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Perceptions of Factors That Contributed to Academic Achievement in High-Minority High Schools: a Case Study

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Perceptions of Factors That Contributed to Academic Achievement in High-Minority High Schools: a Case Study St. John's University St. John's Scholar Theses and Dissertations 2020 PRINCIPAL PERCEPTIONS OF FACTORS THAT CONTRIBUTED TO ACADEMIC ACHIEVEMENT IN HIGH-MINORITY HIGH SCHOOLS: A CASE STUDY John Christopher Cardone Follow this and additional works at: https://scholar.stjohns.edu/theses_dissertations PRINCIPAL PERCEPTIONS OF FACTORS THAT CONTRIBUTED TO ACADEMIC ACHIEVEMENT IN HIGH-MINORITY HIGH SCHOOLS: A CASE STUDY A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION to the faculty of the DEPARTMENT OF ADMINISTRATIVE AND INSTRUCTIONAL LEADERSHIP of THE SCHOOL OF EDUCATION at ST. JOHN'S UNIVERSITY New York by John Cardone Submitted Date 11-19-19 Approved Date 11-19-19 ___________________________ ______________________________ John Cardone Dr. Anthony J. Annunziato © Copyright by John Cardone 2020 All Rights Reserved ABSTRACT PRINCIPAL PERCEPTIONS OF FACTORS THAT CONTRIBUTED TO ACADEMIC ACHIEVEMENT IN HIGH-MINORITY HIGH SCHOOLS: A CASE STUDY John Cardone This study seeks to develop an explanation for academic achievement in schools that have a high-minority population. The New York State Education Department (NYSED) collects a tremendous amount of information on New York State (NYS) schools. For the purposes of this study, quantitative NYSED data on enrollment and English Language and Mathematics Regents Examination scores are analyzed. Fifteen high schools in Long Island, New York, have a minimum 80% minority rate. Most of the minority subgroups in the schools under analysis are Black or African American and Hispanic or Latin American. Four Long Island high schools were chosen because most of their minority students are Black or African American and Hispanic or Latin American and scored in the top 33% on their Common Core English Language Arts and Algebra Regents Examinations compared to the other 11 high-minority high schools. This researcher developed a survey interview tool that is used to interview principals of each high-minority high school within the study. The survey questions developed were guided by the researcher’s conceptual framework, which includes six essential components to student achievement, namely, leadership, student factors, professional learning community, instruction, family community involvement, and teacher factors. A collective case study is conducted which includes all the schools in the study, and the data gained is then analyzed via a convergent mixed-methods design. This study examines the effective characteristics in these schools that has led to their academic achievement. By analyzing the success experienced by these schools, we can identify commonalities and differences that have assisted in academic achievement in these schools compared to others, thereby developing a framework to assist school districts and enabling leaders to meet and exceed the challenges they face. ii DEDICATION To My Wife Jeanna Cardone This journey could not have been completed without the support of my wife, Jeanna. Thank you. You have supported my goal of completing a doctoral degree from the start and have provided me with the motivation to keep pushing, even when, at times, the end seemed so far way. To My Family Jeanna Cardone, John Nicholas Cardone, Carter Michael Cardone To my wife, and children, my goal was to show you that you can do anything you are passionate about. Every day, you make me want to be the best person and father that I can be. You have truly motivated me to complete this endeavor. iii ACKNOWEDGEMENTS Dr. Anthony Annunziato I cannot thank you enough for your continued caring, kindness, and motivating. Your feedback and positivity always made every step feel feasible. I consider you not only a mentor, but a friend. iv TABLE OF CONTENTS Dedication ........................................................................................................................... ii Acknowledgements ............................................................................................................ iii List of Tables .................................................................................................................... vii List of Figures .................................................................................................................... ix Chapter 1 ............................................................................................................................. 1 Introduction ......................................................................................................................1 Statement of the Problem .................................................................................................3 Purpose of the study .........................................................................................................4 Research Questions ..........................................................................................................4 Overview of the Methodology .........................................................................................4 Significance of the study ..................................................................................................6 Role of the researcher ......................................................................................................6 Researcher Assumptions ..................................................................................................7 Definitions of Key Terminology ......................................................................................7 Chapter 2 ............................................................................................................................. 9 Theoretical Framework ....................................................................................................9 Review of the Literature ................................................................................................10 Achievement Gap...........................................................................................................10 Family-Community Involvement...................................................................................13 Academic and Support Programs...................................................................................15 School Culture ...............................................................................................................20 Leadership ......................................................................................................................27 v Anthony Bryk’s Essential Supports for School Improvement .......................................39 Successful School Improvement Practice ......................................................................63 Conceptual Framework ..................................................................................................67 Summary ........................................................................................................................69 Chapter 3 ........................................................................................................................... 70 Introduction ....................................................................................................................70 Rationale for the Research Approach ............................................................................70 Research Setting and Context ........................................................................................73 Research Sample and Data Sources ...............................................................................73 Data Collection Methods ...............................................................................................74 Data Analysis Methods ..................................................................................................79 Issues of Trustworthiness ...............................................................................................81 Limitations .....................................................................................................................81 Summary ........................................................................................................................81 Chapter 4 ........................................................................................................................... 82 Introduction ....................................................................................................................82 Introduction to the Interviews ........................................................................................82 Interviews Findings ........................................................................................................82 Participant Profiles .........................................................................................................83 Research Question 1 ......................................................................................................85 Research Question 2 ....................................................................................................109 Research Question 3 ....................................................................................................113 Unexpected Data ..........................................................................................................115 vi Summary ......................................................................................................................117 Chapter 5 ........................................................................................................................
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