| This study selected a purposeful sample of five Title I elementary schools in Orange County and Los Angeles County in Southern California with similar demographics, yet varying levels of academic growth as determined by the California Department of Education. Using a case study approach, principal interviews, student performance data, site-level data and documentation were used to evaluate leadership decisions regarding hiring and firing practices, programmatic implementation and intervention services as a means to closing the achievement gap for minority students, English learners and socioeconomically disadvantaged students. The Evidence-Based Model (EBM) (Odden & Picus, 2008) was the framework used for improving student performance in English Language Arts and Mathematics. In conjunction with the EBM recommendations, this study also examined evidence of the Ten Strategies to Doubling Student Performance (Odden, 2009; Odden & Archibald, 2009).;The findings from this study show a significant connection between the degree of implementation of the ten strategies and the increase in student achievement at each school. The most strongly implemented evidence-based strategies at all five schools were set ambitious goals, use of formative assessments/data-based decision-making, using time efficiently and effectively, and professional best practices. The findings also suggest that ongoing, systematic professional development is critical to the improvement process. None of the schools in this study were able to provide resources at the levels recommended by the EBM and California's economic downturn has magnified the challenges schools are facing to provide services for struggling students. Implications for future research and decisions are discussed. |
