Date

12-19-2023

Department

School of Education

Degree

Doctor of Philosophy

Chair

Meredith Park

Keywords

achievement gap, leverage leadership, teacher effectiveness, minority populations, economically disadvantaged

Disciplines

Educational Leadership | Higher Education

Abstract

The purpose of this instrumental case study was to explore the practices and strategies utilized by high-performing teachers to impact the learning outcomes for economically disadvantaged and minority students. The theory driving this study was Hattie’s theory of visible learning, which asserts that teaching and learning are the most significant factors impacting student achievement. The study took place at Phoenix Academy Alternative High School. Phoenix is an alternative high school for at-risk students and is a majority economically disadvantaged and minority campus. Participants in the study were teachers who teach core subjects with mandatory passing requirements for student graduation and accountability as measured by the state-mandated standardized test, the State of Texas Assessment of Academic Readiness (STAAR), the administrators of the campus, and a selection of students. Data collection included observations, document analysis, and interviews with the teachers, administrators, and students. Two themes emerged from this study. The first theme focused attention on developing positive relationships and importance of the school’s culture and environment. The second theme identified targeted and prioritized planning based on student data as being critical to the learning process.

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