This mixed-methods study identified the effective practices of the principal and leadership team in an Improvement-Required (IR) high school that significantly influenced student achievement and guided their school from IR to a rating of Met Standard in one year. IR or F schools under the new system are schools that failed to meet the state accountability target goals. The high school in this study had a large culturally and economically diverse student population with a high percentage of English learners. The leadership practices were identified through four themes revealed by the qualitative data analysis of focus group and individual in-depth interviews: (a) importance of instructional, collaborative leadership, (b) intentional planning of effective instruction for all students, (c) consistent use of data to guide instruction, and (d) ongoing, data based, targeted staff development. The study findings are significant due to strong corroboration between the qualitative data collected from the interviews and the quantitative results from the faculty survey.

This study examined student academic optimism in four diverse North Texas school districts. This study used a convergent parallel mixed methods design to analyze results of an online administration of the survey, and Latinx student responses to a focus group protocol derived from the survey. Quantitative results indicate the individual scales making up the construct align with previous research results. The three scales were found to be strongly and significantly correlated, indicating the potential for validation. Qualitative results indicate Latinx students' perceptions of their academic careers align with four themes. Latinx students are keenly aware of their teachers as a person, their school as a community, the intrusion of the outside world, and students as agents. Qualitative results support the importance of the three components of the construct, student trust in teachers, student academic press, and student identification with school. As a new source of data, combined with existing metrics of instructional effectiveness, student academic optimism could increase the ability of decision makers to improve the overall efficacy of school systems especially when addressing the persistent opportunity gaps for Latinx and other students of color.

Research continues to support the positive link between teacher collective efficacy and student achievement. The purpose of this study was to better understand how principal leadership behaviors affect teacher collective efficacy beliefs. The study was designed around Goddard, Hoy, and Hoy's construct of teacher collective efficacy, which is grounded on Bandura's efficacy constructs. The sequential mixed-methods study was designed to examine the perceptions of teacher participants from one Texas Title I middle school regarding principal leadership behaviors. A case study approach was used to construct meaning from teachers' perceptions about the effects of principal behaviors on teachers' beliefs regarding the components of collective efficacy. The quantitative portion of the study (a survey) examined teacher perceptions of their collective efficacy beliefs regarding various facets of the school organization. The qualitative portion (focus group and individual interviews) centered on what teachers perceive to be the impact of principal leadership behaviors on their teacher collective efficacy. Findings from the quantitative portion of the study suggest that teachers perceive their levels of collective efficacy to be higher when reflecting on factors that are primarily connected to school, like learning, motivating students, and handling student discipline issues. Findings from the qualitative portion of the study …

The purpose of this study was to evaluate the benefit accrued to fifth-grade students who participated in a summer school accelerated instruction program utilizing accelerated instructional practices in a Texas school district. The secondary intent was to determine the program's effect on student regression or retention as measured by Measures of Academic Progress (MAP) scores and State of Texas Assessment of Academic Readiness (STAAR) tests in reading and mathematics. The district provided summer accelerated instruction to fifth-grade students who did not pass reading and/or mathematics portions of STAAR for the May administration. For this study, I focused on the 2018 summer accelerated instruction offered by the district, using a mixed methods design to analyze the effectiveness of accelerated instruction for the students who participated in the summer program. A paired samples t-test was conducted to evaluate if students who failed the May STAAR in either reading or mathematics increased their scores on the June STAAR. Also, a paired samples t-test was conducted to determine if these same students increased their fall MAP test when compared to the spring MAP test. Teachers were interviewed to determine their perceptions of the most beneficial parts of summer school for students who attended. The …

In May of 2002, Wichita Falls ISD, a district in Texas with a stagnate enrollment of 14,000 students for multiple years, asked for the community to support a $120 million bond to help cover the cost of four new elementary campuses and to maintain and upgrade aging facilities. The bond failed. Additionally, a 2004 bond failed again. Finally, in 2006, the district is finally able to pass a $60 million bond and only includes two new elementary campuses and no funding to address the aging facilities. At the same time, other districts in fast growing areas of Texas are able to pass school bonds with little to no issues. This begs the question, is there a formula for getting school bonds passed? The purpose of this study is to discover what key factors influence a bond package; to help find those answers, eight districts in Texas were selected, five considered to be a fast-growth district" and three considered to be no-growth district. The study used a qualitative research approach, using semi-structured interviews with 24 participants. After all factors were analyzed, a pattern and recommendation is developed for districts to follow allowing a high degree of success for school bonds.

Across the United States, African American males face barriers to securing a quality education. Barriers such as educational gatekeeping, and low identification, have caused African American males' enrollment in advanced placement courses to be at a rate lower than all other ethnicity and gender populations. A qualitative approach to research was used to explore how and in what ways district and school leaders created or hindered equitable advanced academic program opportunities for African American males. Through the lens of critical social theory, individual face-to-face interviews with district/campus educators and a focus group interview with African American male students, the lived experiences of participants within the advanced placement program were brought to the fore. Three questions guided the study: 1) How do district and school policies and practices create equitable advanced academic program opportunities for African American males; 2) How and in what ways do district and school leaders create or hinder equitable advanced academic program opportunities for African American males; and 3) What conditions have supported or hindered African American males in their ability to enroll and succeed in advanced academic courses. Findings revealed four themes to creating equity for African American males within the advanced placement program which included, …

Experiences of shame, such as feelings of failure, scorn, ridicule, and embarrassment, all impact a student's successful mastery of academic skills. To identify and understand the shame experiences that impact a student's success, as told from the student's perspective, and determine which factors contribute most to student success, the lenses of the shame resiliency theory and self-determination theory were utilized. This phenomenological qualitative research study explored the struggles associated with shame that students who attended and graduated from a school-of-choice alternative school experienced. In addition, it examined the factors, experiences, and/or constructs related to social and emotional well-being and resiliency that students who attended and graduated from a school-of-choice alternative school identified as most salient regarding their ability to progress through their secondary school years, achieve educational success, and ultimately, graduate from high school. The results of this study add to the body of evidence that supports a shift in the education program from a focus on assessment to SE support for the whole child. Addressing students' academic needs are but one piece of the puzzle. Meeting their social and emotional needs may, however, be even more important, both in the short-term and the long-term for all students, regardless of …

Zero-tolerance discipline policies have been in use in U.S. schools for almost 25 years. Since their enactment in the 1990s, researchers have found that zero tolerance disciplinary policies and practices can cause students to enter the school-to-prison pipeline. The purpose of this qualitative case study was to understand the perceptions of middle-school male students of color regarding the discipline process on a campus that supplemented zero-tolerance discipline with restorative practices (RPs). Additional intents of this study were to discover the challenges students encountered when they returned from a disciplinary alternative education program (DAEP) and determine whether RPs helped or hindered their transition to the home campus. Six middle-school male students of color who were placed at the district's DAEP and returned to their home campus participated in the study. The conceptual framework was based on Braithwaite's concept of stigmatized shame following an exclusion and Nathanson's human reactions to shame. The study yielded seven major themes: (a) student perceptions of exclusion, (b) behaviors related to exclusion from school, (c) human reactions to shame—attacking others, (d) human reactions to shame—avoidance, (e) the need for reintegration and acceptance, (f) traumatic events, and (g) dissonance in the discipline process.

The purpose of this qualitative, multiple case study was to explore the practices and behaviors of successful Latin@ principals in high-need Texas middle schools focusing on the following three areas: learning, leadership, and context. Varying qualities of leadership essential for leading high-need middle schools coupled with contextual factors such as policy and community were examined. More importantly, this research sought how successful Latin@ leaders promoted a culture of learning in high-need middle schools with a focus on English learners (ELs). High-need schools are defined as those presenting a context that challenges the success of students. The study on leadership in high-need schools focuses on an investigation of strategies principals in these schools may employ and determining ways in which high-need school leaders are prepared and supported. Factors affecting the condition in high-need schools may include: (a) student and community characteristics (e.g., ethnic minorities, mobility, poverty, non-native language speakers), (b) student performance (e.g., math and reading scores, graduation rates, attendance), and (c) other factors (e.g., teacher and leader turnover, staff morale, student engagement). The context of schools matters and effective leaders in high-need schools must be able to lead using contextually appropriate responses. Two Latina principals serving in high-need middle schools, …

A quantitative, causal-comparative study between single gender and traditional mixed gender schools was conducted to examine how single gender schooling affected the academic achievement of African American males in a high-poverty urban community. This study examined the differences in TSI and EOC scores between African American males who attended a single gender male high school and a traditionally mixed gender high school serving students in the same community in Fort Worth, Texas. A two sample t-test was used to compare the STAAR and TSI scores of the two groups of African American males. Microsoft Excel was used to collect the descriptive statistical data and analysis was conducted in SPSS version 25.0 for Windows. A detailed description of the participants, the research design that was used in the study, a description of instruments that was used to analyze the data, research problem, research questions on which the study was based, and a description of data analysis methods that was used. This quantitative research compared the STAAR and TSI scores in language arts, math, and reading. The findings of study indicate the single-gender school model impacts the academic achievement of African American males in a particular community in Fort Worth, Texas. The …

The overarching purpose of the study was specifically designed to examine how teacher preparation programs contributed to novice teachers' sense of self-efficacy. The significance of this study related to how well teachers were prepared, based upon their preparation program. This qualitative methods study incorporated a research design consisting of phenomenological research. Eleven thematic findings derived based upon the participants' input after several series of data analysis and reduction, using a general deductive approach. Results showed many implications of how teacher preparation programs contributed to the participants' sense of self-efficacy. Major implications for teacher preparation programs and their impact on novice teachers are discussed, such as improvement measures for preparation programs, and opportunities to increase teacher effectiveness.

The transition from middle school to high school can be challenging for some students. Many school districts are implementing practices to ease the transition to high school. The current study examined one school district's practices and procedures for the development and implementation of a ninth-grade center. In this study, I examined the perceptions of 12 participants (teachers, counselors, and campus and district administrators) in a suburban Texas school district with a ninth-grade center. Using a qualitative descriptive case study methodology, data were collected and analyzed from face-to-face in-depth interviews and a focus group. The findings revealed an overall positive view of ninth-grade centers and a generally favorable impression of separating ninth graders from the remainder of the high school student body, to focus specifically on ninth graders' unique and individual needs. There were some identified concerns related to communication and logistical issues between the ninth-grade center and the main high school campus. From participant feedback, effective campus leadership, providing engaging and ongoing professional learning, having a separate facility, and creating a sense of team through building strong relationships are the specific top four elements that are most effective in developing a ninth-grade center. While this study provides a practical set …

The purpose of this study was to analyze and determine the predictive power of individual and a combination of different indicators that are used to determine college readiness. For this study a logistic regression analysis was conducted due to the dichotomous nature of the dependent variable. The dependent variable for the study was the earning of a post-secondary credential. The independent variables included high school diploma type, Advanced Placement course taken, Advanced Placement test performance, SAT performance, ACT performance, a multidimensional index made up of all the variables, and high school GPA. The study found that high school GPA had the strongest odds ratio, Exp(B), for the participants earning a post-secondary credential (Exp(B) = 6.597), followed by diploma type (Exp(B) = 6.316), taking an Advanced Placement course (Exp(B) = 4.368), earning at least one qualifying Advanced Placement test score (Exp(B) = 3.846), a multidimensional index (Exp(B) = 2.318), ACT score (Exp(B) = 1.161) and SAT score (Exp(B) = 1.003). Future analysis is needed by using live data of student's college performance, stratifying the data to account for differences in post-secondary performance by different racial and socio-economic groups, and studying the effects of the State of Texas' chosen college readiness variables.

The purpose of this study was threefold: (a) to identify the priorities that Texas school board presidents perceive to be most important in their role as a school board member; (b) to describe the specific activities, behaviors, and actions that Texas school board presidents say they take to support the priorities they identify; and (c) to compare with and contrast board members' reported priorities, activities, behaviors, and actions with the eight characteristics of effective school board practices. A mixed-methods research design was used to explore school board presidents' perceptions of their role and its relationship to effective board practices. Quantitative data were gathered using an online survey and analyzed using descriptive statistics. Qualitative data were obtained from one-on-one semi-structured interviews which were manually coded using a three-step, hybrid-coding process, as well as from an observation protocol. Evidence from this study identified four top priorities: accountability driven actions, a untied team with the superintendent, aligned and sustained resources, and a vision of high expectations. Eleven subthemes emerged that describe the activities, behaviors, and beliefs that support these priorities including: clear goals, community partnerships, data-driven informed, governance, human capital, policy adoption, professional development, strong communication, student outcomes, training, and trust.

Research has shown that LGBTQI youth are four to six times more likely to attempt suicide than their heterosexual peers. Many schools across the nation have focused their efforts on creating safer climates for diverse populations, including LGBTQI youth and staff. The purpose of this study was to determine the extent to which school leaders practice culturally proficient school leadership in order to build and foster positive relationships with students and staff who are members of the LGBTQI community. The overarching research question was: To what extent do school leaders identify and practice culturally proficient leadership in relation to LGBTQI students and staff? A sequential mixed-methods explanatory research design was utilized to examine the perceptions of secondary school leaders and staff in one mid-sized urban school district regarding culturally proficient school leadership. For the quantitative portion of the study, a School Climate Questionnaire and a School-Wide Cultural Competence Observation Checklist was employed. Descriptive statistics were used to analyze quantitative responses. For the qualitative portion of the study, data pertaining to the experiences and perceptions of secondary school leaders, obtained through focus group interviews, were examined. A two-part data analysis process, including both deductive and inductive coding, was used. Evidence from …

The purpose of this qualitative study was to determine the cultural competence of district leaders and their potential resulting influence on campus leaders in the face of a rapidly changing educational and community landscape. A secondary purpose was to ascertain district and school leaders' placement on the cultural proficiency continuum to gain a greater understanding of (a) the potential effect, if any, that district leaders' level of cultural competency had on the cultural competency of campus leaders, and (b) how the cultural competency level of both district and campus leaders influenced district policies, practices, and school climate. The analysis and interpretation of findings of this research study were based on a conceptual framework, informed by the six constructs of the cultural proficiency continuum as developed by R. Lindsey, Nuri-Robins, D. Lindsey and Terrell. Four district office leaders and three campus principals, from the same district, were selected as participants. The campus principals represented elementary, middle, and high schools. Data were gathered from semi-structured face-to-face interviews with each participant, three meeting observations, and document analysis. Findings revealed evidence of a strong relationship between district leaders' cultural competence, campus principals' cultural competence, and district policies and procedures. There was also a direct …

The purpose of this sequential mixed-methods study was to explore the feelings, thoughts, critical incidents, and coping mechanisms of female high school principals and their experiences with the impostor phenomenon. A hierarchical multiple regression revealed that none of the demographic factors such as number of years as a head high school principal, age, percentage of female high school principals in the district, race/ethnicity, marital status, mentorship status, and community type, were statistically significant predictors of the varying levels of the impostor phenomenon. Eighteen female principals who represented an array of backgrounds and impostor phenomenon experiences were subsequently interviewed. The interviews were evaluated using interpretative phenomenological analysis. Seven themes, including several subthemes, emerged from the data. The themes were (1) childhood socialization, including the subthemes of gender roles, familial support, and early experiences of exclusion; (2) transitional uncertainty, including hiring self-doubt, school politics, and pressure to turn around a school; (3) the principalship, including relational leadership, constant pressure, and loneliness of the position; (4) critical incidents of the impostor phenomenon, including the subthemes of lack of experience, external criticism, and self-doubt; (5) gender issues, including a male dominated position, emotional capacity, and physical appearance, (6) coping strategies for the impostor phenomenon, …

This current study examined the job satisfaction and turnover intention of teachers working in a drop out recovery program using online curriculum. The subjects of the study were from one charter school district in north Texas that is designated as a drop out recovery program. This qualitative case study used interviews and focus groups to examine eight different areas of teacher job satisfaction to examine factors that influence a teacher's intent to quit or remain at a school. Previous research showed a connection between job satisfaction levels and the intent of a teacher to terminate employment or not. Previous research had not looked into this specific school environment. Results showed that compensation was the largest factor in job satisfaction but negative feelings could be overcome if other areas of importance for teachers brought positive job satisfaction. Overall, teachers in this environment were more likely to have high job satisfaction and less likely to terminate employment.

Overwhelming evidence supports the fact that music instruction greatly increases academic achievement on standardized test scores at the elementary, middle and high school level. When school districts face budget deficits, typically they alleviate the shortfall by eliminating music programs. Currently in Dallas ISD, teacher salaries are affected by how well a student performs on the STAAR exam. In this quantitative, causal-comparative study, 5th grade music STAAR mathematics scores are investigated to discover if instrumental music instruction using the Little Kids Rock Modern Band method improves academic achievement on the STAAR exam.

Using an exploratory case study approach, this study examined the school leadership factors that contribute to building Latinx student social capital as well as the best practices for creating a more equitable AP program. Through this qualitative study, the organizational and leadership factors of the AP program at Stripes High School (pseudonym) were examined, and how these factors contributed toward closing the opportunity gap. This study used semi-structured interviews with district and campus leaders and an AP teachers focus group to determine leadership beliefs and actions that were successful in building an accessible and equitable advanced academics program for Latinx students, as well as an AP student focus group to triangulate the findings. The results of this study showed Latinx students, already lacking social capital, also face many barriers of different forms: systemic, structural and cultural in their educational opportunities for AP courses and exams. The case study campus overcame these barriers and increased equity by allowing Latinx students more access to AP courses and exams through district- and campus-level administrators working to remove barriers and hire and support the most capable and socially aware AP teachers who aim to grow and nurture the students who they serve. Based on …

As a form of teacher professional development, districts and schools are turning to an instructional coaching model for teacher learning, growth, and support. To date, however, few have sought to identify the specific characteristics and conditions that contribute to the success of the instructional coach, particularly in terms of the principal and instructional coach relationship. The purpose of this study was to explore the perceptions of instructional coaches regarding the types of supports, conditions, and relationships they encounter and believe they need in their work with principals to more effectively impact teacher instruction, thus, student achievement. An exploratory case study research design and approach was utilized. Two different data collection tools were used to interview instructional coaches: focus group interviews and semi-structured, face-to-face individual interviews. The following principal behaviors that impact the instructional coaches' work the most were identified: (a) time for the coach and principal to meet, (b) trust and mutual respect built from the principal and coach relationship, (c) protection of the coaching role from administrative duties, (d) a public endorsement of the coaches' work and impact, (e) shared vision and leadership, and (f) a culture of growth and continued learning. Specific principal actions, practices, and critical components …

Exclusionary discipline is a consequence of behavior for students who break the student code of conduct. Extensive research about the effects that exclusionary discipline can have on secondary students, as evidenced by reduced graduation rates, has been conducted; but, research studies investigating the potential impact that exclusionary discipline can have on the academic outcomes of students at the elementary level have yet to be conducted. The use of exclusionary discipline is overrepresented in students with low socio-economic (SES) backgrounds; large populations of low-SES students are educated at Title I schools that receive federal funding to support academic growth. The purpose of this causal-comparative, non-experimental study was to investigate the impact that exclusionary discipline consequences had on fifth-grade students who attended all of the elementary schools within one north Texas school district during the 2018-2019 school year. In conjunction with the examination of the effect that the assignment of exclusionary discipline consequences can have on the academic outcomes of fifth-grade students, student-specific variables such as attendance at a Title I or non-Title I campus, student race, timing of exclusionary discipline assignment, and students in various educational programs were investigated to determine the potential impact of exclusionary discipline on fifth-grade students by …

Although one-to-one technology programs are rapidly expanding in secondary schools, the literature about how to effectively leverage these programs to improve teaching and learning is relatively small. Little guidance is available for school leaders attempting to improve teachers' willingness and ability to incorporate technology effectively into their instruction. The purpose of this mixed-methods case study was to discovery what supports school leaders provide to promote high levels of computer self-efficacy and transformational digital pedagogies in one-to-one learning environments. Data were collected from English language arts, Social Studies, and science teachers in three high schools in a suburban school district in northeast Texas using an online survey, eight virtual semi-structured interviews, and two virtual focus group interviews. Data were analyzed using descriptive statistics and deductive and inductive analysis. The findings of the study reveal most teachers perceived their ability to effectively deliver digital instruction as strong, and most were able to incorporate technology into their lessons at transformational levels. The following themes emerged from data regarding teachers' perceptions of support: shared vision, realistic and supportive climate, collaboration, encouragement, job-embedded professional learning, continuous improvement, equity, and safe, legal, and ethical use. The findings of this study serve as a foundation for understanding …

The implementation of professional learning communities (PLCs) has led to systemwide reform within school districts and campuses regarding how campus leaders support the teachers' collaborative work and continued professional learning. Current research emphasizes the importance of campus administrators cultivating an environment where PLCs can flourish and ensuring that PLC teams have the resources to work effectively. However, campus administrators simply putting these supports in place does not make them effective. This study sought to explore campus leader and teacher perceptions of administrator actions that support PLCs for teachers in core-content subjects at two suburban north Texas high schools. An explanatory sequential mixed methods research design was utilized, and three data collections tools were used: an electronic survey, interviews with campus administrators and teachers, and the analysis of campus and PLC artifacts. Survey data indicated that participating teachers had an overall positive perception of the current campus practices which support PLC teams. Teacher interview data revealed that teachers preferred that campus administrators take a neutral role in PLC team meetings, that administrators ensure PLC teams are meeting the established campus PLC expectations, and that administrators observe the team, listen, and ask questions to help the team. Campus administrators viewed their actions …