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Comprehensive School Reform: a Study on the Effectiveness of the High Schools That Work Program in Texas

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Comprehensive School Reform: a Study on the Effectiveness of the High Schools That Work Program in Texas University of the Incarnate Word The Athenaeum Theses & Dissertations 8-2015 Comprehensive School Reform: A Study on the Effectiveness of the High Schools That Work Program in Texas Kimberley Michelle Irving-Conaway University of the Incarnate Word, [email protected] Follow this and additional works at: https://athenaeum.uiw.edu/uiw_etds Part of the Educational Assessment, Evaluation, and Research Commons Recommended Citation Irving-Conaway, Kimberley Michelle, "Comprehensive School Reform: A Study on the Effectiveness of the High Schools That Work Program in Texas" (2015). Theses & Dissertations. 271. https://athenaeum.uiw.edu/uiw_etds/271 This Dissertation is brought to you for free and open access by The Athenaeum. It has been accepted for inclusion in Theses & Dissertations by an authorized administrator of The Athenaeum. For more information, please contact [email protected]. COMPREHENSIVE SCHOOL REFORM: A STUDY ON THE EFFECTIVENESS OF THE HIGH SCHOOLS THAT WORK PROGRAM IN TEXAS by KIMBERLY M. IRVING-CONAWAY, BA, MA A DISSERTATION Presented to the Faculty of the University of the Incarnate Word in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY UNIVERSITY OF THE INCARNATE WORD August 2015 ii Copyright by Kimberly M. Irving-Conaway 2015 iii ACKNOWLEDGEMENTS I would like to thank God for affording me the opportunity and giving me the will power to embark on attaining a doctoral degree. Pursuing a higher education was a value instilled in me from my parents, grandparents Marie and Woodie Miller, uncles, aunts, and cousins. Hurdles that would inevitably arise were to be met with resistance to achieve victory. We learned that education was the key to success in life for knowledge is power. I would like to thank my Committee Chair Dr. Judith Beauford for all the time and dedication given to assist me with completing my dissertation. Her meticulous attention to detail guided me in producing quality research. I would also like to thank my committee members Dr. Michael Risku and Dr. David Moffett for their expertise in the subject matter. Their valuable insight and suggestions added to my research. I would like to thank the late Dr. Dorothy Ettling, also a committee member, who I will always remember as exhibiting personable qualities and showing great consideration as I pursued a higher education. To my husband Bo, I love you and thank you for supporting me. You have been a strong constant in my life supporting whatever ideas I had, and you always shared how much you believed in me. A lot of family time was sacrificed during this process, and I look forward to making up for it. Unconditional love and thanks goes to my little boy, Earl (nickname: Tossy). He spent many times sitting with me while I worked on my dissertation at home, in the library, at the coffee shop, or in meetings at UIW. He made an extra effort to occupy himself reading or playing quietly so that I would be able to concentrate on my research. He has been mature and iv patient at such a young age with a complete understanding of what I was trying to accomplish. I feel blessed to have such a thoughtful son. I would like to thank my Mom, Susie for all the support that she provided. Without her help with my son, it would have been difficult for me to earn the doctoral degree. She helped me greatly in this aspect. She also helped me keep my household organized considering the limited time I had to spend at home having a demanding career and being a full-time student. I would also like to thank my Dad, Gerald Curry and my sister Alyssa who also assisted with my son and encouraged me to stay focused to achieve what oftentimes felt impossible. To my mother-in-law, Hazel and sisters-in-law, Gwendolyn and Erika, thank you all for your support with your grandson and nephew at times picking him up from school and keeping him while I was at school or in meetings. I was also blessed to be surrounded with many friends and colleagues who truly believed in my abilities. They served as confidants and were inspirations to the work that I hoped to accomplish. I personally thank them for their kindness in giving me “a listening ear” when I needed it. As I look to the future, I remember the years, tears, and celebrations. I know that I am a better person because of the people I have encountered along the way. v COMPREHENSIVE SCHOOL REFORM: A STUDY ON THE EFFECTIVENESS OF THE HIGH SCHOOLS THAT WORK PROGRAM IN TEXAS Kimberly M. Irving-Conaway University of the Incarnate Word, 2015 This mixed methods, sequential explanatory research study evaluated the effectiveness of a comprehensive school reform program titled High Schools That Work (HSTW). High schools were tasked with having students meet passing standards on high-stakes assessments or face sanctions. This study was necessary because, as Herman et al. (2008) said, “unfortunately, the research base on effective strategies for quickly turning around low-performing schools is sparse” (p. 4). Quantitative and qualitative data were collected to determine if schools improved after the HSTW program was implemented. First, Academic Excellence Indicator System reports on Texas HSTW program schools were downloaded from the Texas Education Agency’s website. At least 3 consecutive years of data from 2005–2012 was needed. Demographic and performance data were used to determine which schools to include. Second, administrator and teacher surveys were distributed online to participants. Third, a basic interpretive and descriptive qualitative study was conducted in which 5 administrators were interviewed regarding HSTW experiences. Data from all 3 sources were linked and conclusions were drawn about HSTW implementation and its impact on students’ academic performance. Results from the study yielded positive results for the HSTW program. On average, 10th- grade students’ academic performance improved in the areas of English language arts (ELA) and vi mathematics for all students and for subpopulations in Year 5 after implementation. Limited English proficient and economically disadvantaged subpopulations’ scores improved, but the special education subpopulation demonstrated the greatest increase. 6 of 10 HSTW key components assessed from surveying administrators and teachers included guidance, keeping score, teachers working together, academic studies, program of study, work-based learning, and students actively engaged. Administrators, teachers, and parents were committed to implementing HSTW. High levels of collaboration with peers and tri-level support (school administrators, district administrators, and HSTW staff) resulted in increased buy-in. 5 administrators were interviewed and the following themes emerged: implementation, support for implementation, change culture, structure and preplanning, monitoring and feedback, and data gathering. 4 of 5 administrators had positive experiences with implementing HSTW. Responses from interviews were similar to survey responses indicating that a high level of support and collaboration was instrumental in program effectiveness. Connecting themes revealed convergent patterns that emerged from collecting multiple forms of data. Results suggested that HSTW was an effective comprehensive school reform when implemented with fidelity. HSTW was most successful in closing achievement gaps between special education students’ average assessment scores and all students’ scores. Administrators and teachers collaborated and received tri-level support creating experiences that led to commitment to the program. Relationships fostered buy-in to implementing the program, inevitably leading to program success. Replicating the current study is feasible for evaluating the effectiveness of other Comprehensive School Reform programs. vii TABLE OF CONTENTS CHAPTER 1: EDUCATION REFORM EFFORTS .......................................................................1 Context of the Study ............................................................................................................1 Research Problem ................................................................................................................4 Purpose of the Study ............................................................................................................8 Research Questions ..............................................................................................................8 Research Design ...................................................................................................................9 Theoretical Perspective ......................................................................................................11 Significance........................................................................................................................13 Limitations .........................................................................................................................14 Delimitations ......................................................................................................................15 CHAPTER 2: LITERATURE REVIEW .......................................................................................16 Education Transitions in History .......................................................................................16 Change Theory ...................................................................................................................23 Educational Change ...........................................................................................................26
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