A Socioecological View of Higher-Performing Diverse Elementary Schools

Abstract

This multiple case study relied upon a socioecological framework and the lens of resilience to investigate practices and processes that are correlated with higher academic achievement among African American, Hispanic, and English language learners. Utilizing quantitative measures for sample selection of 10 higher-performing and 5 average-performing schools and qualitative data collection and analysis methods, findings indicate that 4 interrelated practices characterize higher-performing diverse schools: close engagement with and understanding of the student population; intensive literacy- and technology-enriched instruction; a collaborative and iterative approach to curriculum revision and data use; and fluid adaptation and deployment of resources. One of the 15 diverse high-poverty case study schools is discussed in detail as an exemplar. The findings from this study suggest that research cutting across levels of classrooms, schools, and districts sheds light on the interrelated proximal and distal processes that promote resilience and higher academic achievement among ethnically and linguistically diverse students.

ACKNOWLEDGMENTS

This research was supported by the State of New York and the University at Albany. I also thank the anonymous reviewers and editors of the Journal of Education of Students Placed At Risk for their invaluable feedback on this article. In addition, my sincere appreciation goes out to the teachers and administrators at all of the higher- and average-performing schools who participated in this study, and to the NY Kids research team, including Dr. Arthur Applebee, Janet Angelis, Sharon Wiles, Linda Baker, Laura Morrill, Kathy Mrozak, Kathy Nickson, Linda Ranado, Seema Rivera, Patrice Torcivia, Susan Tangorre, and Diane Walshhampton.

Notes

Note. Names of the higher-performing schools are actual; leaders of those schools agreed to have their schools identified, and a case report for each school has been published. Names of the average-performing schools are pseudonyms. PPE = 2008–09 district-wide total expenditures per pupil.

Note. Schools are abbreviated. Higher-performing schools: CN = Centennial Avenue Elementary School; CO = Columbus Elementary School; DA = Davison Avenue Elementary School; FR = Forest Road Elementary School; JFK = John F. Kennedy Elementary School; LI = Lincoln Elementary School; MLK = Martin Luther King Jr. Elementary School; MA = Maybrook Elementary School; PA = Pakanasink Elementary School; S19 = Dr. Charles T. Lunsford School 19. Average-performing schools: DS = Duncan Road Elementary School; JS = Jahn Meadows Road Elementary School; RL = Riverview Landing Road Elementary School; TR = Teal River Road Elementary School; WA = Washington Ave. Road Elementary School.

**Y = evident in multiple data sources.