Research Brief Metropolitan
Educational Research Consortium Virginia
Commonwealth University
School of Education
The Study
This
study sought to understand what makes it possible for some Title I schools to
demonstrate high or substantially improving student achievement on Virginia’s
Standards of Learning (SOL) tests where others do not. Four Title I elementary
schools in the Richmond, VA, metropolitan area were studied, including three
high achieving and one low achieving for purposes of comparison. An in-depth
examination in each school included interviews with principals, teachers, and
parents; observations; and document reviews.
Findings
Four major themes emerged from the high achieving
Title I schools. These included:
1.
Defining and Pursuing
Success:
High achieving Title I schools defined success based on a variety of indicators
relating to individual student progress and growth, not only on SOL test
scores. Personal and professional
efficacy drove faculties to attain success with students.
2.
Care: Successful Title I
elementary schools demonstrated a culture grounded in an ethic of care. The
environment in these schools was one of mutual respect, trust, and attention to
the needs of the whole child and family.
Principals, teachers, and parents identified this sense of care evident
in the school.
3.
Leadership: Leadership in these schools
was shared by and distributed to many in the school community. Principals and teachers assumed leadership
and responsibility for their work, demonstrated a strong sense of organizational
identity, and provided opportunities for leadership among students. Leadership was demonstrated through formal
roles, but also significantly through symbolic and informal means as well.
4.
Diversity and Challenge: These schools demonstrated
pride and respect for cultural diversity, where present, and honored the
conditions of poverty and challenge inherent in a Title I school. Teachers displayed a commitment to and sense
of purpose in working in a Title I school. In the two schools that were culturally
diverse, faculty and parents identified diversity as a strength of the school
community.
In contrast, findings from
one lower achieving Title I school pointed to differences in the school’s
culture. Negative opinions voiced by teachers included: lack of involvement by
parents; negative impact of poverty and “uncaring” parents on student learning
and the school culture; disconnect between teachers and administration and the
school as a whole; negative perceptions of teachers by their peers; poor sense
of professional efficacy among teachers; and prevailing climate of stress and
pressure. Concerns among parents included a sense of not feeling welcome at the
school, and stress observed in their children.
Implications
Successful Title I schools
experienced a pervasive positive culture in which mutual respect, a fundamental
belief in the goodness of children and families, and a strong sense of personal
and professional efficacy were evident. Schools need support, not criticism, in
their efforts to build a positive culture to surround student learning. Fundamental culture building within a school
and its community is key. Positive
leadership by principals, teachers, and students is essential in developing a
shared responsibility for student learning and development. Schools with a focus on the whole
child—including academics—should be supported and provided with assistance to
address the many needs of children and their families.
In
high achieving Title I schools, improving test scores became a natural
byproduct of the focus on children, not the primary focus itself. These schools
were driven by their own definitions of success, not by external
expectations. Motivation was intrinsic
and interwoven within the fiber of the school community.
For more information about student success in Title I schools contact the Metropolitan Educational Research Consortium at www.vcu.edu/eduweb/merc or call 804-828-0478.