Date of Award
Anthony J. Annunziato
This study seeks to develop an explanation for academic achievement in schools that have a high-minority population. The New York State Education Department (NYSED) collects a tremendous amount of information on New York State (NYS) schools. For the purposes of this study, quantitative NYSED data on enrollment and English Language and Mathematics Regents Examination scores are analyzed.
Fifteen high schools in Long Island, New York, have a minimum 80% minority rate. Most of the minority subgroups in the schools under analysis are Black or African American and Hispanic or Latin American. Four Long Island high schools were chosen because most of their minority students are Black or African American and Hispanic or Latin American and scored in the top 33% on their Common Core English Language Arts and Algebra Regents Examinations compared to the other 11 high-minority high schools.
This researcher developed a survey interview tool that is used to interview principals of each high-minority high school within the study. The survey questions developed were guided by the researcher’s conceptual framework, which includes six essential components to student achievement, namely, leadership, student factors, professional learning community, instruction, family community involvement, and teacher factors. A collective case study is conducted which includes all the schools in the study, and the data gained is then analyzed via a convergent mixed-methods design.
This study examines the effective characteristics in these schools that has led to their academic achievement. By analyzing the success experienced by these schools, we can identify commonalities and differences that have assisted in academic achievement in these schools compared to others, thereby developing a framework to assist school districts and enabling leaders to meet and exceed the challenges they face.
Cardone, John Christopher, "PRINCIPAL PERCEPTIONS OF FACTORS THAT CONTRIBUTED TO ACADEMIC ACHIEVEMENT IN HIGH-MINORITY HIGH SCHOOLS: A CASE STUDY" (2020). Theses and Dissertations. 141.