Darin Conway Final 298_2

Darin Conway Final 298_2 - Effective Principals 1 The Role...

Info iconThis preview shows pages 1–4. Sign up to view the full content.

View Full Document Right Arrow Icon
Effective Principals 1 The Role of Leadership in Narrowing the Achievement Gap between Poorly-performing, High-poverty Schools and High- performing, Middle-income Schools. By Darin A. Conway A Social Work 298 Special Project Presented to the Faculty of the School of Social Work San Jose State University In Partial Fulfillment Of the Requirements for the Degree of Master of Social Work Amy D’Andrade April, 2009
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Effective Principals 2 Abstract This phenomenological research study examined the relationship between academic achievement at low performing, high poverty schools and changes implemented by a school leader. Schools located in high poverty areas whose test scores show improvement over time were selected for qualitative study to explore what school leaders do that may contribute to these improvements. Qualitative interviews were conducted with school leaders at the various schools to find common themes to understand the role played by the respective principals in contributing to the schools’ increased success. The Opportunities to Learn theory served as the theoretical framework describing how principals are able to improve overall school performance through creating increased opportunities for students to learn. The sample included 5 interview subjects who completed a demographics questionnaire and participated in open-ended interviews focusing on investigation of themes related to the principal’s impact on the school. This study explored the kinds of strategies employed by principals of high poverty, poorly performing schools to improve student academic performance. Qualitative analysis revealed that principals believe that data driven interventions have the most success in helping their schools’ improve academically. Principals also believe their increased presence on campus, in the classroom and within the community, all contribute to improving school performance by increasing support for the students both in and out of the classroom. The findings of this study can assist in providing the social work field with a clearer idea of where to begin focusing efforts at creating greater equality in education and narrowing the achievement gap.
Background image of page 2
Effective Principals 3 Introduction There is an achievement gap in the nation’s school system based on income and racial status, with middle-income, white children consistently outperforming low-income, minority children. Our government has taken steps to rectify the situation, but their steps have been proven to be largely ineffective. In his fifth annual State of Education Address on January 22, 2008, the California State Superintendent of Public Instruction Jack O'Connell made closing the achievement gap his top priority for his second term in office (State of Education Address, 2008). In 2002 Bush enacted the “No Child Left Behind” (NCLB) policy, which pledged to eliminate the achievement gap entirely by 2014 by helping African American, Hispanic and poor children reach 100 percent proficiency in reading and math. Six years into
Background image of page 3

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Image of page 4
This is the end of the preview. Sign up to access the rest of the document.

Page1 / 39

Darin Conway Final 298_2 - Effective Principals 1 The Role...

This preview shows document pages 1 - 4. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online