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8/20/2019 Dr. William Allan Kritsonis, PhD - Dissertation Committee - Margaret Patton - Proposal Power Pt.
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Factors Influencing Greatness inEconomically-Challenged Minority Schools
Presented to the Whitlowe R. Green College of EducationPrairie iew ! " M #ni$ersity
In %artial fulfillment of the re&uirements for the degree of
'octor of Philoso%hy
Presented (yMargaret Curette Patton
'issertation CommitteeWilliam Allan Kritsonis, Chair
Camille Gibson, PhD., Member
David E. Herrington, PhD., Member Douglas Hermond, PhD., Member
June 2 !
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Pur%ose of Study
)he %ur%ose of the research is to e*%lore theuni$ersal distinguishing factors that e*ist among
high achie$ing economically challenged minority+ECM, schools com%ared to similar acce%ta(le%erforming schools in the state of )e*as.
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Pro(lem Statement !cademic scores of minoritygrou%s namely !frican and
is%anics continue to fallwell (elow Caucasianstudents .
)he ga% (etweeneconomically-challenged%o%ulations of students andtheir more affluentcounter%arts continue to e*ist.
)e*as has not (een a(le toeliminate the ga%s (etweenminority students and othermore affluent su(-grou%s.
// th Grade )!0S Scores1 th Grade )!0S Scores
Mar"h 2 # Mar"h 2 $ Mar"h 2 # Mar"h 2 $
2 A%ri"an Ameri"an
2His&ani"
2White
2E"on.Challenged
'(e)as Edu"ation Agen"* 2 $ +tate AE + -e&ort
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Significance of the Study
)he education system has the distinct o%%ortunityto significantly im%ro$e the accessi(ility and
&uality of education for its entire %eo%le and toenrich their future. )he findings of this study canaccelerate this %rocess.
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Research 3uestions
/. What uni$ersal distinguishing characteristics%redict that economically-challenged minority+ECM, schools will (e recogni4ed or e*em%laryin the state of )e*as5
6. What %ractices associated with the transitionfrom elementary to middle schools are%redicti$e of student achie$ement in high%erforming economically-challenged minority+ECM, feeder grou%s5
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7imitations
2 8o high schools met the com(ined criteria for (eing %artof the sam%le.
2 )he selected schools will (e as9ed $oluntarily to ta9e %artin the study through %ur%osi$e sam%ling. 7imitationsinclude small sam%le si4e and inherent (ias among the%artici%ants.
2 )he leadershi% team in the selected schools may ha$ee*%erienced some turno$er o$er the %ast four years.
2 Feeder grou%s are similar (ut not identical in si4e anddemogra%hics due to the $arying %o%ulations of the highachie$ing ECM schools.
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7imitations continued
2 ! small num(er of years of data were used for the study+Post-)!0S years,.
2 )he sam%le was selected (ased on the final accounta(ilityrating rather than s%ecific indicators li9e attendance dro%-
out rate and su(grou% test scores.2 )he final sam%le of schools was selected from the same
educational Region in )e*as. )he critical analysisre$ealed that there were a sufficient num(er of high-%erforming feeder grou%s in Region : to %ro$ide am%ledata to answer the research &uestions. )he other tworegions that were included in the selection %rocess did notha$e as many feeder grou%s from which to choose.
8/20/2019 Dr. William Allan Kritsonis, PhD - Dissertation Committee - Margaret Patton - Proposal Power Pt.
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7imitations cont.
2 )he a%%lication of all of the com%onents of theGood to Great cor%orate model may not (eeasily and fully re%licated in the school system.
2 )he su(;ecti$ity of the researcher as themeasurement instrument.
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!ssum%tions
2 )he res%onses gi$en in inter$iews will (e%ro$ided freely and with the utmost honesty.2 Some students fall into (oth the minority and
economically challenged grou%s.2 !lthough there are differences (etween s%ecific
minority grou%s of students this study willgrou% !frican !merican and is%anic students
into one grou% that will (e referred to as aminority grou%.
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'efinitions
Com%arison schools< Schools that are similar indemogra%hic data< %ercentage of economicallydisad$antaged and minority %o%ulations= schoolsi4e= and cam%us location (ut different in
academic achie$ement scores. For e*am%le>matched %airs? was the terminology used in the
!ri4ona Study @ schools that are ali9e in mostways yet different in the %erformancemeasurement that is of interest +Waits et al.6AAB,.
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'efinitions
Economically-challenged student< ! student whois eligi(le for the 8ational School 7unchProgram free reduced-%rice school lunch< +a,eligi(le for free or reduced-%rice meals under the
8ational School 7unch and Child 8utritionProgram= +(, from a family with annual income ator (elow the federal %o$erty line +e.g. annualincome for a family of three is less thanD66 A,= +c, eligi(le for )em%orary !ssistanceto 8eedy Families or other %u(lic assistance=and +d, eligi(le for (enefits under the FoodStam% !ct of / +McMillion " Ros9a 6AA ,.
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'efinitions
Economically-challenged Minority School +ECM,<a school with at least 1AH low income minority+!frican !merican or is%anic, students + erald6AA/,.
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'efinitions
Minority school status< ! measure of the le$el ofhistorically disad$antaged minority studentgrou%s (eing ser$ed in a school. 7ow minorityschools ha$e less than 1H disad$antagedminority students. Medium minority schools ha$e1 to 1AH disad$antaged minority students. ighminority schools ha$e o$er 1AH disad$antagedminority students +Shettle et al. 6AA1,.
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Conce%tual Framewor9Good to Great J Jim Collins
Input Principles
Stage 1: Disciplined People7e$el 1 7eadershi%First Who )hen What
Stage 2: Disciplined ThoughtConfront the Krutal Facts)he edgehog Conce%t
Stage 3: Discipline ActionCulture of 'isci%line)echnology !ccelerators
Output Results
'eli$ers Su%eriorPerformance relati$e to itsmissionMa9es a 'istincti$e Im%act onthe communities it touches
!chie$es 7asting Endurance(eyond any leader idea orset(ac9
isit www.;imcollins.com
to ta9e the Good to GreatJ sur$ey.
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Conce%tual Framewor9Good to Great J Jim Collins
Disciplined People2/evel 0 /eaders are self-effacing &uiet reser$ed and e$enshy. )hese leaders are a (lend of %ersonal humility and%rofessional will.
2)he great com%anies made sure to hire the right &eo&le %orthe right &ositions 1 irst Who then What3 (efore setting a$ision or creating the strategy of how to reach the com%anyLsgoal.
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Conce%tual Framewor9Good to Great J Jim Collins
Disciplined Thought
2Each good to great com%any maintained unwa$ering faiththat they would %re$ail in the end no matter the difficultieswhile always "on%ronting the brutal %a"ts of its current reality.
2)he Hedgehog Con"e&t reflects a dee%understanding of those things thatindi$iduals are dee%ly %assionate a(outwhat they can (e the (est in the worldat and what dri$es their economicengine.
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Conce%tual Framewor9Good to Great J Jim Collins
Disciplined Action
In the "ulture o% dis"i&line disci%lined %eo%le with disci%linethought com(ined with an ethic of entre%reneurshi% yields
great %erformance.
(e"hnolog* a""elerators were found to ha$e ne$er (een a%rimary role in achie$ing e*cellence (ut when carefully
selected assisted in transforming com%anies.
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Ma9ing 7iterature Connections What does Good to Great J have to do 4ith E"onomi"all*'Challenged Minorit* +"hools5
In the Keat the Odds Study +6AAB, there were noeasy answers or magic (ullets instead the answercame with the school selecting the most a%%ro%riate%rograms and actions for their %articular %o%ulationand stic9ing with it. >What %erformance re&uires ishard focused %ur%oseful wor9. If diligence%ersistence and commitment are lac9ing ingenuity
and a good %rogram are wasted. It is focus andhard wor9 that matter most.?For more information $isit the Keat the Odds Institute< htt%< www.(eattheoddsinstitute.org inde*.%h%
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Ma9ing 7iterature Connections What does Good to Great J have to do 4ith E"onomi"all*'Challenged Minorit* +"hools5
INPUT FA TORS
Disciplined PeopleColla(orati$e leadershi%Pur%ose-dri$en Staff
Disciplined Thought !ddress Student 8eedClear $isionCurriculum Focus'ata 'ri$en
igh E*%ectations 8oE*cusesStreamlined !cti$ities
Discipline Action !ssessment for
im%ro$ement'istri(uted !ccounta(ility7earning Communities
OUTPUT R!SU"TS
igh le$els of%roficiency amongstudents
Continued gains in
achie$ement=Effecti$e andenduring %racticesand %olicies arewides%read.
Out%ut Results in6AA )e*as !ccounta(ility Rating )erminology
Recogni4ed E*em%lary
)!0S +Met Standard,
Reading E7! 1H AH
Math 1H AH
Writing 1H AH
Science 1H AH
Social Studies 1H AH
S'!! II !ll Su(;ects AH AH
Com%letion Rate I 1.AH 1.AH
!nnual 'ro%out Rate A. H A.6H
(he literature on high'&er%orming ECM s"hools reveals6
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More of What the 7iterature SaysGood to Great J Edu"ation +e"tor
Disciplined People
/evel 0 /eaders
>)he research e$idence consistently demonstrates that the
&uality of leadershi% determines the moti$ation of teachersand the &uality of teaching in the classroom.? + arris et. al.6AAB %. /6/,
+ee handout %or thorough literar* s*nthesis on high &er%orming ECM s"hools.
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More of What the 7iterature SaysGood to Great J Edu"ation +e"tor
Disciplined People
irst Who (hen What
>If you want to im%ro$e a school system (efore you change the rulesloo9 first to the ways that %eo%le thin9 and interact together.? +Senge6AAA %. / ,
>Effecti$e hiring goes (eyond selecting teachers< Sa$$y %rinci%als willem%loy secretaries custodians food ser$ice %ersonnel %ara-educatorsand teacher aides who em(race the o$erall mission of the school.?+ arris 6AAB %. /A, !nother %rinci%al suggested > ire wisely. #se aninter$iew team and donLt second-guess your gut. 0ee% loo9ing until youare satisfied.? + arris 6AAB# %. ,
+ee handout %or thorough literar* s*nthesis on high &er%orming ECM s"hools.
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More of What the 7iterature SaysGood to Great J Edu"ation +e"tor
Disciplined Thought
Con%ronting the brutal %a"ts >Focus on the needs of the indi$idual child as they loo9 at
achie$ement %er classroom %er teacher %er student. )hisa%%roach unmas9s %oor %erformance and forces e$eryone atthe school to ta9e res%onsi(ility for student %erformance.?+Waits 6AAB %. B,.
+ee handout %or thorough literar* s*nthesis on high &er%orming ECM s"hools.
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More of What the 7iterature SaysGood to Great J Edu"ation +e"tor
Disciplined Thought
Hedgehog Con"e&t )rim(le +6AA6, found that high %erforming high %o$erty
schools ha$e (uilt-in criteria for ma9ing decisions. )hese%rocedures are crucial when numerous issues attem%t tocause distractions that could ta9e the cam%us off trac9from their goals.
+ee handout %or thorough literar* s*nthesis on high &er%orming ECM s"hools.
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More of What the 7iterature SaysGood to Great J Edu"ation +e"tor
Disciplined Action
Culture o% dis"i&line
>In the Q(uilt to suitL %aradigm high achie$ing schools went(eyond the (ig %icture that standards %osed to focusing onthe indi$idual %erformance of each child. In essence whatwas %resent was a $ital cycle of instruction assessment andinter$ention.? +Waits 6AAB %. ,
+ee handout %or thorough literar* s*nthesis on high &er%orming ECM s"hools.
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More of What the 7iterature SaysGood to Great J Edu"ation +e"tor
Disciplined Action
(e"hnolog* a""elerators
)he Prichard Re%ort +6AA1, sur%risingly noted that the eighthigh-%erforming schools in their study did not %erform well onthe use of technology. )he findings further suggested thattechnology may not (e a necessary com%onent of attainingsuccess. Effecti$e use of technology may enhance whatsuccessful schools are already doing (ut it is not a crucialingredient.
+ee handout %or thorough literar* s*nthesis on high &er%orming ECM s"hools.
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Research Procedure
+"hools sele"ted %or the stud* met the %ollo4ing sam&ling"riteria6
/. Recei$ed an !$e%plar& or Recogni'ed rating for at least two ofthe four years from 2 7'2 $ . Each middle school had to (eassociated with an elementary school that recei$ed a rating ofRecogni4ed or E*em%lary within the same years.
6. Consisted of at least a ()* economically disad$antaged%o%ulation=
. Consisted of at least a ()* minority +!frican !merican andis%anic, %o%ulation.
:. Considered a s%all# %ediu% or large cam%us= and1. 7ocated in or near one of the three largest ur(an areas in )e*as @
+ouston San !ntonio or 'allas Fort Worth.
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Com%arison Schools
)he com%arison schools
@ Recei$ed an Accepta,le rating under theaccounta(ility rating system for )e*as %u(lic schoolsfrom 6AA:-6AA .
@ !re associated with an elementary school with anAccepta,le rating from 6AA:-6AA .
@ Met criteria num(ers 6-1 on the %re$ious slide.
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Why these grou%s5
2 # A""ountabilit* +tate +ummar* -e&ort (e)as Edu"ation Agen"*
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Sam%leSchool )otal Econ 'is. Min. 6AA: 6AA1 6AAB 6AA
igh Performing 'istrict / E7EM/ B1 /. B.6 E E E E
Si*th -/ ///6 B . .1 R R R RMI'6 /6 B . . R ! R R
MI'/ B . ./ R ! R !
Com%arison 'istrict 6 CE7EM/ B B . B.1 ! ! ! !
CMI'/ 6 /A A B/. . ! ! ! !
igh Performing 'istrict E7EM / . E E E E
Fifth-Si*th : A. 1. R ! ! R
MI' / B.1 B R R R R
Com%arison 'istrict CE7EM 6.: .6 ! ! ! !
Cfifth-Si*th A . .B ! ! ! !
CMI' / . B.: ! ! ! !
igh Performing 'istrict : E7EM: B/ . R R R E
MI': :/ 6.6 1./ R R R !
'istrict : E7EM1 1 / A.1 A.6 R ! R !
MI'1 .6 1. R ! R R
Com%arison 'istrict : CE7EM: 1 /. A. ! ! ! !
CMI': 1 1 /./ . ! ! ! !
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Partici%ants
Why ouston !rea Region I 52 O$er 1AH of the schools located in ouston area2 8o high %erforming elementary school feeding into high
%erforming middle schools
Region I of )e*as2 /6 Cam%uses2 'istricts2 BA Staff
@ Fi$e %artici%ants on each cam%us include<2 !dministrators2 )eachers 'e%artment eads
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Permission
2 !c&uire 'istrict Permission2 !c&uire Cam%us Permission
@Princi%al 7etter @Princi%al Permission Form @Email Phone Call Follow-u% isit
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'ata Collection
)riangulation
2 On-line res%onses to inter$iews +Sur$ey Mon9ey,2 Pri$ate one-on-one inter$iews2 Re$iew of news cli%%ings cam%us %u(lications
etc.
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Sam%le Inter$iew 3uestions
/. What do you see as the to% fi$e factors that contri(uted to orcaused the u%ward shift in %erformance during the years 6AA:-6AA +years since )!0S,5
6. 8ow letLs return to those fi$e factors and ILd li9e you to allocate atotal of /AA %oints to those factors according to their o$erallim%ortance to school im%ro$ement +total across all fi$e factorse&uals /AA %oints,.
. Could you %lease ela(orate on the to% two or three factors5 Canyou gi$e me s%ecific e*am%les that illustrate the factor5
:. 'id the school ma9e a conscious decision to initiate a ma;orchange or transition during this time frame5
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Sam%le Coding System
2 Coding matri* contains 9ey themes from the Good to Great Model2 Res%onses will (e color coded (ased on categories.
2 E*am%le categories @ Coding Category / + red , @ 7eadershi%< Who are the leaders5
What are the characteristics of the leaders5 Is leadershi%distri(uted to others5
@ Coding Category 6 + (lue , @ Recruiting and Retaining ighly3ualified< What are the hiring %ractices5 Is there colla(oration
(efore hiring5 What ty%es of &ualities are loo9ed for in staff5Is there autonomy in hiring5
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'ata !nalysis !PPE8'I E - CO'I8G M!)RI @ IG -PERFORMI8G SC OO7S
Res%onsesFre&. Significant 3uotes
'isci%linedPeo%le
Category /<7eadershi%
Category 6<Recruiting andRetaining Staff
D i s "
i & l i n e
d P e o & l e
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'is%laying the Findings - Chart
!PPE8'I F @Chec9list Matri*< Predictors of Recogni4ed or E*em%lary ECM Schools
ategor& !$e%plar&-Recogni'ed a%pus
Accepta,le a%pus
7e$el 17eadershi%
First Who)hen What
D i s "
i & l i n e
d P e o &
l e
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'is%laying the Findings - 8arrati$e
)ransform the data into consistent and easy tounderstand "hun9s which are<
2'escri%ti$e
2E*%lanatory
2Com%arati$e
8/20/2019 Dr. William Allan Kritsonis, PhD - Dissertation Committee - Margaret Patton - Proposal Power Pt.
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ision for Study
It is my ho%e that the findings of this study may<2 Moti$ate school leaders to transform mediocre
ECM schools into self-sustaining great schools=
2 Encourage administrators of low-%erformingECM schools to im%lement strategies to mo$etoward greatness= and
2 Create an a$enue for children of all (ac9groundsto recei$e a high &uality of education.
8/20/2019 Dr. William Allan Kritsonis, PhD - Dissertation Committee - Margaret Patton - Proposal Power Pt.
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ReferencesCollins . +6AA/,. Good to great< Why some com%anies ma9e the lea% and otherLs donLt. 8ew
Nor9 8N< ar%erCollins Pu(lishers Inc.
Gi(son C. +6AA6,. Keing real< )he student-teacher relationshi% and !frican !merican maledelin&uency. 8ew Nor9< 7FK Scholarly Pu(lishing 77C.
arris S. +6AAB,. Kest %ractices of award winning secondary school %rinci%als. )housands Oa9 C!<Corwin Press and 8ational !ssociation of Secondary School Princi%als.
0anna%el P. " Clements S. +with )aylor '. " i(%shman )., +6AA1,. Inside the (lac9 (o* of high-%erforming high-%o$erty schools. 7e*ington 0N< Prichard Committee for !cademic E*cellence.
7incoln N. S. " Gu(a E. G. +/ 1,. 8aturalistic in&uiry. Ke$erly ills C!< Sage Pu(lications Inc.Ree$es '. +6AA ,. ow do you sustain e*cellence5 Edu"ational /eadershi&, #0 1:3, !#'!$.
Senge P. +6AAA,. Schools that learn< a fifth disci%line field(oo9 for educators %arents and e$eryonewho cares a(out education. 8ew Nor9 8N< 'ou(leday.
)e*as Education !gency. +6AA ,. (e)as assessment o% 9no4ledge ; s9ills &er%orman"e re&ort.. !ustin ) < !gency 'i$ision of Performance Re%orting-!cademic E*cellence Indicator System.Retrie$ed Se%tem(er 6 6AA from htt%< www.tea.state.t*.us %erfre%ort aeis inde*.html.
)rim(le S. +6AA6,. Common elements of high %erforming high %o$erty middle schools. Middle+"hool Journal, ::173 /-/ .
Waits M. . Cam%(ell . E. Gau R. aco(s E. Re* ). " ess R. 0. +6AAB,. Wh* some s"hools4ith /atino "hildren beat the odds6and others don<t. )em%e !T< Morrison Institute for Pu(licPolicy School of Pu(lic !ffairs College of Pu(lic Programs !ri4ona State #ni$ersity and Phoeni*
!T< Center for the Future of !ri4ona.
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