Abstract
This qualitative case study investigated faculty perceptions of a high-poverty, high-performing school in a Midwestern town in Indiana. The study sought to identify practices and organizational structures that faculty perceives contributed to achieving a pass rate of 85% on the Math and 81% on the English sections of the Indiana state standardized achievement tests known as the End of Course Exam. In addition to identifying practices, the study also examined how the practices were implemented in the selected school. Faculty interviews and public documents were included in data collection. Information acquired from the study was analyzed using qualitative software. The software assisted in coding, sorting, and organizing information. Findings that emerged from the study revealed faculty perceived the school is successful as a result of implementing multiple practices. The practices identified in the findings were organized into 10 categories. The categories are adopted strategies, behavior strategies, clear and high expectations, cultural competence, changes to organizational structure, effective leadership, pedagogical strategies, positive school climate, adequate resources, and community support. The faculty was deliberate in implementing and promoting the practices as a means to increase student achievement. The findings have implications for educators, educational leaders, and education stakeholders regarding increasing student achievement in high-poverty, low-performing schools. |Keywords: high-poverty, high-performing schools, high-poverty, low-performing schools, academic performance, education stakeholders, and free and reduced lunch.