This research project was a study that was based on a prior dissertation study that analyzed student success, as measured by achievement tests, within local communities with high poverty rates. Two Title 1 Reward high schools in the Phoenix area were examined through qualitative case studies to determine what had been implemented to help eliminate the perception of students coming from low income socio-economic backgrounds to achieve success on standardized tests. Five research questions were answered through classroom observation, interviews, and artifact collection and analysis to determine what efforts ensured student success. The aim of this dissertation study was to have provided other high schools whose student populations included low-socioeconomic backgrounds to implement and foster success for their students with possible replication.
Findings from this study included five research questions. Results from research question one outlined evidence that helped to explain how EHS was successful in helping their students be effective on standardized tests. Next, question two results exposed that EHS nurtured a culture of trust amongst teachers and administrators. Thirdly, question three illustrated for the reader more commonalities amongst the schools. Research question four results included that EHS and WHS worked hard to build student attitudes/attributes to have enjoyed success on standardized testing. Finally, question five results indicated that EHS used a shared leadership model having consisted of a principal, federal programs director, and counselor.
|Commitee:||Clement, Nicholas, Gammon, MaryLou, VanDerLinden, Kim|
|School:||Northern Arizona University|
|School Location:||United States -- Arizona|
|Source:||DAI-A 76/07(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Secondary education|
|Keywords:||Best practices, Charter schools, High poverty students, Small schools, Standardized tests, Student achievement|
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