UNLV Theses, Dissertations, Professional Papers, and Capstones 5-2011 The Road traveled to becoming a safe high school Monica J. Pufky Cortez University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the Educational Assessment, Evaluation, and Research Commons, and the Urban Education Commons Repository Citation Pufky Cortez, Monica J., "The Road traveled to becoming a safe high school" (2011). UNLV Theses, Dissertations, Professional Papers, and Capstones. 994. http://dx.doi.org/10.34917/2339344 This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. 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THE ROAD TRAVELED TO BECOMING A SAFE HIGH SCHOOL by Monica Pufky Cortez Bachelor of Arts University at Buffalo, New York 1997 Master of Science LeMoyne College, New York 1999 Master of Arts University of Phoenix, Las Vegas 2003 A dissertation submitted in partial fulfillment of the requirements for the Executive Doctor of Education Degree in Educational Leadership Department of Educational Leadership College of Education Graduate College University of Nevada, Las Vegas May 2011 Copyright by Monica Cortez, 2011 All Rights Reserved THE GRADUATE COLLEGE We recommend the dissertation prepared under our supervision by Monica J. Cortez entitled The Road Traveled to Becoming a Safe High School be accepted in partial fulfillment of the requirements for the degree of Executive Doctor of Education in Educational Leadership Department of Educational Leadership Gene Hall Committee Chair James Crawford, Committee Member James Hager, Committee Member Linda Quinn, Graduate Faculty Representative Ronald Smith, Ph. D., Vice President for Research and Graduate Studies and Dean of the Graduate College May 2011 ii ABSTRACT The Road Traveled to Becoming a Safe High School by Monica Pufky Cortez Dr. Gene E. Hall, Ph.D., Examination Chairperson Professor of Education Leadership University of Nevada, Las Vegas Many urban school districts share a common profile of high dropout rates, low graduation rates, high discipline statistics and acts of school violence, and low student achievement on assessments. Researchers have argued high schools are teaching students in ways that are not only ineffective but also fail to provide the requisite tools for students to achieve success in the 21st century (Gates Foundation, 2010). Additional voices claim urban high schools are not adequately preparing students to become successful citizens for a knowledge-based society (Cuban, 2007). Using qualitative methodology, this naturalistic study revealed five factors that contribute to creating a safe urban high school in a large school district. Open, Axial and selective coding were used to generate understandings and linkages from the interviews, observations, artifacts and literature related to high school reform and school safety. Five research questions anchored the basis for this study. Findings from this study revealed that principal leadership and learning proved to be two significant factors that characterize a safe school. Findings also revealed internal and external factors that appear to have contributed to the development of a previously unsafe high school to being a safe one. Specifically - resources, administrative support and community context contributed to one urban high school becoming safe. The study iii report concludes with the introduction of an organizing framework related to factors that contribute to a safe school. iv DEDICATION You must always follow the dreams in your life, regardless of the obstacles or limitations. In order to ensure that they are real you need to persevere, find self-discipline and I promise it will happen. To My Boys: Kendyl and Kayden, with all of my love I dedicate this to you. v ACKNOWLEDGEMENTS This dissertation would not have been possible without the support and willingness of the participants to share their personal perspective of Turnaround High, and, specifically, the current principal. The time, information, and the access that you provided me to do my research is immeasurable. I owe my deepest gratitude to Dr. Sylvia Tegano, who spent countless hours with me, teaching me how to research, code and code some more, edit, and most importantly, teaching me to think deeper. It is a pleasure to thank those who made this dissertation possible, including: Cheryl Pullen, who encouraged me relentlessly to concentrate and focus on my paper and continued to tell me I could do it. Dr. Mike Barton, who continuously said you did not do this for an ABD and was very patient with me needing time off from work to research and write. Jerri, Diane, and Traci, for instilling the confidence in me to have faith and complete this dissertation. You are all amazing women who came into my life for a purpose and we will be eternally connected. Tom Mason, for saving me in the ninth hour and assisting me with my technical writing. Pops and Judy, for your constant patience and encouragement that I could do anything I put my mind to. My mom and sisters who had to work around and visit me the past three years on my school schedule and were available to just be supportive when I needed you to listen, watch the boys, and mom, to clean my house. vi Kendyl for being so patient and understanding when you knew I had to do my paper and could not go to your wrestling matches or soccer games or help you with your homework. Jax (Kayden) for being so loveable and kind, you always knew when I needed your jokes or smiles to get me through a tough day. Alex, my husband, who without you I would have never finished this program. The bond that we have created through the ups and downs of this journey can never be broken. I will never forget and be able to thank you enough for the support you have given to me during the past year. I also would like to thank my dissertation committee: Dr. Jim Hager, for encouraging me to be a part of this program and broaden my horizons; Dr. James Crawford, for always being there to say the right thing when I needed it; Dr. Linda Quinn, for providing me the qualitative support and grounding me when I couldn‘t figure out where to go and, most importantly, Dr. Hall, your patience is beyond measure, and the dedication, time, and wisdom you have provided me will not be forgotten. Thank you all. vii TABLE OF CONTENTS ABSTRACT ....................................................................................................................... iii DEDICATION .................................................................................................................... v ACKNOWLEDGEMENTS ............................................................................................... vi LIST OF TABLES ........................................................................................................... xiv LIST OF FIGURES .......................................................................................................... xv LIST OF CHARTS .......................................................................................................... xvi CHAPTER ONE INTRODUCTION .............................................................................. 1 Background of the Study .............................................................................................. 1 Purpose of the Study ..................................................................................................... 1 Statement of the Problem .............................................................................................. 2 Significance of the Study .............................................................................................. 3 Methodology ................................................................................................................. 6 Research Design ...................................................................................................... 7 Phase I Development of the Study .......................................................................... 8 Phase II Reflection and Analysis .......................................................................... 10 Conceptual Framework ............................................................................................... 11 Limitations and Delimitations..................................................................................... 11 Definition of Terms..................................................................................................... 13 Organization of Dissertation ....................................................................................... 16 CHAPTER TWO LITERATURE REVIEW ................................................................ 17 Historical Background of Safety in Schools ............................................................... 19 Early Years of Education and Student Violence