A Tale of Two Effective Title One Reward Charter Schools

Abstract

The purpose of this study was to examine how two charter high schools located in the Phoenix, AZ area with a large population of low-socioeconomic students were able to assist students with academic success as measured through accomplishment on standardized achievement tests. This study analyzed two Title 1 Reward high schools with grades 9–12 during the 2014 school year to determine what actions had been implemented to attain high levels of student success on standardized achievement tests. The results were gathered through qualitative means focusing on teacher and administrator and other staff interviews and classroom observations. Findings from the study revealed how students were successful on standardized tests, how a culture of trust amongst teachers and administrators was implemented, identification of a specific set of academic commonalities was outlined that allowed for student interaction, support, and increased communication amongst between parents, teachers, and school administration, how the teachers and school administration built student attitudes to enjoy success on standardized tests, and how a shared leadership model was built and maintained among teachers and school administration and staff. Readers may consider examining how programs and elements of what these schools implemented for high poverty students to reach academic success on standardized tests. Further implications may also include developing and implementing a student-centric educational model built on trust between teachers and students and teachers and administrators.