A case study of an outperforming elementary school closing the achievement gap

UnrestrictedNever before have public schools encountered such a level of accountability in the face of the No Child Left Behind Act of 2001. California schools attempt to meet these daunting challenges and goals with perhaps the country's most diverse student population during what may be the largest economic crisis the state has ever had. These factors all but magnify the increasing achievement gap that persists between White or Asian and affluent students and students of color, poverty and second language learners. While the achievement gap may arguably be the nation’s biggest educational problem, California has certainly taken notice as Superintendent of Public Instruction, Jack O'Connell, has declared closing the achievement gap his top priority.; This study focuses on one outperforming elementary school that has shown over a period of years that they are making strides at narrowing the existing achievement gap. This school, which includes a very diverse and disadvantaged population, was examined to determine what contributes to the school’s impressive performance results. The research questions used in this study were developed by a thematic group of nine doctoral students from the University of Southern California. The research questions used to guide the study were:; 1. Which school wide programs promote student achievement and contribute to the closing of the achievement gap?; 2. Which school wide practices promote student achievement and contribute to the closing of the achievement gap?; 3. Which instructional strategies were implemented to target the closing of the achievement gap?; The study is qualitative using a triangulation approach to identify what programs, practices, and instructional strategies are being used to close the achievement gap. The data collection instruments used was teacher and administrative interviews and surveys, observations, and a document/records review.; This case study revealed six findings that contribute to this school’s narrowing of the achievement gap. The findings were 1) Strong School Culture, 2) Teacher Collaboration and Support, 3) Use of Assessments, 4) Strong Leadership, 5) Focus on Vocabulary, and 6) High Expectations. The findings also suggest a strong parallel with practices aligned with the Professional Learning Community model advocated by Richard Dufour, among others