Dr. William Allan Kritsonis, PhD - Dissertation Committee - Margaret Patton - Proposal Power Pt

8/20/2019 Dr. William Allan Kritsonis, PhD - Dissertation Committee - Margaret Patton - Proposal Power Pt.

http://slidepdf.com/reader/full/dr-william-allan-kritsonis-phd-dissertation-committee-margaret-patton 1/42

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 !



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.



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



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.



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



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.



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.



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.



!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%.



'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,.



'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 ,.



'efinitions

Economically-challenged Minority School +ECM,<a school with at least 1AH low income minority+!frican !merican or is%anic, students + erald6AA/,.



'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,.

http://nationsreportcard.gov/glossary.asp

http://nationsreportcard.gov/glossary.asp



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.

http://www.jimcollins.com/

http://www.jimcollins.com/




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.




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.




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.





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%

http://www.beattheoddsinstitute.org/index.php

http://www.beattheoddsinstitute.org/index.php



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



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.




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# %. ,





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,.





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.





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 %. ,





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.




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.



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.



Why these grou%s5

2 # A""ountabilit* +tate +ummar* -e&ort (e)as Edu"ation Agen"*



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 /./ . ! ! ! !



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



Permission

2 !c&uire 'istrict Permission2 !c&uire Cam%us Permission

@Princi%al 7etter @Princi%al Permission Form @Email Phone Call Follow-u% isit







'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.



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



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



'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



'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



'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



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.



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.

Documents

Dr. William Allan Kritsonis, PhD - Dissertation Committee - Margaret Patton - Proposal Power Pt