8/14/2019 Margaret Curette Patton, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Committee Member http://slidepdf.com/reader/full/margaret-curette-patton-phd-proposal-defense-dr-william-allan-kritsonis 1/42 Factors Influencing Greatness in Economically-Challenged Minority Schools Presented to the Whitlowe R. Green College of Education Prairie View A & M University In partial fulfillment of the requirements for the degree of Doctor of Philosophy Presented by Margaret Curette Patton Dissertation Committee William Allan Kritsonis, Chair Camille Gibson, PhD., Member David E. Herrington, PhD., Member Douglas Hermond, PhD., Member June 2008
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Margaret Curette Patton, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Committee Member
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8/14/2019 Margaret Curette Patton, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Committee Member
1. What universal distinguishing characteristicspredict that economically-challenged minority(ECM) schools will be recognized or exemplaryin the state of Texas?
2. What practices associated with the transitionfrom elementary to middle schools arepredictive of student achievement in highperforming economically-challenged minority(ECM) feeder groups?
8/14/2019 Margaret Curette Patton, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Committee Member
• No high schools met the combined criteria for being partof the sample.
• The selected schools will be asked voluntarily to take partin the study through purposive sampling. Limitationsinclude small sample size and inherent bias among the
participants.
• The leadership team in the selected schools may haveexperienced some turnover over the past four years.
• Feeder groups are similar but not identical in size anddemographics due to the varying populations of the highachieving ECM schools.
8/14/2019 Margaret Curette Patton, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Committee Member
• A small number of years of data were used for the study(Post-TAKS years).
• The sample was selected based on the final accountabilityrating rather than specific indicators like attendance, drop-out rate, and subgroup test scores.
• The final sample of schools was selected from the sameeducational Region in Texas. The critical analysis revealedthat there were a sufficient number of high-performingfeeder groups in Region 4 to provide ample data to answer
the research questions. The other two regions that wereincluded in the selection process did not have as manyfeeder groups from which to choose.
8/14/2019 Margaret Curette Patton, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Committee Member
Comparison schools: Schools that are similar indemographic data: percentage of economicallydisadvantaged and minority populations; schoolsize; and campus location, but different in
academic achievement scores. For example,“matched pairs” was the terminology used in theArizona Study – schools that are alike in mostways, yet different in the performance
measurement that is of interest (Waits, et al.,2006).
8/14/2019 Margaret Curette Patton, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Committee Member
Economically-challenged student: A student whois eligible for the National School LunchProgram/free/reduced-price school lunch: (a)eligible for free or reduced-price meals under theNational School Lunch and Child NutritionProgram; (b) from a family with annual income ator below the federal poverty line (e.g. annualincome for a family of three is less than$22,880); (c) eligible for Temporary Assistance
to Needy Families or other public assistance;and (d) eligible for benefits under the FoodStamp Act of 1977 (McMillion & Roska, 2007).
8/14/2019 Margaret Curette Patton, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Committee Member
Minority school status: A measure of the level of historically disadvantaged minority studentgroups being served in a school. Low minority
schools have less than 5% disadvantagedminority students. Medium minority schools have5 to 50% disadvantaged minority students. Highminority schools have over 50% disadvantagedminority students (Shettle, et al., 2005).
Delivers Superior Performance relative to itsmissionMakes a Distinctive Impact onthe communities it touchesAchieves Lasting Endurancebeyond any leader, idea or setback
Disciplined People•Level 5 Leaders are self-effacing, quiet, reserved, and evenshy. These leaders are a blend of personal humility andprofessional will.
•The great companies made sure to hire the right people for
the right positions (First Who then What) before setting avision or creating the strategy of how to reach the company’s
goal.
8/14/2019 Margaret Curette Patton, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Committee Member
•Each good to great company maintained unwavering faiththat they would prevail in the end, no matter the difficulties,while always confronting the brutal facts of its current reality.
•The Hedgehog Concept reflects a deepunderstanding of those things thatindividuals are deeply passionate about,what they can be the best in the world
at, and what drives their economicengine.
8/14/2019 Margaret Curette Patton, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Committee Member
Making Literature Connections What does Good to Great ™ have to do with Economically-Challenged Minority Schools?
Collins’ (2001) findings - there was no single defining action,innovation, or miracle that elevated companies to greatness
Reeves (2007) also found that school improvement
in high performing ECM schools “was not the result of a short burst of energy by a few people who soonburned out, but rather the result of steady, sustainedefforts” (p. 87).Read the entire article at:http://www.newburghschools.org/newburgh/subpages/cni/articles/November_2007_How_Do_You_Sustain_Excellence.pdf
Making Literature Connections What does Good to Great ™ have to do with Economically-Challenged Minority Schools?
In the Beat the Odds Study (2006), there were noeasy answers or magic bullets, instead the answer came with the school selecting the most appropriate
programs and actions for their particular populationand sticking with it. “What performance requires ishard, focused, purposeful work. If diligence,persistence and commitment are lacking, ingenuity
and a good program are wasted. It is focus andhard work that matter most.”For more information visit the Beat the Odds Institute: http://www.beattheoddsinstitute.org/index.php
More of What the Literature SaysGood to Great ™ – Education Sector
Disciplined People
First Who Then What
“If you want to improve a school system, before you change the rules,look first to the ways that people think and interact together.” (Senge,2000, p. 19)
“Effective hiring goes beyond selecting teachers: Savvy principals willemploy secretaries, custodians, food service personnel, para-educators,and teacher aides who embrace the overall mission of the school.”(Harris, 2006, p. 10) Another principal suggested, “Hire wisely. Use an
interview team, and don’t second-guess your gut. Keep looking until youare satisfied.” (Harris, 2006, p.3)
See handout for thorough literary synthesis on high performing ECM schools.
8/14/2019 Margaret Curette Patton, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Committee Member
More of What the Literature SaysGood to Great ™ – Education Sector
Disciplined Thought
Confronting the brutal facts “Focus on the needs of the individual child as they look at
achievement per classroom, per teacher, per student. Thisapproach unmasks poor performance and forces everyone atthe school to take responsibility for student performance.”(Waits, 2006, p. 6).
See handout for thorough literary synthesis on high performing ECM schools.
8/14/2019 Margaret Curette Patton, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Committee Member
More of What the Literature SaysGood to Great ™ – Education Sector
Disciplined Thought
Hedgehog Concept
Trimble (2002) found that high performing, high poverty
schools have built-in criteria for making decisions. Theseprocedures are crucial when numerous issues attempt tocause distractions that could take the campus off trackfrom their goals.
See handout for thorough literary synthesis on high performing ECM schools.
8/14/2019 Margaret Curette Patton, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Committee Member
More of What the Literature SaysGood to Great ™ – Education Sector
Disciplined Action
Culture of discipline
“In the ‘built to suit’ paradigm, high achieving schools wentbeyond the big picture that standards posed to focusing onthe individual performance of each child. In essence, whatwas present was a vital cycle of instruction, assessment, andintervention.” (Waits, 2006, p. 7)
See handout for thorough literary synthesis on high performing ECM schools.
8/14/2019 Margaret Curette Patton, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Committee Member
More of What the Literature SaysGood to Great ™ – Education Sector
Disciplined Action
Technology accelerators
The Prichard Report (2005) surprisingly noted that the eighthigh-performing schools in their study did not perform well onthe use of technology. The findings further suggested thattechnology may not be a necessary component of attainingsuccess. Effective use of technology may enhance what
successful schools are already doing, but it is not a crucialingredient.
See handout for thorough literary synthesis on high performing ECM schools.
8/14/2019 Margaret Curette Patton, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Committee Member
Schools selected for the study met the following sampling
criteria…
1. Received an Exemplary or Recognized rating for at least two of the four years from 2004-2007 . Each middle school had to beassociated with an elementary school that received a rating of
Recognized or Exemplary within the same years.2. Consisted of at least a 50% economically disadvantaged
population;
3. Consisted of at least a 50% minority (African American andHispanic) population.
4. Considered a small, medium or large campus; and5. Located in or near one of the three largest urban areas in Texas –
Houston, San Antonio, or Dallas/Fort Worth.
8/14/2019 Margaret Curette Patton, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Committee Member
1. What do you see as the top five factors that contributed to or
caused the upward shift in performance during the years 2004-2007 (years since TAKS)?
2. Now let’s return to those five factors, and I’d like you to allocate atotal of 100 points to those factors, according to their overallimportance to school improvement (total across all five factorsequals 100 points).
3. Could you please elaborate on the top two or three factors? Canyou give me specific examples that illustrate the factor?
4. Did the school make a conscious decision to initiate a major
change or transition during this time frame?
8/14/2019 Margaret Curette Patton, PhD Proposal Defense, Dr. William Allan Kritsonis, Dissertation Committee Member
Collins, J. (2001). Good to great: Why some companies make the leap…and other’s don’t. NewYork, NY: HarperCollins Publishers Inc.
Gibson, C. (2002). Being real: The student-teacher relationship and African American maledelinquency. New York: LFB Scholarly Publishing LLC.
Harris, S. (2006). Best practices of award winning secondary school principals. Thousands Oak, CA:Corwin Press and National Association of Secondary School Principals.
Kannapel, P., & Clements, S. (with Taylor, D., & Hibpshman, T.) (2005). Inside the black box of high-performing high-poverty schools. Lexington, KY: Prichard Committee for Academic Excellence.
Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications, Inc.Reeves, D. (2007). How do you sustain excellence? Educational Leadership, 65 (3), 86-87.
Senge, P. (2000). Schools that learn: a fifth discipline fieldbook for educators, parents, and everyonewho cares about education. New York, NY: Doubleday.
Texas Education Agency. (2007). Texas assessment of knowledge & skills performance report..Austin, TX: Agency Division of Performance Reporting-Academic Excellence Indicator System.Retrieved September 23, 2007, from http://www.tea.state.tx.us/perfreport/aeis/index.html.
Trimble, S. (2002). Common elements of high performing, high poverty middle schools. MiddleSchool Journal, 33(4), 1-13.
Waits, M. J., Campbell, H. E., Gau, R., Jacobs, E., Rex, T., & Hess, R. K. (2006). Why some schoolswith Latino children beat the odds…and others don’t. Tempe, AZ: Morrison Institute for PublicPolicy School of Public Affairs, College of Public Programs Arizona State University and Phoenix,AZ: Center for the Future of Arizona.