Moving Beyond Test Scores: A Study on How to Improve High Performing Non-Title I High Schools

Standardized test scores continue to the ultimate measure of school success. With $14 billion in annual federal funds directed towards low SES or Title I schools, the stakes are high. Policy-makers are dangling grants, takeover, closure, and everything in between for schools, all based on test scores. For non-Title I schools, a different story is being plays out. Student demographics - the greatest predictor of academic achievement - plays in their favor. Judged by the test scores from all socioeconomic areas, non-Title I high schools appear to be consistently successful. On the surface, there appears to be no impetus to improve student learning. Yet, disaggregation of achievement data found minimal improvement in academic achievement during the last 12 years in non-Title I high schools. Furthermore, the relationship between student demographics and academic achievement leaves no quick fixes for non-Title I high schools. This study was designed to examine the nature of potential relationships between a set of academic variables - rigor, connectedness, and climate - and academic achievement in non-Title I high schools. Data that represents these three academic variables were selected from an analysis of past literature. A factor analysis was utilized to establish valid and representative scores for academic rigor, school connectedness, and school climate. A regression analysis was then run between the independent variables and API score, while controlling for a set of student demographics, to determine what significant influence each variable had on student achievement. This study recommends seven resiliency skill development strategies for non-Title I high schools to improve academic achievement. Resiliency theory has been well-documented in schools and students that overcame social and economic challenges. This study suggests that even in high schools with fewer economic and demographic challenges, resiliency and connectedness was still important, and might be one of the few factors educators in these schools can influence to improve student achievement