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Turnaround Strategies at an Underperforming Urban Elementary School: an Examination of Stakeholder Perspectives

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Turnaround Strategies at an Underperforming Urban Elementary School: an Examination of Stakeholder Perspectives LMU/LLS Theses and Dissertations Summer July 2011 Turnaround Strategies at an Underperforming Urban Elementary School: An Examination of Stakeholder Perspectives Angela Watkins Bass Loyola Marymount University, [email protected] Follow this and additional works at: https://digitalcommons.lmu.edu/etd Part of the Curriculum and Instruction Commons Recommended Citation Bass, Angela Watkins, "Turnaround Strategies at an Underperforming Urban Elementary School: An Examination of Stakeholder Perspectives" (2011). LMU/LLS Theses and Dissertations. 259. https://digitalcommons.lmu.edu/etd/259 This Dissertation is brought to you for free and open access by Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in LMU/LLS Theses and Dissertations by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact [email protected]. LOYOLA MARYMOUNT UNIVERSITY Turnaround Strategies at an Underperforming Urban Elementary School: An Examination of Stakeholder Perspectives by Angela Watkins Bass A dissertation presented to the Faculty of the School of Education, Loyola Marymount University, in partial satisfaction of the requirements for the degree Doctor of Education 2011 Turnaround Strategies at an Underperforming Urban Elementary School: An Examination of Stakeholder Perspectives © Copyright 2011 by Angela Watkins Bass All Rights Reserved Loyola Marymount University School of Education Los Angeles, CA 90045 This dissertation written by Angela Watkins Bass, under the direction of the Dissertation Committee, is approved and accepted by all committee members, in partial fulfillment of requirements for the degree of Doctor of Education. Date Dissertation Committee ii ACKNOWLEDGMENTS I would like to acknowledge and thank the phenomenal people who have been instrumental in supporting me in my journey through the evolution and completion of this dissertation. I will be forever indebted to these many amazing individuals. I must begin by giving thanks to my Lord and Savior, my shepherd, my light, and my redeemer. I am nothing without the hand of God. I want to thank Dr. Shane P. Martin, my chair and colleague, who has looked in my eyes and understood my passion and could see the silver lining to the story that I needed to tell and share with others. Dr. Jill Bickett has been my coach, my guide, and my lifeline as I made my trek on this journey. She pushed me toward excellence and gave me advice along the way. She has always maintained the Gold Standard of Excellence and set a high bar, challenging me to give my best. She is simply the best! To my godmother, Mary Simalton, who has always believed in me and encouraged me throughout my entire life. To Mr. and Mrs. Tate who have supported my dreams by dreaming with me. Finally, but not last, my husband Wendell, who has been my best friend for more than 36 years, and who has been the wind beneath my wings as I have made this journey. He has been my rock. We have prayed together and I know that it is through our consistent and persistent prayer that has enabled me to persevere and succeed. iii DEDICATION I dedicate this dissertation to the memory of my loving mother and father, CMSGT Willie M. Watkins and Birdell Watkins who were the best parents ever. They are my inspiration every day because they provided a loving and caring home and they had a vision for me and my siblings to love God and family and to give our personal best. They modeled that education is the gateway to success and freedom. I also dedicate this work to my ancestors, my grandparents, Louie and Mamie Johnson, Lillian Nichols, Aunts Cecealia Watkins Lee, Geneva Smith and Carolyn West; my great grandparents, Joanna Payne Green, Ike Hughes, Birdie and Henry Smith, who all placed God and family first. They lived with purpose and walked with dignity, hope, and love even through the struggle. They each had such a commitment to American values and pursued the American dream. I know that I am who I am only because they led the way and I now stand on the shoulders of their great works. I also pay special homage to my great grandmother, Joanna Payne Green, born in 1890 in Natchez, Mississippi. Although she only had a fourth grade education, she served, saved, and fed her community during the depression. Through her service she kept many families alive, and, as a result, there is now a community with doctors, teachers, and lawyers. Her courage, selflessness, and call to serve her community are values that I strive to attain everyday. iv TABLE OF CONTENTS ACKNOWLEDGMENTS ...............................................................................................iii DEDICATION .................................................................................................................. iv LIST OF TABLES .........................................................................................................viii LIST OF FIGURES ......................................................................................................... ix ABSTRACT ....................................................................................................................... x CHAPTER I: BACKGROUND OF THE STUDY ........................................................ 1 The Partnership for Los Angeles Schools as a Nonprofit Organization......................... 3 The Partnership Model: A Framework for School-Wide Change .................................. 3 Purpose of the Study....................................................................................................... 5 Significance of Study...................................................................................................... 5 Schoolhouse Framework:................................................................................................ 7 A Framework to Give Every Child an Excellent Education........................................... 7 The Five Key Strategies of the Partnership Model......................................................... 9 Transform School Site Leadership and Culture........................................................ 11 Strengthen Quality Instruction.................................................................................. 11 Accelerate Opportunities for Students...................................................................... 11 Actively Engage Families and Communities............................................................ 12 Optimize School Structures and Operations............................................................. 13 Research Questions....................................................................................................... 14 Overview of Methods ................................................................................................... 15 School Setting and Context....................................................................................... 16 Rationale of the Qualitative Methods Approach ...................................................... 17 The Case Study Method............................................................................................ 18 Participant Selection ................................................................................................. 18 Data Collection Methods .......................................................................................... 21 Interviews.............................................................................................................. 21 Observational journals. ......................................................................................... 22 Archived data........................................................................................................ 22 Internal Validity........................................................................................................ 23 Triangulation......................................................................................................... 23 Member checking.................................................................................................. 23 Researcher bias. .................................................................................................... 23 Data analysis. ........................................................................................................ 24 Theoretical Perspective................................................................................................. 24 Organization of the Study ............................................................................................. 25 CHAPTER II: HISTORICAL OVERVIEW AND CONTEXT ................................. 27 Theories of Change for School Reform and Transformation ....................................... 28 National Reform Efforts in America............................................................................. 30 The Effective Schools Movement................................................................................. 32 A Nation at Risk............................................................................................................ 36 v No Child Left Behind................................................................................................ 37 Twenty-First Century School Reform .......................................................................... 40 Charter School Reform Moves Across the Nation ................................................... 42 Three
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