This dissertation explores factors that influence high achievement in economically challenged minority schools. The purpose is to identify distinguishing characteristics of high performing schools compared to acceptable performing schools with similar demographics in Texas. Interviews and documents from principals, teachers, and staff from 12 case study schools will be analyzed using Collins' "Good to Great" framework to code for disciplines of leadership, thinking, and action. The results aim to accelerate improvement in accessibility and quality of education for underserved students.

1. 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

14. Conceptual Framework Good to Great ™ – Jim Collins Visit www.jimcollins.com to take the Good to Great™ survey. Input Principles Stage 1: Disciplined People Level 5 Leadership First Who, Then What Stage 2: Disciplined Thought Confront the Brutal Facts The Hedgehog Concept Stage 3: Discipline Action Culture of Discipline Technology Accelerators Output Results Delivers Superior Performance relative to its mission Makes a Distinctive Impact on the communities it touches Achieves Lasting Endurance beyond any leader, idea or setback

17. Conceptual Framework Good to Great ™ – Jim Collins Disciplined Action In the culture of discipline , disciplined people with discipline thought combined with an ethic of entrepreneurship yields great performance. Technology accelerators were found to have never been a primary role in achieving excellence, but when carefully selected assisted in transforming companies.

18. 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 soon burned out, but rather the result of steady, sustained efforts” (p. 87). Read the entire article at: http://www.newburghschools.org/newburgh/subpages/cni/articles/November_2007_How_Do_You_Sustain_Excellence.pdf

19. 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 no easy answers or magic bullets, instead the answer came with the school selecting the most appropriate programs and actions for their particular population and sticking with it. “What performance requires is hard, focused, purposeful work. If diligence, persistence and commitment are lacking, ingenuity and a good program are wasted. It is focus and hard work that matter most.” For more information visit the Beat the Odds Institute: http://www.beattheoddsinstitute.org/index.php

20. Making Literature Connections What does Good to Great ™ have to do with Economically-Challenged Minority Schools? The literature on high-performing ECM schools reveals… INPUT FACTORS Disciplined People Collaborative leadership Purpose-driven Staff Disciplined Thought Address Student Need Clear vision Curriculum Focus Data Driven High Expectations/No Excuses Streamlined Activities Discipline Action Assessment for improvement Distributed Accountability Learning Communities OUTPUT RESULTS High levels of proficiency among students Continued gains in achievement; Effective and enduring practices and policies are widespread. 0.2% 0.7% Annual Dropout Rate 95.0% 85.0% Completion Rate I 90% 70% SDAA II All Subjects 90% 75% Social Studies 90% 75% Science 90% 75% Writing 90% 75% Math 90% 75% Reading/ELA TAKS (Met Standard) Exemplary Recognized Output Results in 2007 Texas Accountability Rating Terminology

21. More of What the Literature Says Good to Great ™ – Education Sector Disciplined People Level 5 Leaders “ The research evidence consistently demonstrates that the quality of leadership determines the motivation of teachers and the quality of teaching in the classroom.” (Harris, et. al., 2006, p. 121) See handout for thorough literary synthesis on high performing ECM schools.

22. More of What the Literature Says Good 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 will employ 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 you are satisfied.” (Harris, 2006 , p.3) See handout for thorough literary synthesis on high performing ECM schools.

23. More of What the Literature Says Good 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. This approach unmasks poor performance and forces everyone at the school to take responsibility for student performance.” (Waits, 2006, p. 6). See handout for thorough literary synthesis on high performing ECM schools.

24. More of What the Literature Says Good to Great ™ – Education Sector Disciplined Thought Hedgehog Concept Trimble (2002) found that high performing, high poverty schools have built-in criteria for making decisions. These procedures are crucial when numerous issues attempt to cause distractions that could take the campus off track from their goals. See handout for thorough literary synthesis on high performing ECM schools.

25. More of What the Literature Says Good to Great ™ – Education Sector Disciplined Action Culture of discipline “ In the ‘built to suit’ paradigm, high achieving schools went beyond the big picture that standards posed to focusing on the individual performance of each child. In essence, what was present was a vital cycle of instruction, assessment, and intervention.” (Waits, 2006, p. 7) See handout for thorough literary synthesis on high performing ECM schools.

26. More of What the Literature Says Good to Great ™ – Education Sector Disciplined Action Technology accelerators The Prichard Report (2005) surprisingly noted that the eight high-performing schools in their study did not perform well on the use of technology. The findings further suggested that technology may not be a necessary component of attaining success. Effective use of technology may enhance what successful schools are already doing, but it is not a crucial ingredient. See handout for thorough literary synthesis on high performing ECM schools.

29. Why these groups? 2006 Accountability State Summary Report – Texas Education Agency

30. Sample A A A A 77.7 71.1 958 CMID4/5 A A A A 80.7 81.9 839 CELEM4/5 District 4 Comparison R R A R 85.3 79.2 878 MID5 A R A R 90.2 90.5 591 ELEM5 District 4 A R R R 95.1 92.2 841 MID4 E R R R 88.9 83 613 ELEM4 District 4 High Performing A A A A 96.4 79.9 971 CMID3 A A A A 97.6 87.3 780 Cfifth-Sixth3 A A A A 98.2 92.4 799 CELEM3 District 3 Comparison R R R R 96 86.5 971 MID3 R A A R 95.9 90.8 949 Fifth-Sixth3 E E E E 98 88.8 891 ELEM3 District 3 High Performing A A A A 98.8 61.7 1090 CMID1/2 A A A A 96.5 73.7 696 CELEM1 District 2 Comparison A R A R 93.1 68.3 938 MID1 R R A R 83.7 67.9 1299 MID2 R R R R 88.5 68.9 1112 Sixth -1 E E E E 96.2 81.3 653 ELEM1 District 1 High Performing 2007 2006 2005 2004 Min. Econ Dis. Total School

38. Data Analysis APPENDIX E - CODING MATRIX – HIGH-PERFORMING SCHOOLS Disciplined People Category 2: Recruiting and Retaining Staff Category 1: Leadership Disciplined People Significant Quotes Freq. Responses

39. Displaying the Findings - Chart APPENDIX F – Checklist Matrix: Predictors of Recognized or Exemplary ECM Schools Disciplined People First Who Then What Level 5 Leadership Acceptable Campus Exemplary/Recognized Campus Category