by a thematic dissertation
cohort of nine graduate students. The common focus of the members was to determine
best practices of schools that have successfully closed the achievement gap. The entire
group of nine agreed that the important factors to consider included the school programs,
practices and instructional strategies.
55
Research Design Summary

A qualitative case study was chosen as the methodology design. All nine
members of the dissertation thematic group cooperatively developed the research design.
The use of a qualitative study offers an ideal situation in that the study can change as it
develops and there is ample opportunity to change the data collection or research
questions. If a quantitative method is used there is difficulty in making changes once the
study is set in motion.
The use of the case study method gives the researcher enough information to
conceptualize a phenomenon. Upon observation of the phenomenon, a construct of an
inferred concept can be determined. The researcher is able to provide explanation and
identify patterns that can be relational or causal. This study will help the researcher
evaluate the findings and draw possible conclusions for replication. Lastly, this type of
study may validate the findings of the literature review, but gives opportunity to extend
our knowledge and possible solutions.
Sampling Techniques

The researcher used techniques that ensured the participants met specific criteria
when attempting to locate a school that is outperforming similar schools with the same
demographics. The administrator was contacted to receive approval to participate in the
qualitative study after approval of the study by the Institutional Review Board (IRB).
Multiple procedures were used with the same dependent variable to investigate
programs, practices and strategies of a high performing school. The researcher used
surveys, interviews, direct observation, and review of school documentation. The
following criteria were used in selecting the school to participate in the case study:
56
The school must have at least thirty percent free/reduced lunch and meet one or
more of the following criteria:
o Must score twenty points higher than the statewide API for at least two of the
following traditionally underperforming subgroups:
o Minorities
o Low SES
o Students with disabilities
o English learners
Or
o Has shown significant growth in API for two or more years in one or more of
its traditionally underperforming subgroups.
Or
o Receives a similar school ranking as defined by the State of California of at
least seven for at least two years
Sample and Population

We Can Make It School District was chosen as the site for the case study. It was
located in Orange County, California. The district had students who were kindergarten
through eighth grade. The total enrollment for the district consists of approximately ten
thousand students. There are numerous award winning schools within the district that
include National Blue Ribbon School, Distinguished School, and Title I Achieving
School. The budget of ninety million dollars is managed carefully to ensure education
for all students.
57
The elementary school selected for the case study was We Made It Elementary
School. The school had seven hundred twenty students grades kindergarten through
sixth. It was one of sixteen schools in the district and located in Springland.
Students from three surrounding cities feed into the school site. The school staff
consists of one principal, one counselor, one community liaison, and a teaching staff of
twenty-five teachers.
Academically the school has made great progress toward proficiency. Their
progress is shown in the chart below that illustrates their continued success. The
diversity on the school site is noticeable - families from the Vietnamese and Latino
cultures are served. There are few other represented cultures with the specific breakdown
being sixty percent Asian, thirty-four percent Latino, three percent White and three
percent other.
Table 8: School Criteria Information

2004/2005 2005/2006 2006/2007 2007/2008
Free/Reduced Lunch 76% 76% 77% 78%
API 793 803 822
Similar School Rank 8 8
Statewide Rank 6 7
Subgroup – Latino 640 +51/695 +36/729 +15/742
Subgroup – Asian 836 +19/856 -3/853 +17/869
Subgroup – SES 738 +31/772 +15/784 +12/796
Subgroup – EL 731 +51/784 +36/796 +23/817
School wide 759 +34/793 +10/803 +19/822

58
Figure 4: School demographics

Instrumentation and Data Collection

This study used a survey, interviews of teachers and administrators, a review of
school documents and processes along with an observation tool to gathering information
about the school climate, culture and practices.
The surveys and interviews were conducted on the school site. As needed
clarification of information and campus details were developed with the assistance of the
site administrator.
Observation of the school site revealed how the staff works together and focused
on school environment, engagement and practices. Bowman’s four frames lenses
(Human Resources, Political, Structural, and Symbolic) were used as a basis for
59
understanding the school structure and climate (Bolman and Deal, 2003). Included in the
observation was the teacher-student interaction in the classroom. The classroom
observation proved to be very valuable in the overall evaluation of the school protocols.
Instrument Tools
Administrator Survey

Using the research questions as a guide questions were developed to evaluate the
school wide programs, practices and instructional strategies that promote student
achievement. School professional development, instructional delivery, progress
monitoring, parent involvement, and interventions were the primary areas being
investigated (appendix A).
Teacher Survey

Teachers were asked to evaluate their professional development experiences,
support with interventions and classroom management, collaboration opportunities,
parent communication, and academic expectations. Their perceptions on the level of
support received by the school administration and district were important to the survey
outcomes.
Before the surveys were used, a field test was performed to determine the length
of time to complete and if the questions made sense to the participant. The feedback was
positive with only a few minor changes necessary clearing the way for survey
implementation.
The surveys were presented at a staff meeting with the message participation was
strictly voluntary and anonymous. Eighteen staff members were receptive to participant.
They considered the opportunity a positive reflection on their hard work. (appendix B)
60
Interviews

With assistance from the site administrator eleven members of the staff were
identified for interviews with representation from four grade levels and support
personnel. The criteria for selection included teaching experience of at least two years,
and being at the school site for a minimum of two full years. The support staff was in
their current position for a minimum of two full years. In addition, the site administrators
participated in a survey designed for their specific role on campus. These interviews
specifically asked questions to determine program targeted students, specific practices for
these students, curriculum rigor, and collaboration. (appendix C & D)
Data Collection

School data collection was extensive and added valuable information for each of
the research question areas. Categories considered included school background and
profile, achievement results, parent/community involvement, and fiscal information.
Observation tool

Observation of the school climate was recorded on an open-ended document that
gave opportunity for the researcher to freely write practices being observed. Trigger
words and Bolman’s four frames examples were noted to spur thoughts and guide
observation. The tool proved beneficial in noting specialty items about the school that
may not have been otherwise captured.
61
Table 9: Leadership frames and key words important to each frame.
Frame Explanation Key Words
Structural · Examine social structure of
work
· If overlooked misguided
resources can happen
· Depends on current
circumstances and
considers goals, strategies,
technology and
environment
· Goals and
information clear
· Cause and effect
understood
Human Resources · Relationship between
people and organization
· Investing in people
· Satisfaction and meaning in
work, organization profits
· Employee morale
· Resources
· Creativity

Political · Positional power
· Contenders of power
· Constructive politics
possible, create
organization that is just and
efficient
· Dynamics can be sordid
and destructive
· Can be vehicle for noble
purpose and achievement
· Power
· Competition
· Organizations
policies
Symbolic · Meaning of origination
events and activities
· Internal glue for finding
meaning
· External confidence and
hope
· Redefine organization
dynamics
· Team building is heart of
shared faith and culture
· Team discovers soul
· Culture
· Meaningful
· Ritual
· Ceremony
· stories
(Bolman and Deal, 2003)

The bulk of the documentation data collection was done before the surveys,
interviews or observations in order to give the researcher a better understanding of the
school and its operations. This was very helpful and assisted the researcher in a deeper
understanding of what important observations to employ during visits. (appendix F)
62
Documentation Alignment
All instruments were aligned with the research questions and each other. As the
dissertation team developed them, careful consideration was given to the incorporation of
the shared relationship between the documents. See the table below that illustrates this
alignment.
Table 10: Data Collection Alignment
Research Questions
Teacher
Surveys
Admin
Survey
Teacher
Interview
Admin
Interview
Document
Review

Which school-wide
programs promote student
achievement?

1 – 6 1 – 6 2, 9 2, 10
SARC, Single
School Plan,
staff list, Profess.
Devel. Plan
Which school-wide practices
promote student
achievement?

7 – 22 7 – 22 4, 9 4, 10
SARC, Single
School Plan,
Profess. Devel
Plan, Assessment
Data,
Handbooks,
Parent Surveys,
School Website
Which school-wide
instructional strategies
promote student
achievement?
23 – 37 23 – 37 3, 5 3, 5
SARC, Single
School Plan,
Profess Devel
Plan, Schedules,
EL, tech & safe
schools plans,
Assessment Data,
handbooks,
parent survey,
school website

Conceptual Framework
The dissertation group, as a whole, developed the conceptual model then created a
visual example of the relationship between research and the research questions. An
example of the model is shown below:
63

Figure 5: Conceptual Model

The circles indicate the identified factors that affect the achievement performance
of students according to the research. The boxed items are external factors that feed into
the internal school operations. The input/output boxes illustrated outside the conceptual
model shows how the achievement gap factors calls for better parent communication,
improved teacher quality, early intervention and collaboration about student data. As
these factors are considered they in turn will affect student performance and thus
reducing the achievement gap.

School
Personnel
Practice

School
Programs

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

School
Leadership

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

Improve Teacher
Quality

Early Intervention

Collaboration/ Data
Student
Achievement
64
Analysis of surveys, interviews and observations
Surveys
The survey and interview processes were given to the site principals,
teachers, and support staff members. Each survey consisted of thirty-seven questions
with a Likert scale of one to four (1- strongly disagree; 2 – disagree; 3 – agree; 4 –
strongly agree). Respondents who took the survey were assigned a random number to
protect their confidentiality.
Interviews
The interview had ten open-ended questions for teachers and eleven to the
administrator with follow up questions posed during the interview when the conversation
warranted. The researcher interviewed eight teachers, one support person and two
administrators. These instruments were important to gathering the proper information
from a wide variety of participants.
Observations
The open-ended format of the observational tool allowed the researcher freedom
to better document the observations without limits or dictated by a check mark. The
observations were used to validate the responses given in the surveys and interviews
conducted of the staff members.
Two questions were asked: What is happening? and What do I think is
happening? The Bolman and Deal’s Leadership framework were the lenses by which the
researcher placed the observed behavior and activities on campus. The structural, human
resource, political and symbolic categories were instrumental in helping to accurately
analyze the school climate
65
Document Review
The final process of the researcher’s investigation of the school consisted of the
review of important documents that addressed the school background and profile,
achievement results, parent/community involvement, and fiscal information. The
research questions were used as a guide to determine the best documents to review.
Validity and Reliability
One of the most essential factors in a qualitative study is validity and reliability.
If a study is valid it has accurately measured the intention of the study. If the study can
be replicated it is determined to be reliable. Creswell six-steps to data analysis was used
to accurately analyze the collected data. These steps include:
1. Organize and prepare data
2. Get general sense of information meaning
3. Code or chunk data
4. Generate categories or themes
5. Describe how themes will be presented
6. Make interpretation or meaning or data (Creswell, 1998)
The results were analyzed to identify key outcomes and patterns for themes that
emerged and were analyzed for determination of school programs, practices and
instructional strategies that assist in student success.
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CHAPTER 4
The use of research questions and a conceptual model were the basis for
beginning to actual case study and were determined to be the best methodology for the
case study protocol. Using the designed instruments the researcher set out to discover
the programs, practices and instructional strategies that promote student achievement,
hence closing the achievement gap.
Introduction
The findings from this case study were analyzed to demonstrate the relationship
between school-wide programs, practices and strategies along with school culture to
explain closing the achievement gap. The use of teacher surveys, teacher interviews,
administrator interviews, observation data and document evaluation provided valuable
insight of the school practices. Case study instruments were aligned with the three
research questions.
Cross-referencing the conceptual model, research questions and the elements of
methodology used in the case study process triangulated the collected data. The
application of Bolman and Deal leadership frames were used as a guide to round out the
triangulation.
School Overview
We Made It School is tucked away within a community in Orange County,
California. Their seventy-eight percent free and reduced lunch, continued API subgroup
growth over the past three years, and statewide similar school rankings qualify them for
this case study. As the school is approached the well-maintained facility gives a
welcome feeling to the visitor. There are proper safety barriers in place, yet still inviting.
67
The walkway to the office is clearly marked with a marquee and message board to view
during the short walk from the parking lot to the front office. When entering the office
you are greeted with friendly, helpful staff members that smile and offer any assistance
necessary. Adults and students alike that enter the office experienced this welcome
feeling. While touring the campus, it was noticeable the pride taken in the appearance of
the campus. From the multipurpose room to the playground equipment there was
evidence of the special care taken each day giving staff and students a pleasant place to
learn and work. As wonderful as the facilities are, there is still not replacement for what
goes on inside the classrooms.
The programs, practices and strategies used by the school were researched and
observed. Some of the keys programs employed at the school are district and site
directed. The district directed curriculum is implemented on daily basis. The English
language arts, math, writing, social science, and science adoptions were used on a
consistently. The site based interventions included corrective reading, reading mastery,
SRA, math, Starfall, six-minute solution and Rewards. These interventions are used for
the targeted students who are struggling with learning the standards required for their
grade level and students just below proficient on the CST.
In addition to the student programs, there is a true attempt to increase the social
capital of the families and extended community of the school. There are ample
opportunities for parents to participate in English as a second language classes, parenting
skills classes, Parent Teacher Association (PTA), School Site Council (SSC), and District
Advisory Language Committee (DAC). These opportunities will cover important issues
facing families today from internet safety to homework help for parent. Included are
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activities around subject areas such as reading, writing, science, and math. Families
come together for learning and applying new knowledge to academic situations and
receive instruction on how to transform this to everyday life situations. If nothing else, it
give families an opportunity to communicate and have fun learning.
The social and emotional needs of the families are also addressed through the
federal breakfast/lunch program, healthy start, state pre-school, nutrition network,
dental/vision screening, and CHOC clinics. If there is a need for assistance in attendance
or mental health issues the school works closely with the district and neighborhood
family resource center to help struggling or families in crisis.
The practices of the school give a glimpse into the daily functions that address the
achievement gap. These practices are academic, social, and emotional while including
the families and community. The Professional Learning Community (PLC) and
Response to Intervention (RtI) are process practices used school-wide. It is not
uncommon to see teachers collaborating over the results of a recent common assessment.
From these assessments the academic needs of the students are addressed with an
intervention. These interventions range from re-teaching to an effective program that
will best meet the need. All interventions are fluid and flexible, therefore not dooming a
student to remain in remediation. The overall belief of the staff is that quick, early
intervention is imperative to closing the achievement gap.
The teams will meet in an all day meeting five times per year to discuss student
progress, benchmark data for the quarter and plans for intervention movement, if
necessary. In addition to these important meetings, teams meet on a regular basis during
recess, lunch or outside school hours to plan and develop lesson plans and assessments.
69
This collaboration, along with using the data to driven the interventions and instruction,
have been key to their success.
The leadership of the school is careful to promote a caring, positive environment.
The professionalism between teachers and staff is a practice that can be witnessed almost
immediately when entering the campus. The message comes through loud and clear that
each student on this campus is “our kid”.
Practices within the classroom display focused instruction and specific
expectations that are clear and high. The frequent assessments are used to guide the
instruction and adjusted as necessary. Most teachers are very strategic in their lesson
planning and strive to offer instruction that is innovative and interesting. The use of data
and specific, focused instruction does not end with the classroom. The interventions
common across the school are the backbone to student success. The classroom has daily
interventions but school wide the practice of interventions takes place before, during and
after school.
Progress monitoring is a common practice used when planning and implementing
all interventions and classroom instruction. By monitoring the students closely difficulty
can be realized more quickly allowing for immediate attention. This process can happen
on a daily, weekly or bi-weekly basis. Once again this data will drive the interventions
and classroom instruction.
The school campus spends valuable time insuring to the social and emotional
needs that confront students and families today. There is a conscience effort to grow the
social capacity through character education, awards and bullying prevention. The student
study team will take into account all parts of the child when working on a plan that will
70
give the assistance needed for growth. The staff will leave no stone unturned to help a
student. In addition to the school resources, they have access to stellar district level
assistance.
As part of meeting the whole child, parents are an important part of the puzzle.
The school is careful to assist parents with academic and attendance issues that could
impede their child. Frequent parent events draw large crowds and round out practices of
effective communication through newsletters, school website, flyers, personal calls home
and a community-wide call system. The open house, back to school night, and parent-
teacher conferences are always well attended and positive.
Strategies
Throughout the school there are many strategies employed by teachers and staff.
School-wide there is support and guidance for effective classroom strategies and
professional development for training in SADIE, universal access, academic language,
and interventions. Spanish and Vietnamese community liaisons are used to help
communicate with parents about school and student issues. These employees also offer
translations during the many family nights and parent education opportunities. The
administrator is always mindful to have child care available which in turn encourages
participation.
As teams and grade levels, teachers work closely to implement programs and
practices by using strategies of pull out, push in, after school, groupings and different
learning styles. Teachers also work closely to provide peer tutoring, re-teach methods
and strategic lesson planning.
71
Within the classroom witnessed are strategies used by individual teachers and
support staff. The instruction is engaging with frequent use of white boards, computers,
SMART boards and graphic organizers. Students are engaged in activities that are hands-
on, cooperative groups, think/pair/share, and check for understanding strategies.
Interventions are delivered one-one, small and ability groupings. Teachers seem to be
aware of the individual needs of each student.
Methodology
“A good case study brings a phenomenon to life for readers and helps them
understand meaning” (Gall, Gall, and Borg, 2003). The phenomenon, an example of a
particular area of interest to the researcher and its inner working, is examined with the
four characteristics of a case study. These characteristics include: 1) the study of
phenomenon by focusing on specific instances or cases, 2) an in-depth study of each
case; 3) the study of a phenomenon in its natural context; and 4) the study of the emic,
perspective viewpoints, of case study participants (Gall, Gall, and Borg, 2003). This
process proved beneficial to the researcher in obtaining valuable information to explain
programs, practices and strategies that have assisted a We Made It School in closing the
achievement gap. Components of a case study used were: a staff survey; teacher and
administration interviews; observations; and documentation review. The three research
questions were used to analyze and synthesize the data collected from all the components.
Research tools
All three-research questions were also instrumental in the development of the
survey, interview and observation questions.
72
· the thirty-seven question survey was analyzed with a four-point Likert
scale that provided valuable information to the researcher
· interviews of teachers and administrators included: eight teachers; one
support staff and two administrators
· an observational tool was used with Bowman and Deal’s four leadership
frames in mind
· a document review of selected instruments gave an overall look at the
school operation
Triangulation
“The key to triangulation is to vary in some way the approach used to generate the
finding that you seek to corroborate (Gall, Gall and Borg, 2003). The instruments used
confirmed some of the programs, practices and strategies being used by the school staff
and their effectiveness. The validity and reliability of the data was confirmed with the
explicit use of Creswell’s six-steps to data analysis. The researcher found this method
highly beneficial to their understanding of the data.
The chart below demonstrates the evidence of the research.
Table 11: Triangulation of data
Category Document Survey Interview Observation
Leadership
· school plan
· newsletter
· SARC
I regularly discuss my teaching
with my administrator(s).
(95% SA/A)
The evaluation feedback I receive
from my administrator(s) assists
me to improve my teaching
effectiveness.
(100% SA/A)
I am aware of specific areas of
interest that my administrator(s)
looks at when visiting my class
(100% SA/A)
Responses include:
· Supportive
· Timely
· Listen
· Ask vs. tell
· Informative
· Trust
· Confidence
· Get students
excited about
learning
· Administrator
works 1:1 with
teachers
· Lead
discussions
· Student
connection
· Staff connection
· Parent
connection
· Approachable
· Listening
73
Table 11: Continued

Collaboration
· School plan
· SARC
Assessment of student
learning is accomplished to
improving, rather than just
monitor, student performance
(89% SA/A)

The assessment of student
learning is based on specific,
clearly identified academic
standards for student
performance.
(100% SA/A)

Teachers seek feedback from
other teachers to improve
their teaching.
(100% SA/A)

Teachers at this school are
encouraged to use the same or
similar instructional
strategies.
(89% SA/A)
· Meet to discuss
student progress
· Plan
assessments
together
· Fluid
interventions
· Discuss
students during
breaks and after
school
· Formal all-day
collaborative
sessions
· Intent
conversations
about student
progress
· Asking each
other teaching
strategies
· Adjusting
assessments
Use of Data
· School plan
· SARC
Assessment of student
learning is accomplished to
improving, rather than just
monitor, student performance
(89% SA/A)

The assessment of student
learning is based on specific,
clearly identified academic
standards for student
performance.
(100% SA/A)

Teachers at this school have
comparable expectations
regarding student academic
performance.
(100% SA/A)

When developing my lessons,
I consciously select
instructional materials based
upon my knowledge of my
students’ developmental
needs and learning styles.
(94% SA/A)

When a student is having
difficulty with an activity or
assignment, I am usually able
to adjust it to his/her level.
(94% SA/A)
· Use of common
assessments
· Productive
collaboration
sessions
· Weekly
meetings to
discuss student
progress
· Fluid
interventions
· Data being used
for intervention
group
· Lunch
discussion of
quiz results
· Plan for
interventions
based on
benchmark data

74
Introduction of case study
The gracious administrator gave opportunity for voluntary completion of the
survey during a staff meeting. In a prior meeting with the administrator, it was
determined that the staff meeting avenue would provide the highest rate of return and
participation.
Following the survey completion, the administrator offered voluntary
opportunities to staff members for a short interview who discussed the programs, practice
and strategies being used. There were eleven volunteers from across the grade levels
along with one support staff member and two administrators. The researcher made four
visits to the school for interview completion. Since the original administrator that
approved the study retired, the new accommodating administrator was added to the
interview pool. Both were interviewed.
During the four interview visits the researcher was able to observe staff, students
and parents. Five additional visits were made over the next six weeks giving an in-depth
look at the before, during and after school operations and parent involvement. Teacher
collaboration was important to the observation visits and witnessed by the researcher.
Research Instruments
Survey
Of the twenty-five teachers at the staff meeting eighteen voluntarily completed
the anonymous survey. A Likert four-point scale was designed with ranking of strongly
disagree, disagree, agree, and strongly agree. Consideration of the research questions
were used when designing the survey. The alignment to the research questions and their
findings are displayed in the table below.
75
Table 12: Survey Results
Survey Question
1
strongly
disagree
2
disagree
3
agree
4
strongly
agree
Results
Research
Question
1. My school has a school-wide professional
development program or programs for
teachers to enable all children in the school to
meet the state academic content standards.
0 0 7 11
100%
strongly
agree/agree
1
2. My school has a school-wide program or
programs to increase parental involvement
through means such as family literacy
services.
0 0 8 10
100%
strongly
agree/agree
1
3. My school has a school-wide program or
programs providing training to teachers in
effective instructional methods and strategies
0 1 9 8
94%
strongly
agree/agree
1
4. My school has a school-wide program or
programs that provide effective, timely
assistance for students who experience
difficulty in attaining the proficient or
advanced level of the academic content
standards.
0 1 9 8
94%
strongly
agree/agree
1
5. My school has a school-wide program or
programs to assist teachers in the use of
academic assessments to provide information
on, and to improve, the achievement of
individual students and the overall
instructional program.
0 1 9 8
94%
strongly
agree/agree
1
6. My school has a school-
wide program or programs that
provide teachers training in
effective classroom
management and discipline
strategies.
0 4 10 4
78%
strongly
agree/agree
1
7. Teachers are encouraged to
collaborate with other teachers
on instructional matters on a
regular basis.
0 0 2 16
100%
strongly
agree/agree
2
8. Teachers have an active role
in identifying and
implementing professional
development goals and
objectives for the school.
0 1 10 7
95%
strongly
agree/agree
2
9. I regularly discuss my
teaching with my
administrator(s).
0 1 12 5
95%
strongly
agree/agree
2
76
Table 12: Continued

10. The evaluation
feedback I receive from
my administrator(s)
assists me to improve
my teaching
effectiveness.
0 0 8 10
100% strongly
agree/agree
2
11. I am aware of
specific areas of interest
that my administrator(s)
looks at when visiting
my class
0 0 5 13
100% strongly
agree/agree
2
12. Assessment of
student learning is
accomplished to
improving, rather than
just monitor, student
performance.
0 2 3 13
89% strongly
agree/agree
2
13. The assessment of
student learning is based
on specific, clearly
identified academic
standards for student
performance.
0 0 4 14
100% strongly
agree/agree
2
14. Teachers seek
feedback from other
teachers to improve their
teaching.
0 0 11 7
100% strongly
agree/agree
2
15. Decisions about
school improvement are
always based upon our
school improvement
plan.
1 0 9 5
78% strongly
agree/agree
2
16. Teachers at this
school have comparable
expectations regarding
student academic
performance.
0 0 10 8
100% strongly
agree/agree
2
17. Professional
development training
over the past year has
provided useful
information helping me
increase my teaching
effectiveness.
0 2 8 8
88% strongly
agree/agree
2
18. Teachers at this
school are encouraged to
use the same or similar
instructional strategies.
0 1 12 4
89% strongly
agree/agree
2
19. There is an
intentional effort to
improving home-school
relations and parent
participation.
0 0 5 13
100% strongly
agree/agree
2
77
Table 12: Continued

20. Academic content
you expect your students
to learn is dictated by
district’s adopted
curriculum.
0 0 9 9
100% strongly
agree/agree
2
21. Academic content
you expect your students
to learn do you (or you
and your colleagues)
select.
0 4 10 4
78% strongly
agree/agree
2
22. Academic content
you expect your students
to learn is selected by
your students.
5 7 5 1
34% strongly
agree/agree
2
23. When developing
my lessons, I
consciously select
content that meets the
district’s student
competencies and
performance standards.
0 1 6 11
94% strongly
agree/agree
3
24. When developing
my lessons, I
consciously select
instructional materials
based upon my
knowledge of my
students’ developmental
needs and learning
styles.
0 0 6 11
94% strongly
agree/agree
3
25. When developing
my lessons, I
consciously select
teaching methods and
strategies that
accommodate individual
student needs and
interests.
0 0 9 9
100% strongly
agree/agree
3
26. When developing
my lessons, I
consciously prepare
lessons with high
expectations designed to
challenge and stimulate
all students.
0 0 4 14
100% strongly
agree/agree
3
27. When developing
my lessons, I
consciously build upon
my students’ existing
knowledge and
experiences.
0 1 4 13
94% strongly
agree/agree
3
28. When developing
my lessons, I consider
how to create active
learning experiences for
my students to facilitate
engagement.
0 0 6 12
100% strongly
agree/agree
3
78
Table 12: Continued

29. When developing
my lessons, I
consciously consider
how to create
cooperative learning
experiences for my
students.
0 1 6 11
84% strongly
agree/agree
3
30. When developing
my lessons, I
consciously create
lessons that require
integration of content
from more than one
content area.
0 1 10 7
95% strongly
agree/agree
3
31. When teaching, I
monitor students’
understanding of the
content and make
adjustments accordingly.
0 0 5 13
100% strongly
agree/agree
3
32. When teaching, I
move among the
students, engaging
individually and
collectively with them
during the learning
experience.
0 1 5 12
95% strongly
agree/agree
3
33. When teaching, I
consciously employ
teaching strategies and
instructional materials
that stimulate higher-
order thinking skills.
0 0 7 11
100% strongly
agree/agree
3
34. When teaching, I
create social interaction
among students by
requiring students to
work as a team with
both individual and
group responsibilities.
0 0 6 12
100% strongly
agree/agree
3
35. When teaching, I
vary the size and
composition of learning
groups.
0 1 6 11
94% strongly
agree/agree
3
36. When a student is
having difficulty with an
activity or assignment, I
am usually able to adjust
it to his/her level.
0 1 6 11
84% strongly
agree/agree
3
37. At your school, peer
tutoring is often used to
assist struggling
students.
0 2 8 8
88% strongly
agree/agree
3

79
Interviews
Eleven participants volunteered to answer ten interview questions describing
current programs, practices and strategies and their effectiveness on closing the
achievement gap at We Made It School. The participant profiles are displayed in the
table below.
Table 13: Participants job description
K-2 teacher 4-6 teacher Support staff Administrator
4 4 1 2

Table 14: Experience and School Employment
< 1 year 2-4 years 5-9 years 10-14 years 15+ years
Education 0 3 3 3 2
School 1 4 6 0 0

Observation
Observation visits included time spent in classrooms, recess, before and after
school. Using the criteria of leadership framework of Bolman and Deal as a guide in
looking for evidence of effective programs, practices and strategies. The six total visits
proved beneficial to the researcher.
Documentation Review
Key documentation from the school was used to triangulate the findings of the
other instruments. The SARC and school plan were invaluable resources for this
triangulation. In addition to these documents the professional development, English
80
language, technology, and safe school plans were reviewed. School handbooks,
assessment data and website were also examined.
Presentation of findings by theme
Leadership
“You add value to people when you value them” John Maxwell. A common
sentiment throughout the research displayed the belief that staff, students and parents feel
valued by the school principal. This thread will be demonstrated through the research
question results.
The documentation review was beneficial in providing preliminary information of
programs being used overall. The observations, surveys and interviews confirmed the
support of the leadership to offer professional development that makes it possible to fully
implement programs to better student learning. The researcher observed one-to-one
assistance given to a teacher from another teacher leader on how to use and assess an
important intervention program. The teacher demonstrated good use of the program
during an after school intervention for targeted students. This is one of many various
ways the professional development of these programs is delivered.
The vision, mission and values prevalent in the SARC and school plan are
demonstrated throughout the school campus. There is a strong belief that all students can
learn and the positive environment enhances the student’s educational experience while
being valued as a person. Parents are encouraged to become involved and included in the
net of commitment to practices that promote student learning.
Common strategies mentioned in the SARC and school plan include staff
development in higher level thinking questioning, effective classroom strategies and
81
specific teaching strategies that promote quality student learning. These strategies were
introduced through various conferences and teacher-led professional development.
During the interviews eight of ten interviewees discussed that training and support
for programs, practices and strategies happens during staff development days, staff
meetings, collaboration times, grade level meeting and one-to-one. They feel the support
is integral to their success. Interventions are provided during school, after school and
through tutoring.
The eleven interviews performed revealed many important practices in place to
promote student achievement. These practices included: targeted groups of students,
funding resources adjusted for interventions, focused instruction, cross articulation,
celebration of successes and collaboration. These practices are all supported through a
principal who listens, asks versus tells, keep stakeholders in the loop, formal and informal
feedback, along with a high level of trust and confidence in the staff. If problems or
difficulties become apparent immediate attention is paid to a possible resolution that
includes input from key stakeholders.
Common responses of the interviewees about the school leadership includes:
· “The principal supports students, parent and staff”
· “The principal gets kids excited about learning, getting enough sleep and
motivates all year long”
· “The principal is instrumental in helping to make the parenting events
successful by personally inviting parents to all functions. She even stands
in the parking lot handing out flyers at dismissal”
· “The principal is visible to staff and parents and always willing to help
when needed”
· “The principal listens to new ideas with interest and genuinely considers
the idea”
82
As intervention and practices are evaluated and/or added, consideration of the
data always drives the decision-making process. Continuous support of the innervations
is paramount to the site principal.
The principal and/or teacher leaders always offered professional development
opportunities with one-to-one follow up as necessary. The interviewees have felt
extreme support and respect for the quality, effective examples of high expectations by
the principal.
The survey results show a feeling of support with one hundred percent strongly
agree or agree that school with professional development for programs that help student
meet state standards is present. Ninety-four percent of the participants strongly agree or
agree that school wide programs to increase instructional methods and strategies;
assistance for struggling students; and use of assessments to help more students forward
in learning. There was less interpretation of support in the area of classroom
management and discipline training.
83
Table 15: Programs Survey Results
Survey Question
1
strongly
disagree
2
disagree
3
agree
4
strongly
agree
Results
1. My school has a school-wide professional
development program or programs for teachers
to enable all children in the school to meet the
state academic content standards.
0 0 7 11
100%
strongly
agree/agree
2. My school has a school-wide program or
programs to increase parental involvement
through means such as family literacy services.
0 0 8 10
100%
strongly
agree/agree
3. My school has a school-wide program or
programs providing training to teachers in
effective instructional methods and strategies
0 1 9 8
94% strongly
agree/agree
4. My school has a school-wide program or
programs that provide effective, timely
assistance for students who experience
difficulty in attaining the proficient or
advanced level of the academic content
standards.

0 1 9 8
94% strongly
agree/agree
6. My school has a school-wide program or
programs that provide teachers training in
effective classroom management and discipline
strategies.
0 4 10 4
78% strongly
agree/agree

The surveys gave evidence of collaboration and professional development and
implementation that includes teacher about ninety-five percent from all participants. The
support for the principal and effective feedback on teaching and expectations is extremely
high at ninety-five percent or above.
84
Table 16: Teaching Effectiveness
Survey
Question
1
strongly
disagree
2
disagree
3
agree
4
strongly
agree
Results
Research
Question
7. Teachers
are
encouraged
to
collaborate
with other
teachers on
instructional
matters on a
regular
basis.
0 0 2 16 100% strongly agree/agree 2
8. Teachers have an active role in
identifying and implementing
professional development goals and
objectives for the school.
0 1 10 7 95% strongly agree/agree 2
9. I regularly discuss my teaching with my
administrator(s).
0 1 12 5
95%
strongly
agree/agree
2
10. The evaluation feedback I receive from my
administrator(s) assists me to improve my teaching
effectiveness.
0 08 10
100%
strongly
agree/agree
2
11. I am aware of specific areas of interest that my
administrator(s) looks at when visiting my classroom.
0 0 5 13
100%
strongly
agree/agree
2

Observations show that the interactions of each staff member from office to
volunteers showed an attitude of “our kids” and a genuine care for each child. The
practice of hiring and keeping high caliber teachers was noticeable since the majority of
them embraces practices that met student needs.
The collaboration sessions proved to be beneficial for the increase in effectiveness
of the intervention programs. The staff is provided five full days and Wednesday
afternoons for collaboration. The principal takes an active role in these sessions but does
not dictate the outcome. They join the team in looking at data and making decisions that
85
support the child as a whole. The whole child is also addressed with frequent awards,
parent education opportunities and addressing social and emotional needs.
During the many observations the support of the innovative strategies was
witnessed each time. The principal never passed an opportunity to encourage teachers
positively about the use of white boards, think/pair/share or questioning techniques, to
name a few. If a teacher was struggling a skillful look was taken with the teacher on how
to best improve. The guidance for teachers and students was always positive.
Encouraging and expecting the use of the Professional Learning community
(PLC) process developed by Rick Dufour is a driving factor to the collaboration and use
of data to drive instruction is regularly used at the school site with leadership guidance.
Through the surveys, interviews, and observations the principal of this school
truly has a grasp on the needs of their staff and students. They are willing and able to
provide guidance and discussion on programs, practices and strategies that best meet the
educational needs of all students. The campus truly emulates the respect for this leader.
Since beginning the research the beloved leader has retired and there is new leadership on
board. This new leader has been careful to continue and support the current programs
and practices. The staff has been receptive of the new principal and willing to help
assimilate them to the school culture.
Teachers
The teachers of this campus have demonstrated their professionalism and student
learning support through their interview and survey responses. These in conjunction with
the researcher’s observations have offered examples of their excellent work and attitude.
86
The “can do” attitude is obvious and important to the programs, practices and strategies
execution.
The interviews revealed teachers use the district-adopted curriculum, site-
interventions and professional development opportunities.
Table 17: District Curriculum, Interventions and Professional Development
Adoptions Interventions Professional Development
· Open Court
· Houghton-Mifflin
· Writing Alive
· Science
· Social Studies

· High Point
· Rewards
· Read Naturally
· SRA
· Reading Mastery
· Starfall
· Corrective Reading
· Six-minute Solution
· BTSA
· Curriculum
· interventions

The teachers of this school use many varying strategies to connect with and
educate all students. During the interviews all participants discussed the use of leveling
students by ability and need. There was a wide use of hands-on activities and cooperative
grouping. Also discussed was the use of graphic organizers, SADIE, white boards,
think/pair/share, checking for understanding and United Streaming.
Teacher number 6 shared “knowing each others students, continually discussion
their progress, and student comfort with all teachers are reasons for successfully closing
the achievement gap”;
The groups are always fluid and targeted at student needs. Since common
assessments drive the group make up, they change frequently. Within these groups
strategies used include re-teach, different learning styles and use of technology give the
teachers many options for meeting students needs.
87
The researcher observed the teachers working diligently to implement faithfully
the programs agreed upon as a district and staff. Their enthusiasm is refreshing and
contagious. In addition to the academic programs evident were programs that encourage
character education celebration of success and parent involvement.
The survey results show that teachers feel supported in their practices for student
academic growth. They feel part of the planning and implementation along with positive,
helpful principal feedback.
A large majority of the participants believe teachers have comparable
expectations and encourage using similar instructional practices. The use of materials by
students to plan lessons does not appear to be a practice but more centered around the
district and teacher expectations.
Table 18: Strategies Survey Results
Survey Question
1
strongly
disagree
2
disagree
3
agree
4
strongly
agree
Results
Research
Question
16. Teachers at this
school have
comparable
expectations regarding
student academic
performance.
0 0 10 8
100%
strongly
agree/agree
2
88
Table 18: Continued

18. Teachers at this school are encouraged to use
the same or similar instructional strategies.

0

1

12

4

89% strongly
agree/agree

2
20. Academic content you expect your students to
learn is dictated by district’s adopted curriculum.
0 0 9 9
100%
strongly
agree/agree
2
21. Academic content you expect your students to
learn do you (or you and your colleagues) select.
0 4 10 4
78%
strongly
agree/agree
2
22. Academic content you expect your students to
learn is selected by your students.
5 7 5 1
34%
strongly
agree/agree
2
23. When developing my lessons, I consciously
select content that meets the district’s student
competencies and performance standards.
0 1 6 11
94%
strongly
agree/agree
3
24. When developing my lessons, I consciously
select instructional materials based upon my
knowledge of my students’ developmental needs and
learning styles.
0 0 6 11
94%
strongly
agree/agree
3
25. When developing my lessons, I consciously
select teaching methods and strategies that
accommodate individual student needs and interests.
0 0 9 9
100%
strongly
agree/agree
3
26. When developing my lessons, I consciously
prepare lessons with high expectations designed to
challenge and stimulate all students.
0 0 4 14
100%
strongly
agree/agree
3
27. When developing my lessons, I consciously build
upon my students’ existing knowledge and
experiences.
0 1 4 13
94%
strongly
agree/agree
3
28. When developing my lessons, I consciously
consider how to create active learning experiences
for my students to facilitate engagement.
0 0 6 12
100%
strongly
agree/agree
3
29. When developing my lessons, I
consciously consider how to create cooperative
learning experiences for my students.
0 1 6 11
84% strongly
agree/agree
3
30. When developing my lessons, I
consciously create lessons that require
integration of content from more than one
content area.
0 1 10 7
95% strongly
agree/agree
3

Teachers design lessons for their students based on standards, along with student
prior knowledge and learning style in mind. These participants have high expectations,
create active learning experiences, cooperative groups and integration across content area
of instruction. The student progress is monitored and adjusted as necessary, even during
a lesson.
89
Table 19: Teacher Lesson Designs
Survey Question
1
strongly
disagree
2
disagree
3
agree
4
strongly
agree
Results
Research
Question
31. When teaching, I
monitor students’
understanding of the content
and make adjustments
accordingly.
0 0 5 13
100%
strongly
agree/agree
3
32. When teaching, I move
among the students,
engaging individually and
collectively with them
during the learning
experience.
0 1 5 12
95%
strongly
agree/agree
3
33. When teaching, I
consciously employ teaching
strategies and instructional
materials that stimulate
higher-order thinking skills.
0 0 7 11
100%
strongly
agree/agree
3
34. When teaching, I create
social interaction among
students by requiring
students to work as a team
with both individual and
group responsibilities.
0 0 6 12
100%
strongly
agree/agree
3
35. When teaching, I vary
the size and composition of
learning groups.
0 1 6 11
94%
strongly
agree/agree
3
36. When a student is having
difficulty with an activity or
assignment, I am usually
able to adjust it to his/her
level.
0 1 6 11
84%
strongly
agree/agree
3
37. At your school, peer
tutoring is often used to
assist struggling students.
0 2 8 8
88%
strongly
agree/agree
3

During the student achievement collaboration sessions (SACS) it became clear
that the majority of the teaching staff feels “Every child can learn” and monitors closely
this learning to determine what is working and what is not. These collaboration sessions
are the primary practice used to then disseminate data and discuss other school wide or
grade level practices.
90
These practices include strategic planning, common assessments, PLC process,
and RtI progress monitoring practices. Strategic planning is an important practice for
implementing effective programs and strategies to reduce the achievement gap. Grade
levels work closely together for consistency and continuity for each classroom. The use
of common formative assessments gives frequent feedback that then helps determine if
the plans or interventions need changing.
Using the practice of PLC and RtI is more about the intervention process in that
they encourage closely monitoring student progress and intervention implementation.
This monitoring is accomplished through benchmarks, pre/post assessments, and
curriculum based measures.
Observations of the researcher confirmed the positive, caring relationship between
staff members, staff/student and staff/family relationships. They were collaborative and
openly communicated successes and short falls. They shared information and strategies
in a fair, timely manner. There was a definite feeling of trust and confidence for each
other. In addition, there were consistent high expectations for classroom behavior and
school-wide practices were evident.
The many observations conducted saw enthusiastic teachers using varying
strategies. In classroom after classroom, particularly the upper grade, it was possible to
see small groups, hands-on activities, graphic organizers, SMART boards, small white
boards, computers and check for understanding strategies. Students were engaged and
teachers were diligent at making connection. The environment was safe and inviting.
The teachers of the campus who participated in the case study demonstrate
positive, collaborative relationships with each other and key stakeholders. Their
91
involvement in the programs and practices of the school are evident and the execution of
various teaching strategies. Their collaborative spirit is visible across all areas and
continues to assist each other and struggling students.
System-wide change
While studying this school it became clear they have made dramatic changes in
the last five years that has positively impacted the student achievement. Looking at the
programs, practices and strategies major changes have made the work more effective.
The adoption of quality curriculum and assessment tools started the road to
closing the achievement gap. Programs discussed and implemented include English
language development curriculum, interventions, character education and parent
education opportunities.
The practices of change revealed in the document review include
social/emotional, classroom expectations, leadership, technology, character education and
progress monitoring. These changes were confirmed in the interviews since the
participants communicated how the practice of collaboration time, student progress
monitoring and intervention groupings have been instrumental to success. The
communication and professional development opportunities have elevated awareness for
best practices.
Strategies for approaching the achievement gap were an important factor to
helping close the gap. The best programs and practices could be in place but if students
were not engaged in the learning or have a feeling of connectedness. Strategy
development and the growth in technology for connection and engagement was
92
important. Each classroom is equipped with a minimum of six computers, a SMART
board, and access to the Internet.
The idea of intervention and student engagement took a dramatic change. The
interventions now use strategies such as small groups, cooperative groups and one-to-one
instruction, these groups are fluid and flexible. The targeted students are taught and re-
taught using differentiated instruction, learning styles and engagement strategies.
The survey results confirmed the practice of collaboration, assessment
procedures, collegial and administrative feedback along with focused planning have
driven the changes. More than ninety percent of the participants strongly agree or agree
these practices are in place.
Table 20: Collaboration
Survey Question
1
strongly
disagree
2
disagree
3
agree
4
strongly
agree
Results
7. Teachers are
encouraged to
collaborate with other
teachers on
instructional matters on
a regular basis.
0 0 2 16
100%
strongly
agree/agree

9. I regularly discuss
my teaching with my
administrator(s).
0 1 12 5
95%
strongly
agree/agree

10. The evaluation
feedback I receive from
my administrator(s)
assists me to improve
my teaching
effectiveness.
0 0 8 10
100% strongly
agree/agree

93
Table 20: Continued

12. Assessment of
student learning is
accomplished to
improving, rather
than just monitor,
student performance.

0 2 3 13
89%
strongly
agree/agree

13. The assessment
of student learning is
based on specific,
clearly identified
academic standards
for student
performance.
0 0 4 14
100%
strongly
agree/agree

14. Teachers seek
feedback from other
teachers to improve
their teaching.
0 0 11 7
100%
strongly
agree/agree

18. Teachers at this
school are
encouraged to use
the same or similar
instructional
strategies.

0 1 12 4
89%
strongly
agree/agree

The survey showed the teachers have embraced differing strategies to meet
student needs. More than ninety percent of the participants consider learning style, prior
knowledge, create active learning and employ high level thinking skills into their lessons.
Table 21: Lesson Development
Survey Question
1
strongly
disagree
2
disagree
3
agree
4
strongly
agree
Results
23. When developing my
lessons, I consciously
select content that meets
the district’s student
competencies and
performance standards.

0 1 6 11
94%
strongly
agree/agree

94
Table 21: Continued

24. When developing my
lessons, I consciously
select instructional
materials based upon my
knowledge of my
students’ developmental
needs and learning styles.
0 0 6 11
94%
strongly
agree/agree

25. When developing my
lessons, I consciously
select teaching methods
and strategies that
accommodate individual
student needs and
interests.
0 0 9 9
100%
strongly
agree/agree

26. When developing my
lessons, I consciously
prepare lessons with high
expectations designed to
challenge and stimulate all
students.
0 0 4 14
100%
strongly
agree/agree

27. When developing my
lessons, I consciously
build upon my students’
existing knowledge and
experiences.
0 1 4 13
94%
strongly
agree/agree

28. When developing my
lessons, I consciously
consider how to create
active learning
experiences for my
students to facilitate
engagement.
0 0 6 12
100%
strongly
agree/agree
29. When developing my
lessons, I consciously
consider how to create
cooperative learning
experiences for my
students.
0 1 6 11
84%
strongly
agree/agree
30. When developing my
lessons, I consciously
create lessons that require
integration of content
from more than one
content area.
0 1 10 7
95%
strongly
agree/agree
31. When teaching, I
monitor students’
understanding of the
content and make
adjustments accordingly.
0 0 5 13
100%
strongly
agree/agree
95
Table 21: Continued

32. When teaching, I
move among the students,
engaging individually and
collectively with them
during the learning
experience.
0 1 5 12
95%
strongly
agree/agree
33. When teaching, I
consciously employ
teaching strategies and
instructional materials that
stimulate higher-order
thinking skills.
0 0 7 11
100%
strongly
agree/agree
34. When teaching, I
create social interaction
among students by
requiring students to work
as a team with both
individual and group
responsibilities.
0 0 6 12
100%
strongly
agree/agree
35. When teaching, I vary
the size and composition
of learning groups.
0 1 6 11
94%
strongly
agree/agree
36. When a student is
having difficulty with an
activity or assignment, I
am usually able to adjust
it to his/her level.
0 1 6 11
84%
strongly
agree/agree

Observations confirm that the professional development for programs is
continuous and given in varying forms. Teachers and staff work together in large and
small groups, one-to-one along with administratively led.
The researcher saw the collaboration of teachers and administrators for quality
interventions. This collaboration time shows to be a priority and done during and after
school. There is an enthusiasm that spreads to students and community.
Observations of the classrooms witnessed the creative use of technology that was
engaging to students. Instruction was happening in most classes with differing learning
styles and students were engaged in cooperative groups. Computers were in use by
students for Accelerated Reader, report writing and research.
96
The system-wide changes have been directed by the school leadership but not
pushed. There has been ample opportunity for input and collaboration by staff and key
stakeholders into the process. The overall climate of the school campus is positive and
caring.
Community
Reaching out to the community includes parents, extended families, neighbors
and business partners. This has been included in the reshaping of the school culture.
There has been evidence of social capital consideration, poverty issues and community
needs.
Programs to increase parent capital are an important factor of the school plan. In
an effort to address issues associated with culture, poverty and social capital this campus
offers English as a second language classes, parent connection and governance
opportunities. These opportunities are supported with childcare and translators, as
necessary. Well-attended parent nights include assistance in math, reading, writing and
science. PTA and volunteers are welcomed on a daily basis.
The governance of the school sees parents involved in SSC and DAC. These two
bodies are important to helping make decisions about the school and English language
resources. Parents and community members seem enthusiastic to be part of these groups.
The school site participates in the federal breakfast/lunch program, healthy start,
nutrition network and dental/vision screening. These functions help meet needs of
students in order to prepare them for learning. For family needs the school is closely
associated with the city’s Family Resource Center who offers specialized services such as
counseling, health care assistance and emergency family issues needs.
97
The community center offers connection with the school and students. Through
Proposition 49 funding they provide an after school program that gives homework help
along with sports, art and music opportunities.
In addition to the physical and emotional support for the students there is an effort
to assist in assuring the students are prepared academically for school. Students are
taught the basics needed to get a jumpstart on kindergarten.
In an effort to give students the best opportunity for success there is a SARB
process in place to encourage daily attendance. If families are having difficulty attending
school on regular basis assistance is given to help with any hindrances for the family.
The main message is the importance of school attendance on the academic progress of
their child. This process takes patience and consistency but has been successful says the
leadership.
Practices for helping build community go hand in hand with the programs being
offered. Working closely with families on academic social and emotional issues is a
practice that has increased and changed over the past five years. Encouraging diverse
parenting events, communication opportunities and awards has added to the welcoming
campus.
There are numerous opportunities for student awards to encourage academics,
behavior and school attendance. They include monthly awards, “caught being good”,
Accelerated Reader Hall of Fame, community awards and leadership association awards.
Parents, community and students alike benefit from this practice.
Using strategies that meet the needs of these families on a more personal level has
been successful according to teacher and administrator interviews.
98
One hundred percent of the survey participants believe there has been an
intentional effort to increase parent involvement and assist families in literacy services.
Table 22: Community Involvement
Survey Question
1
strongly
disagree
2
disagree
3
agree
4
strongly
agree
Results
Research
Question
2. My school has a school-
wide program or programs to
increase parental involvement
through means such as family
literacy services.
0 0 8 10
100%
strongly
agree/agree
1
19. There is an intentional
effort to improving home-
school relations and parent
participation.

0 0 5 13
100%
strongly
agree/agree
2

The strategies to build community social capital used are parenting skills classes,
tutoring opportunities and social interaction. The survey reflects one hundred percent of
the participants strongly agree or agree that social interaction and tutoring is encouraged.
Observations displayed the kindness of the school staff. The marquee was well
positioned to offer information about the week’s events. The display board highlighted
award recipients, students and community members. These displays supported the
practices of the school site for building community.
Collaboration
As the research is considered, there is a common thread that weaves its way
through each theme with binds them, collaboration. Noticeable is the continual
99
collaboration between leadership, teachers and community. This basic foundational
system-wide change seems to be key in closing the achievement gap at We Made It
Elementary School.
The programs, practices and strategies used and implemented cannot meet the
student needs if everyone operates as an island. There have been numerous examples of
how collaboration and data has helped guide the instruction for student needs.
Conclusion
The investigation on the factors that have made a difference at We Made It School
overwhelmingly shows the innovative thinking that supports the literature review of
programs, practices and strategies that work for similar schools. The researcher set out to
discover if a school that met a certain criteria and closing the achievement gap has
programs, practices and strategies that promote closing the achievement gap. The
research has demonstrated the evidence that proves the questions to be true. The
importance of site leadership support has provided a positive environment that works
diligently to meet the needs of all students. The lessons of involved leadership,
connected students, quality system-wide changes and community involvement are the
basis for their success.
100
Chapter 5
Overview
As educators we have no time to waste. The instruction must be focused and
ensure students are learning, thinking, understanding, comprehending and processing at
high levels (Johnson, 2002).
The research thus far in acknowledging and addressing the achievement gap
between African-American/Latino and White/Asian students has shown the differing
approaches to the problem. There is a large amount of focus on the best ways to assist
the struggling students. The achievement gap is a complicated issue that does not have a
one-way approach. It does appear from the research that leadership of a school campus
is most important. This leadership must have a deep understanding of the school’s
unique needs while taking the necessary steps to help all students.
Purpose of Study
This case study examined the key factors that impact student learning at a high
performing school and successfully closing the achievement gap. Important to the
research was an evaluation of the programs, practices and instructional strategies
employed at the school.
Significance of study
The impact on student learning and closing the achievement gap was examined
We Made It School housed within the We Can Do It School District. Through the
research particular themes that emerged include 1) leadership of school site 2) teacher
interaction with students 3) system-wide changes and 4) building the community social
capital.
101
Research Methodology
A qualitative case study was used at school sites located in Southern California.
The thematic group developed the instruments used in the studies that included three
research questions, the survey, the interview questions, the observational tool and the
document review process. Each group member conducted individual research based on
the set criteria.
As the data from each observation tool was synthesized and analyzed common
themes emerged. The researcher observed the similarities of the themes and began to
apply evidence for each theme from the data collected. The picture became clear of the
successful changes that were in place at this school site.
Summary
The leadership, teachers, system-wide change and community interaction proved
to be key factors in successfully closing the achievement gap at We Made It School. The
interviews, survey, observations and document review confirmed the programs, practices
and strategies in place have had a significant affect on student achievement.
The obvious presence of collaboration between staff members is a huge indicator
to the student achievement increase. The caliber of teacher and high expectations spur
the students forward. The leadership provides an open relationship with staff, students
and community. This openness builds a confidence and team of valued participants.
When the key stakeholders feel valued and like their work is worthwhile, changes for the
students’ needs is less complicated. This leader has been instrumental in the success of
the movement toward the achievement gap closure.

102
Conclusions
The leadership, teachers and support staff agree that the programs, practices and
strategies in place and still being developed are pivotal to the school’s success. The
leadership of the principal is key since they spearhead all school functions. There are
limitations in that the district office guides much of the curriculum, policies and funds but
the heartbeat of the campus falls to the principal. Without principal support many of the
programs, practices and strategies would not be fully or faithfully implemented. For this
reason, the development of quality site leaders has never been more imperative.
The respect for the site leadership was evident in all interactions of the school the
positive, visible acts of this principal encouraged the important collaboration process.
For staff to feel safe and secure when sharing and work closely with each other the
culture of on-going respect must be entrench in the school as a whole. The valued,
confident feeling of the staff by the principal gave great opportunity for growth.
Implications
Five implications have become clear though this study and will need further
study. The first implication is the need for quality leadership training. School leaders,
particularly the principal, need knowledge of how best to work with the staff members,
volunteers and community. The formal education of school leaders is based on theory
and not on the practical day-day interactions at a school site.
The second implication is teacher training in student engagement and connection.
The connection between a teacher and student is an important factor to student
achievement. If they do not feel supported their connection will be minimal at best.
Therefore further training on engagement strategies that build connection is imperative.
103
Professional development must change to best meet the capacity building needs of
teachers and staff.
Table 23: Professional Development Changes
From To
Individual piece meal Individual and organizational driven by clear
strategic plan
District-focused Site-focused
Adult needs Student needs and outcomes
Training away from job Training fob embedded
General instructional skills Content specific
One or two departments lead Administration and teacher leaders
Teacher performance Structural improvement and student
performance
Frill-based Indispensable process
Lecture Work, discuss and problem solve
(Protheroe, Shellard and Turner, 2003)
The third implication is the further exploration of cultural awareness. Our schools
are full of students from various cultures that demand our attention. The attitude of
educators has to be transformed to meet the needs of all students. As a school an
understanding and acceptance of each culture welcoming them no matter color, creed or
religion must become part of the culture. All stakeholders including district and school
staff, parents, community and students should address cultural proficiency.
104
The fourth implication involves more connection with the community of the
school. This includes parents, neighbors and business partners. Building the social
capital and providing a positive school relationship with these key stakeholders can
provide opportunity for an explosion of support and success.
The fifth and final implication is the examination if a change in site principal will
change the results of the school in meeting the educational needs of all students. At We
Made It School the beloved principal retired and a new leader is in place. The first year
of the change has still been positive, but it would be beneficial to see the impact on
student learning and this change.
Recommendations
As leadership develops on a school site the importance of careful problem
analysis and providing quality leadership is imperative. The use of Clark and Estes’ gap
analysis strategies is an effective tool that can help in best serving students and staff.
Their gap analysis takes specific steps to improve performance of each employee.
Three specific areas of interest for increase are knowledge, skills and motivation.
Investing in each team member will never return void. “Investing in employees brings
positive and profitable results for the organization” (Clark & Estes, 2002). Quality
professional development for staff is imperative. Studies have shown ineffective
professional development can be detrimental to an organization.
105

Figure 6: Turning Research into Results Process Model

(Clark & Estes, 2002)

Step 1
Identify key
goals
Step 2
Identify
individual
performance
goals
Step 3
Determine
performance gap
Step 5A
Identify
knowledge/skill
solutions and
implement
Step 4
Analyze gaps to
determine
causes
Step 5B
Identify
motivation
solutions and
implement
Step 6
Evaluate results,
tune system and
revise goals
Step 5C
Identify
organizational
process and
material
solutions and
implement.
106
Setting goals as a school and individually helps to determine gaps present that
need attention. Determining these gaps has three specific categories: knowledge/skills,
motivation and organizational setting. Setting goals better paves the way for common
beliefs, vision and values while offering ownership of the needs.
The best work goals are “C” goals:
· Concrete (clear, easily understandable and measurable)
· Challenging (doable, but difficult)
· Current (short-term, more motivating)
(Clark & Estes, 2002)
Types of knowledge and skill enhancement
· Information – This is basic information needed to help with success. For
instance, information on ways to handle situations or transfer knowledge
from one incident to another.
· Job aids – This is the implementation of a skill, strategy or new-approach
to a situation. This would be evident in intervention implementation.
· Training – This is important to build knowledge but must be followed by
guided practice and feedback.
· Education – This is the acquisition of conceptual, theoretical and strategic
knowledge and skills to best handle challenges and problems. This
education must be based on current research
(Adapted from Clark & Estes, 2002)

107
Figure 7: Three Facets of Motivated Performance

(Clark & Estes, 2002)
Motivation can be effected by cultural stereotypes and mishandling differences.
Other elements that can destroy motivation include:
· Vague and constantly changing performance goals and feedback
· Dishonesty, hypocrisy and unfairness
· Unnecessary rules and work barriers
· Constant competition with everyone
· Negative, critical, biased and prejudiced feedback
(Clark & Estes, 2002)
When considering the organizational gaps of an organization, close attention must
be paid to the culture. The culture of the environment and its change can in turn help
develop system-wide change. Cultural beliefs within particular groups like grade-level or
department teams can be challenging and requires leadership that can help build effective
Active Choice
Intention to pursue
goal is replaced by
action.
Persistence
Once started, we
continue in the face
of distractions.
Mental Effort
People work
smarter and develop
novel solutions.
Increased Performance
Increased motivation
combines with effective
knowledge, skills, and work
processes to result in goal
achievement.
108
teams. An understanding of individual cultures will be the foundation for building teams
that can be accepting and willing to share its vision, beliefs and values for all students.
The importance of analyzing the gaps that may exist at a school site cannot be
addressed without the appropriate leadership. For this reason developing quality leaders
has never been more significant. There are numerous approaches to quality, effective
leadership available for innovative implementation of leadership.
As the world of education continues to look bleak, leaders must have laser-like
focus that considers all stakeholders. The leaders of today must develop their ability to
listen, understand people and face reality. Remembering to incorporate the ideas and
thoughts of others help to make the burden of innovative processes more productive. It is
important to understand personal and organizational potential.
Successful leaders are willing to recognize they make mistakes and have
weaknesses. Michael Abroashoff said, “Whenever I could not get the results I wanted, I
swallowed my temper and turned inward to see if I was part of the problem. I asked
myself three questions. Did I clearly articulate the goals? Did I give people enough time
and resources to accomplish the task? Did I give them enough training? I discovered
that ninety percent of the time, I was at least as much a part of the problem as my people
were.” (Maxwell,). Success is not an easy road and requires many risks and sometimes
mistakes. If each situation is met with a collaborative attitude solutions are better found.
Transparency will build trust in the team. A good leader will work closely with
others to grow their strengths. Imperative to successful change is to realize the strengths
and get people to work within them. Consideration of the weakness should not be
forgotten, but not paramount. Building this trust will in turn build respect.
109
A great leader will recognize and consistently support their stakeholders.
Appreciation for a job well done builds security and loyalty. In a time when many are
grappling with personal problems and dire situations leadership sensitivity has never been
more important. The leader must be prepared to be counselor, confident and
compassionate. Building relationships through these roles develops a bond that will
strengthen the school as a whole. Students, staff and community will benefit from this
powerful connection. Encourage others to succeed and give them confidence.
There are restrictions that, at times, prevent leaders from adequately getting
proper placement of staff members. While this is frustrating, spend the time building
relationship, no matter how difficult, and cultivate the positive members of the team.
Imperative to team member decisions is the correct selection and retention of quality
people.
When building a team John Maxwell gives these points:
· Invest in the team
· Get best members possible
· Develop the team
· Build community
· Empower them with responsibility
· Give credit
· Hold them accountable
· Stretch their abilities
110
Having the right people on the team will determine the height of success. The
bottom line is to work diligently at building the team and the individuals on the team.
Getting the right people on the right bus and in the right seats will move the bus forward.
Quality leaders will lead with character, integrity, courage, passion, and
enthusiasm. They will practice listening, self-discipline, self-improvement and tenacity.
They will lead with compassion, relationally, selflessness and being supportive. If we
want to see growth in the educational system we must train the leaders differently,
encouraging new vision and innovative ways to reach the staff, students, parents and
community. Leaders of today and tomorrow must think relationally while understanding
the importance of connection. The future will be determined by the quality of leaders
being developed today.
The work on closing the achievement gap has never been more critical as the
portrait of education continues to change the need for programs; practices and strategies
that reach each child can not be ignored.
111
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Stanton-Salazar, R.D. (1997). A social capital framework for understanding the
socialization of racial minority youth. Harvard Educational Review, 67(1), 1-40.

Strong, J.H. (ed.) (2006). Evaluating Teaching: A Guide to Current Thinking and Best
Practices. Thousand Oaks: Corwin. Chapters 1 & 7.

Suet-ling, Pong; Hoa, Lingxin; Gardner, Erica. The Roles of Parenting Styles and Social
Capital in the School Performance of Immigrant Asian and Hispanic Adolescents. Social
Science Quarterly. 86 (4). Dec. 2005.

Tilly, David W. Response to Intervention: An Overview – What is it? Why Do it? Is it
Worth It?. The Special Edge. Winter/Spring 2006. 19(2).

114
Appendix A
Survey

Administrator Survey

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

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

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

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

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

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

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

115
Research Question 2: What school wide practices promote student achievement?

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

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

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

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

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

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

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

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

116
15. Decisions about school improvement are always based upon our school improvement
plan.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

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

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

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

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

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

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

22 Academic content standards students are expected to learn are student selected.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

117
Research Question 3: What instructional strategies were implemented to target the
closing of the achievement gap?

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

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

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

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

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

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

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

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

118
31. When teaching, teachers monitor students’ understanding of the content and make
adjustments accordingly.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4

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

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

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

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

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

37. At my school, peer tutoring is often used to assist struggling students.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4
119
Appendix B
Survey

Teacher Survey

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

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

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

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

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

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

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

120

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

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

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

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

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

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

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

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

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

121

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

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

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

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

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

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

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

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

122

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

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

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

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

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

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

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

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

30. When developing my lessons, I consciously create lessons that require integration of
content from more than one content area.
Strongly Strongly
Disagree Disagree Agree Agree
1 2 3 4
123

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

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

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

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

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

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

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

124
Appendix C
Staff Interviews

Interviews

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

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

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

3. How does the program work?

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

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

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

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

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

8. What does collaboration look like at your school?

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

10. How much parent participation do you receive?
125
Appendix D
Administrative Interviews
Administration Interview

Principal and Assistant Principal

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

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

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

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

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

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

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

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

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

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

11. How much parent participation do you receive?

126
Appendix E
Data Collection

Document Questions the document answers Question
addressed
School background and profile
SARC

Single School Plan
· Class Size
· Number of Suspensions/Expulsions
· California Healthy Kid Survey Results
· Population breakdown (ethnicity, SES, EL’s)
· Supplemental Programs
· Vision and Mission Statements
· Teacher Groups (leadership, advisory, SSC, etc.)
1, 2, 3
List of teachers and Support Staff · Experience
· Credentials
· Grade Levels
· Years at current site
1
Professional Development Plan · Collaboration Plan, Schedule 1, 2, 3
Daily and Instructional Schedule · Number of instructional Minutes 3

English Leaner’s Master, technology
and Safe Schools Plan

· Plan for ELL and safe campus

3
Achievement Results
CST and Local Assessments Data
for over a 2 year period.

Local Benchmarks

SARC

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

2, 3
Parent/Community Involvement
SARC

School/Parent handbook

Parent surveys from school or
district

School Website

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

1, 2, 3
127

Fiscal Information
Single School Plan

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

128
Appendix F
Observation Tool

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

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

What is Happening? What do I think is Happening?

Abstract (if available)

Abstract The purpose of this study was to determine factors that impact student learning at high performing schools that have been successful in closing the achievement gap. In the investigation special attention was paid to programs, practices and instructional strategies that have contributed to their success.

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Asset Metadata

Creator Steel, Tammy Diane (author)

Core Title Closing the achievement gap: what can be done?

School Rossier School of Education

Degree Doctor of Education

Degree Program Education

Publication Date 04/28/2009

Defense Date 02/13/2009

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

Tag achievement gap,cultural awareness,factors of the achievement gap,gap analysis,high performing schools,leadership,OAI-PMH Harvest,professional learning communities,student connection,systemwide change,teacher connection

Place Name California (states), Orange County (counties)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Gothold, Stuart E. (committee chair), Olsen, Carlye (committee member), Stowe, Kathy Huisong (committee member)

Creator Email tsteel@usc.edu,tsteel@wsd.k12.ca.us

Permanent Link (DOI) https://doi.org/10.25549/usctheses-m2147

Unique identifier UC1234467

Identifier etd-Steel-2790 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-223201 (legacy record id),usctheses-m2147 (legacy record id)

Legacy Identifier etd-Steel-2790.pdf

Dmrecord 223201

Document Type Dissertation

Rights Steel, Tammy Diane

Type texts

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

Repository Name Libraries, University of Southern California

Repository Location Los Angeles, California

Repository Email cisadmin@lib.usc.edu