Turning schools around: a case study of an elementary campus' role in improving student performance of Hispanic students

Date

2015

Authors

Uriegas, Jennifer

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Abstract

The purpose of this study was to examine the ways in which an elementary campus improved the student performance of Hispanic students. The study contributes to the field by revealing through the perception of the participants their experiences for working diligently to raise the performance of students according to state accountability standards beginning as a rating of “Academically Acceptable” to finally achieving an “Exemplary” rating.

The study employed a qualitative methodology by using a single case study approach to understand the phenomenon. The theoretical framework used was social constructivist paradigm. The researcher selected eight participants to be included in the study at an elementary campus using a pseudonym of Red Bird Elementary in south Texas using criterion sampling for the study. Data collection was through individual interviews for the principal and counselor using predetermined questions, and a focus group interview for a group of six teachers also using predetermined questions to help guide the interviews. The participants served as the primary units of analysis to obtain insight into the ways the campus increased student performance for Hispanic students. The findings revealed that collaboration was embedded within three themes: 1) setting and communicating expectations, 2) accountability and support, and (3) critical conversations. The key findings were essential in determining how student improvement was achieved.

Description

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Keywords

collaboration, Hispanic student performance, principal leadership, school improvement, school turnaround, student achievement

Citation

Department

Educational Leadership and Policy Studies