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Sustaining school improvement in a high-need school

Sustaining school improvement in a high-need school PurposeThe purpose of this paper is to examine how Robbins ES has sustained high academic performance over almost 20 years despite several changes in principals.Design/methodology/approachThe paper analyzed longitudinal data based on: state-level academic and demographic data; two earlier studies of the school; and recent interviews with teachers, the principal, and parent leaders.FindingsThe analyses of these longitudinal data revealed four ongoing factors were responsible for sustained academic performance: high expectations, distributed leadership, collective responsibility for student performance, and data-based decision making. However, challenges that persistently confront Robbins staff include limited resources (e.g. technology and library materials), high mobility rate, and some cases of unsupportive parents.Originality/valueThis study adds to understanding how high-need urban schools can sustain high academic performance in spite of changes in principals, shifting community demographics, and high student mobility. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Administration Emerald Publishing

Sustaining school improvement in a high-need school

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References (25)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
0957-8234
DOI
10.1108/JEA-03-2016-0034
Publisher site
See Article on Publisher Site

Abstract

PurposeThe purpose of this paper is to examine how Robbins ES has sustained high academic performance over almost 20 years despite several changes in principals.Design/methodology/approachThe paper analyzed longitudinal data based on: state-level academic and demographic data; two earlier studies of the school; and recent interviews with teachers, the principal, and parent leaders.FindingsThe analyses of these longitudinal data revealed four ongoing factors were responsible for sustained academic performance: high expectations, distributed leadership, collective responsibility for student performance, and data-based decision making. However, challenges that persistently confront Robbins staff include limited resources (e.g. technology and library materials), high mobility rate, and some cases of unsupportive parents.Originality/valueThis study adds to understanding how high-need urban schools can sustain high academic performance in spite of changes in principals, shifting community demographics, and high student mobility.

Journal

Journal of Educational AdministrationEmerald Publishing

Published: May 2, 2017

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