Browsing by Subject "Academic achievement--Texas--Case studies"
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Item Creating a learning organization : a case study of a high poverty, continuously improving predominantly Hispanic school district(2002-12) Alanis, Maria Aida; Wagstaff, Lonnie H.Since today’s educational professionals face numerous challenges in attempting to address issues pertaining to failed school improvement efforts and a dissatisfied public, current experts propose seeking improvement from the existing capability within the organization as an option to improvement. The theory of organizational learning is an appropriate model for change. At this time, current research findings on learning organizations within the educational domain are limited. This study examined a school district in Texas that had demonstrated continuous academic improvement from 1994-1998 as evident in the Academic Excellence Indicator System (AEIS) for the state of Texas. The purpose of the study was to determine whether and how its leadership was responsible for the student success that had been achieved. The study’s focus was to determine if in the process of achieving a state of continuous improvement, the leadership of the district transformed it in ways that manifests the characteristics of a learning organization. George P. Huber’s model of organizational learning, which includes the following four constructs: knowledge acquisition, information distribution, information interpretation, and organizational memory was used to discuss the finding. These constructs were useful tools in bringing an understanding to the kind of leadership employed to move this school district forward toward becoming a successful learning organization. The findings from this qualitative single case study determined that the organizational leadership set the vision and directed the efforts in a collaborative manner toward goal attainment for all students. This results-based orientation was supported by high inclusive learner expectations, empowerment of individuals creating a sense of ownership of results, experiences with the improvement process, and engagement in authentic activities that created a sense of co-responsibility for results. Moreover, this study demonstrated the utility and value of Huber’s model in determining the characteristics of a learning organization.Item District-level success: a case study to determine how a recognized Texas school district made progress in closing achievement gaps with all students(2007-12) O'Doherty, Ann Patricia, 1959-; Ovando, Martha N., 1954-Bound by compulsory attendance laws, over 48 million children attend public schools in the United States each year. Unfortunately, for a growing percentage of these students, compulsory attendance has not resulted in equitable achievement. In spite of educational reforms aimed at the school, district, state, and most recently, federal level, academic achievement gaps continue to exist between students of color and students of poverty as compared to white and/or more economically advantaged peers. Previously identified Educational Frameworks including the Effective Schools Correlates, Malcolm Baldrige Quality Improvement Educational Criteria, Stupski Foundation Components, and Professional Learning Communities Characteristics have described the elements present in successful schools and districts; however research into the process of how districts have made progress toward closing achievement gaps is less prevalent. This grounded theory study examined the processes employed by a single Texas school district serving over 26,000 students in an economically and ethnically diverse community which had made progress in closing achievement gaps with all students. Data gathered through semi-structured interviews, direct observations, and document reviews informed the findings. The research utilized Strauss and Corbin's three stages of coding: open coding, axial coding, and selective coding (Strauss & Corbin, 1998) for data analysis. Findings regarding the processes employed revealed that the district: created systems to select, develop and, evaluate leadership personnel; nurtured a district culture of shared accountability for results; crafted systems of accountability; built district structures to support learning and achievement; endorsed district-level decision-making; engineered a research-based and inquirydriven decision-making culture; intentionally managed change; deployed systems district-wide to impact change at the campus and classroom level, and embraced a commitment to professional learning.Item What works: factors influencing community college Hispanic female academic achievement and persistence to graduation(2007) Johnson, Stacey Rita, 1955-; Roueche, John E.The purpose of this study was to further investigate Dr. Ruth Hamilton Romano's (1999) research that identified factors contributing to Hispanic female student retention and graduation. This dissertation studied predominately Hispanic females from a community college located in south Texas to ascertain factors that positively contributed to retention and college graduation. Current student persistence research has focused on why Hispanic students leave college, but this work focuses on the factors that support Hispanics obtaining degrees. Previous research identified six major factors that contributed significantly to student success and graduation. Those factors include academic integration, student integration, institutional commitment, goal commitment, support by significant others, and campus-based aid. The research questions utilized in this study were based out of these six factors. The study queried 229 Hispanic women who graduated in the 2004-2005 academic year. Utilizing a multi-method research approach, both quantitative and qualitative research was used. Research data were gathered through electronic and paper surveys along with focus group and individual interviews. The results of Romano's (1999) study revealed that the two most important factors identified by the Hispanic women were goal commitment and the support of significant others. The results of this study showed that goal commitment and financial aid were the two most important factors. Support by significant others was the third most important factor reported by the women. A new factor emerged from the research that is worthy of future research. Hispanic mothers reported that a driving force for their own academic success and graduation was the need for them to serve as positive role models for their children's educational futures. The Latinas desired to demonstrate through their achievement that educational success was possible for their children.