Case studies of two high-poverty high-performing schools

The existing literature on learning organizations emphasize that leadership and strong organizational culture are central to their successful development. Whereas schools continue to face government control, accountability, and financial restraints, they are also working diligently to engage in ongoing school improvement practices to provide learning opportunities for all students. Existing literature supports a link between culture and leadership and the academic achievement of high-poverty and high-performing schools. However, this theoretical construct required further investigation to explore disciplines for creating an optimum learning organization and, in turn, its impact on student achievement. The purpose of this research was to investigate the disciplines evident within two Illinois schools identified with both high-student poverty and high-performance rates. This qualitative study particularly investigates disciplines contributing to the overall school environment impacting student performance. Moreover, this case study provides an in-depth examination of the disciplines present in high-poverty schools that are demonstrating high-student achievement.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Ed Organization and Leadership

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Gehrke, Lori R.

Contributors dc:contributor

• Hunter, Richard C.
• Witz, Klaus
• Alexander, S. Kern
• Thurston, Paul W.

• High Poverty and High Performance

Statement dc:rights

• Copyright 2010 Lori R. Gehrke

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/18457

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/18457