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Chapter 1
INTRODUCTION
Background
The No Child Left Behind Act, signed into law by the government in 2002,
demands that all students, regardless of race, class, or gender, reach “proficiency” levels
on state-created standardized tests by the year 2014 (United States Department of
Education, 2008). However, results show that many students, particularly those who are
African American, are failing. According to The Education Trust (2008),
A mere 12% of African American 4th graders reach proficient or advanced levels,
while a heartbreaking 61% have not been taught to even the basic level. And, the
story is worse in math. The same proportion of African American 8th graders fall
below the basic achievement level compared to only 7% who reach the proficient
level or above on NAEP (The Education Trust, 2008).
Additionally, the lack of African American students succeeding academically has
garnered attention from political and educational sectors across the nation. In the last
five years, studies at the national, state, and district level regarding student performance
have been conducted by the United States Department of Education’s National Center for
Education Statistics. This large analysis, which focused on standardized test results,
demonstrates that the difference between White and Black students’ scores in reading and
mathematics is significantly wide, especially where the achievement of African American
students in impoverished, inner-city areas is concerned (United States Department of
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Education, 2008). The attention, then, becomes focused on what is being done to combat
this problem. Part of this focus includes examining those African American students who
are succeeding and reaching high levels of academic success, despite adverse situations
among families, neighborhoods, schools, and the institution of education.
In low-income, urban areas of the United States of America, the achievement gap
between African American students and their White counterparts is considerable, with
White students in grades 4 and 8 achieving up to 19% and 23% higher on standardized
literacy assessments, respectively (Lewis, James, Hancock, & Hill-Jackson, 2008).
Particularly where reading is concerned, students are losing opportunities to learn
fundamental skills that often determine success or failure in later life. Additionally, the
lack of African American student achievement creates an even bigger racial gap between
Black and White students. These standardized testing statistics demonstrate that the issue
of African American students who are failing is significant, and measures must be taken
to reverse this inequality.
These disparities are even greater at the state level, according to the California
Department of Education, which displays evidence that White students in the state of
California in grades 4 and 8 scored 31% higher than African Americans on standardized
tests. This occurred in the content areas of both English-Language Arts and Mathematics
in both grade levels in 2008 (California Department of Education, 2008). At the district
level, in the Treetop Unified School district in 2008, the gap between White and African
American students is even wider. In fourth grade (in both subjects), 41% of African
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American students achieved proficiency, compared to 73% of White students, overall.
The same large gap appears in eighth grade, with 31% of African American students
scoring in the proficient category, as opposed to 63% of white students, in both EnglishLanguage Arts and Mathematics (California Department of Education, 2008). This issue
is one that permeates educational systems, and specific strategies that work to educate
African American students must be implemented in schools across the country to lessen
these disparities.
Statement of the Problem
Statistics draw attention to the disparity in both the English-Language Arts and
Mathematics standardized test scores of African American students, as compared to their
White counterparts. These statistics highlight the significant issue of quality education
and academic achievement, where African American students are concerned. Research
done by Lewis, James, Hancock, and Hill-Jackson (2008) confirms the widening gap in
academic performance between African American and White students, with White
students achieving at levels estimated at 30% higher than African American students, in
both English-Language Arts and Mathematics (Lewis, James, Hancock, & Hill-Jackson,
2008). Moreover, recent data compiled in 2008 by The Education Trust affirms that “at
the end of high school, African American students have math and reading skills that are
virtually the same as those of 8th grade White students” (The Education Trust, 2008).
This staggering statistic is both disappointing and unacceptable. In a world where
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electronics reign, information is instant, and the finest technologies exist, schools must do
better to educate tomorrow’s leaders.
A multitude of strategies, however, have been employed to facilitate the academic
achievement of some African American students who are facing adverse conditions in
low-income, urban settings. One of these strategies involves the classroom approaches
which teachers use to guide students’ learning. In particular, three important factors in
fostering academic achievement among students exist. They are creating strong
relationships with students, applying culturally relevant pedagogy to support academic
achievement, and participating in culturally responsive teaching. These approaches,
which often harness students’ essential cultural practices as part of the lesson, largely
contribute to the academic achievement of students in underserved populations, such as
those in low-income, urban areas. These three approaches are utilized by educators in
these settings with the hope of empowering students to reach high levels of academic
achievement.
Previous studies conducted by Haynes (2005) and Howard (2001) have shown a
positive correlation between teacher effectiveness and student achievement, especially
where African American students in underserved communities are concerned. Howard
(2001, 2002) also discusses a variety of practices that expound upon ways to affect
African American students who were previously marginalized, while simultaneously
promoting achievement. He includes establishing a family and community environment,
presenting a caring attitude, using verbal affirmation, and framing instruction with a
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culturally responsive pedagogy, as ways to help African American students reach high
levels of academic achievement. Howard (2001) discovered that teachers who do certain
things serve as the most effective vehicles for helping African Americans reach high
levels of academic achievement. These include exhibiting care and concern for their
students, establishing community within their classrooms, creating engaging classroom
environments, allowing students’ voices to be heard, and placing value on the cultural
capital with which students are already equipped (Howard, 2001). The results of research
conducted by Howard (2001) and Haynes (2005) drive the present study. The
overarching question of the study specifically asks: As identified by students, parents,
and teachers involved in the school, what are the effective K-8 pedagogical practices
utilized in an urban, low-income, high-performing charter school that contribute to the
classroom success of African American students in the core subjects (English-Language
Arts and Mathematics)? Additionally, in the same setting, what are the effective K-8
pedagogical practices utilized that contribute to high standardized test scores in these core
subjects?
This study will examine the pedagogical practices that have proven to be most
effective in urban K-8 classrooms with a large population of economically disadvantaged
students, specifically those who are African American. Since the gap between Black and
White students’ reading and math scores is so pronounced, the need for particular
methods of increasing student achievement is urgent. Research conducted in previous
studies done by Young, Wright, and Laster (2003) and Howard (2001, 2002) has shown
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that a teacher’s actions and the implementation of specific practices (which are culturally
relevant to a child’s life) vastly contribute to a student’s academic performance.
Especially where students of color are concerned, particularly those who may have been
previously labeled “low-performing,” being able to utilize a classroom pedagogy that is
culturally relevant and congruent with students’ backgrounds and experiences is
paramount. Gaining access to these resources, establishing norms that promote these
culturally congruent strategies, and employing them, has proven to yield extremely
positive results (Howard, 2001, 2002; Haynes, 2008). The study seeks to uncover what
has helped African American students in an urban charter school to reach high levels of
proficiency, and simultaneously discusses ways to continue their academic successes at
the urban charter and beyond.
Theoretical Framework
Through analyzing the research done on African American student achievement
that serves as a basis for this paper, several theories begin to emerge as the lenses through
which this problem will be examined. As described by Shawn Ginwright in his book,
Black in School, an understanding and application of a reformed Afrocentric pedagogy
frames the research in this study (Ginwright, 2004). By using the cultural precepts
outlined in Afrocentric education, a number of ideas emerge with regard to how high
levels of African American student achievement can be garnered. According to
Ginwright, this type of Afrocentric pedagogy, or “African-centered education,” focuses
on seven African-centered teachings that guide this philosophy (Ginwright, 2004). The
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seven guiding principles are the notion that “every child can not only learn, but can learn
everything; that maximum learning takes place when knowledge, knowing, and the
knower are culturally connected; and that the value of individual achievement becomes
internalized when it is related to one’s ability to contribute to the well-being and welfare
of one’s self, family, and community” (Ginwright, 2004, p.82). Using these ideas, a
formulation of ways in which to work with students who were previously labeled
“hopeless” or “unteachable” begins to materialize.
Additionally, in his description of Afrocentric pedagogy, Ginwright calls for
every aspect of schooling to be “coordinated and intentionally designed to guide each
student to the next higher level of performance” (Ginwright, 2004, p.82). This allows for
students to push themselves to the next level, with teachers guiding them through lessons,
activities, and culminating experiences. He also believes that the educational experience
should be purposefully organized “to provide and reinforce in the students an attitude,
ability, and willingness to contribute to their own, as well as others’ human fulfillment”
(Ginwright, 2004, p.82). Through this work, a development of the “whole” student
begins to emerge, allowing for transformation to occur. Ginwright also asserts that “the
total educational process is demonstrably linked to the students’ and the community’s
well-being and welfare” (Ginwright, 2004, p.82), and concludes that each aspect of the
educational process should go hand-in-hand with every other part of the experience.
Creating an educational experience that encourages self-discovery, critical thinking, and
action is what all teachers should strive for. In doing this, he believes that it will “result
in greater educational reinforcement and attainment” (Ginwright, 2004, p.82). These
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ideas form the basis for a reform effort that challenges the dominant ideology while
simultaneously suggesting that change and success is possible for those students who are
marginalized, despite the existing stereotypes and stigma present.
It is important to note that Ginwright calls for a reformed Afrocentric pedagogy
related directly to the experiences of the population with whom he is dealing. This idea
of a pedagogy that is culturally congruent must be at the center of any strategies that
might be utilized. This is crucial in the process of understanding his task as it relates to
the surrounding community. Ginwright modified an existing Afrocentric theory to work
with the situation that arose at a failing high school composed of predominantly African
American students. A similar approach will be used in the present study, where a
marriage of frameworks between culturally relevant pedagogy and selected aspects of
reformed Afrocentric pedagogy will be used to investigate best educational practices and
raise student achievement among struggling African American students. Developing a
clear understanding of the population with which one works and using it to create change
in that environment is central to the reform that Ginwright (2004) discusses, and will be
directly applied to the current research.
In conjunction with a reformed Afrocentric pedagogy, the concept of culturally
relevant pedagogy as discussed by Gloria Ladson-Billings (1995) serves as a
complementary framework that is also used to examine parts of this study. LadsonBillings defines culturally relevant pedagogy as “a pedagogy of opposition not unlike
critical pedagogy, but specifically committed to collective, not merely individual,
empowerment” (Ladson-Billings, 1995, p. 160). Additionally, Ladson-Billings (1995)
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asserts that for culturally relevant pedagogy to function in the manner which she
proposes, three things must happen. First, she believes, “students must be able to
experience academic success” (p. 160). Ladson-Billings (1995) also maintains that
students must also be able to develop and sustain cultural competency, or “know-how”
(Ladson-Billings, 1995). Finally, she emphasizes that “students must develop a critical
consciousness through which they challenge the status quo of the current social order” (p.
160). When all of these elements are present, Ladson-Billings (1995) contends that
students can be transformed into academically successful, high-achieving students who
maintain “cultural integrity” (p. 160) and “engage the world and others critically” (p.
162). The aforementioned concepts surrounding culturally relevant pedagogy are at the
very heart of the action research being conducted at the low-income, urban charter
school. They will serve as the foundation of the researcher’s discussion throughout the
study.
In addition to the three criteria previously mentioned surrounding culturally
relevant pedagogy, other ideas introduced by Ladson-Billings are embedded in the school
culture of the low-income urban K-8 charter school where the research is being collected.
Ladson-Billings (1995) highlights teachers who have implemented a culturally relevant
pedagogy within their classrooms, and specifically cites parent involvement, “codeswitching,” (p. 161) which entails switching back and forth from the dominant language
to another, more familiar language , and the utilization of a “social action” curriculum, in
order to bring about community consciousness (Ladson-Billings, 1995). Additionally,
the formation of relationships, the desire of these teachers to want to give back, and the
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creation of a classroom that is “fluid and equitable” (p. 163) allows for a transformation,
where student achievement is concerned, to occur. With these essentials in place,
teachers can then begin to reach the deepest parts of their students, which were
previously off-limits. By engaging students and investing in their interests, families, and
passions, culturally relevant pedagogy finds itself nestled in the classroom, and dreams
begin to actualize. For these reasons, framing this action research study with culturally
relevant pedagogy is paramount. Through this lens, a deeper understanding of the need
for instructional strategies that support the academic growth of African American
students is gained.
Limitations of the Study
The literature that examines ways to support the academic growth and
achievement of African American students guides this study. However, the focus of the
research is concentrated on which pedagogical practices are most effective for African
American students. This particular study reviews methods and strategies used to help
African American students succeed academically in a particular school setting, as well as
distinguish ways through which these same students can become empowered to work for
academic excellence independently. One drawback of the study may include the fact that
no quantitative data will be used to measure African American African student
achievement directly. A qualitative methods approach will be utilized in the form of an
open-ended survey and focus group, as the main form of analysis, although the school’s
academic performance data from the 2008-2009 CST will be used to triangulate the
research. These data will be considered a secondary source only; however, and not the
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main focus of the research. While the quantitative data may appear to correlate to the
qualitative responses, the qualitative responses cannot prove to be the underlying causes
for the positive academic growth of African American students. The survey responses
and focus group transcriptions, on the other hand, will provide an in-depth look at the
ideas provided by African American students and parents, and the teachers who educate
them.
The study is being carried out in the form of action research, which involves the
researcher directly in the process. The bias of the researcher might also serve as a
limitation, in that the study takes place at the school where she teaches. Although all
parents and teachers involved with the school were invited to participate in the openended survey, a select number actually completed the review in full. Having complete
data from each set of parents and teachers might have allowed for a more in-depth
examination of the experiences, challenges, and learning styles of Park Side1 students.
Additionally, due to the fact that nearly 400 students attend Park Side Elementary and
Middle Schools, a controlled number of students from classes in third and fifth grade, and
sixth through eighth grade, were the only students invited to participate. Similar to the
situation that arose with parents and teachers this is another shortcoming of the study. In
order to gain a comprehensive understanding of the students’ experiences, surveying
students in all grades may have been beneficial.
1
All city, school, and participant names used in this document are pseudonyms.
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Finally, with regard to the focus group, the amount of space at Park Side’s
campus, the time allotted for the group, and the number of participants in the study, may
have limited the outcome. In the future, a larger amount of time, space, and participants,
could lead to differences in the outcome of the same study. The information gathered
from the focus group was invaluable, and including additional members in the discussion
may have guided the analysis in a different direction. Despite limitations, the hope for
this study is that insight into practices that work most effectively for helping struggling
African American students will be gleaned.
Definitions of Terms
The following terms are used in the research as a means for clarifying educational
terminology and describing the problem.
Academic pro-social behavior relates to the voluntary actions that are intended to help or
benefit another individual or group of individuals, where school and academics are
concerned.
The achievement gap, as it relates to students of color, especially those who are African
American, refers to the differences in academic performance among groups of students
who are identified by ethnicity and income level.
Action research is defined as any systematic inquiry conducted by teachers,
administrators, counselors, or others with a vested interest in the teaching and learning
process or environment for the purpose of gathering information about how their
particular schools operate, how they teach, and how their students learn. (Mertler, 2009)
African American refers to being American of African descent, or Black.
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The term, Black, refers to being African American.
The California Department of Education (CDE) is an educational institution, run by the
state of California, whose goal is “to lead and support the continuous improvement of
student achievement, with a specific focus on closing achievement gaps.” (California
Department of Education, 2009) The CDE is responsible for the curriculum and
instruction, testing, professional development, support, and other specialized programs
that are related to education in the state.
The California Standards Test (CST) refers to the standardized test that all public school
students (in the state of California) in grades 2 through 12 are required to take at the end
of an academic year, which measures academic growth and grade level competency.
Cultural congruence indicates a teacher's respect for the cultural background of his or her
students.
Culturally relevant pedagogy is defined as a pedagogy that empowers students
intellectually, socially, emotionally, and politically by using cultural referents to impart
knowledge, skills, and attitudes (Ladson-Billings, 1994)
Disidentification refers to the inability to relate, and is discussed in the context of black
students who have difficulty forming relationships with white teachers, because they feel
that they have no common ground, and cannot connect to lessons or experiences.
(Talbert-Johnson, 2004)
English-Language Arts is a school subject that focuses on listening, reading, writing,
speaking, and viewing skills in a given language (in this case, English).
The term high-performing refers to individual students who have scored in the proficient
or advanced categories on the California Standards Test, as well as schools themselves,
who have achieved an API (Academic Performance Index) of 800 or above. In the state
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of California, this mark of 800 is considered acceptable for a school’s academic
performance.
A learning style is defined as the way an individual begins to concentrate on, process,
internalize, and remember new and difficult information.
Low-performing refers to those students who have scored below “proficient” levels on the
California Standards Test (These levels include basic- approaching the grade level, below
basic- scoring one grade level behind, and far below basic- scoring two or more grade
levels behind).
The No Child Left Behind Act (NCLB), passed in 2002, “reauthorized the Elementary and
Secondary Education Act (ESEA) -- the main federal law affecting education from
kindergarten through high school. Proposed by President Bush shortly after his
inauguration, NCLB was signed into law on January 8th, 2002. NCLB is built on four
principles: accountability for results, more choices for parents, greater local control and
flexibility, and an emphasis on doing what works based on scientific research.” (United
States Department of Education, 2009)
The term resilience is an individual’s positive response to situations of stress and
adversity (Hawkins & Mulkey, 2005). Academic resilience is an individual’s positive
response to situations of stress and adversity, as it affects education and the school
setting.
Significance and Organization of the Study
This study is being conducted in order to explore potential ways to help struggling
African American students, and to improve the existing academic conditions of
elementary and middle school-aged African American students attending school in lowincome, urban areas. If successful, this study has the potential to be replicated and to
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serve as a model for other schools, where teachers work with similar demographics and
face these same challenges. The information presented in Chapter 1 describes the serious
educational difficulties that many African American students are facing, especially those
living in low-income, urban areas. The gap that exists between White and Black students
is a problem in United States education, and extends from the national level, all the way
down to the district level. Despite grim statistics, though, some students are finding ways
to defy these odds.
Many African American students have developed strategies which have helped
them to become academically resilient that include positive social networks, school
membership, athletic investment, and creating strong relationships with parents, teachers,
and mentors, to identify some. In particular, the teachers, whom these students encounter
daily, have employed methods which have worked to foster student learning and improve
academic achievement. Several of these practices, including creating and maintaining
strong relationships, the use of culturally relevant pedagogy, and the application of
culturally responsive teaching, have appeared to be key factors in helping students
achieve scholastic success. These methodologies are being employed in classrooms to
provide a more academically sound and successful schooling experience. Through a
review of the literature in Chapter 2, this notion of using effective pedagogical practices
to help African American students reach high levels of academic proficiency will be
investigated. In Chapter 3, the methodology utilized in the action research process will
be discussed. The qualitative research methods used were an open-ended survey and a
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focus group. The population of the school and those individuals participating in the
research study will also be reviewed. An analysis and results of the open-ended surveys
and focus group will frame Chapter 4, with a final commentary on the findings of the
research in Chapter 5. The academic achievement of African American students remains
the focus of this study, and continues to guide the research as the information is
explained.
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Chapter 2
REVIEW OF THE RELATED LITERATURE
In Chapter 2, a review of the literature on the academic success of urban, lowincome African American students will provide an in-depth look at the larger framework
that highlights the Black-White dichotomy and its relationship to schooling and
performance. The social-structural inequities that prevent African American students
from succeeding in larger numbers will also be explored. Moreover, the research will
further examine the resilience strategies which are being utilized by Black students to
reach high levels of academic proficiency. These approaches include obtaining positive
social support from a larger network, involving oneself in school membership, investing
time and energy in athletics, and participating in an after-school or mentoring program.
As a final point, the review will analyze the pedagogical practices used to help struggling
African American students succeed in academics. Additionally, it will assess the value of
these methods, specifically focusing on the creation of relationships between teachers
who employ these methods and their students, the application of culturally relevant
pedagogy, and the utilization of culturally responsive teaching that has proven to be
effective. This will set the scene for Chapter 3, where the methodology of the present
study will provide a close examination of the instructional strategies utilized by parents
and teachers in a K-8 urban charter school to help African American students excel
academically, both in classroom work and on standardized tests, in the core subjects of
English-Language Arts and Mathematics. The study will focus on the educational
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challenges and past experiences of the students, parents, and teachers involved in the
urban charter school, as well as the educational practices that have proven to be effective
in improving students’ academic achievement.
The Achievement Gap Between African American Students and Their White Counterparts
In high poverty, urban areas of the United States today, an estimated one in ten
African American students succeeds at his or her grade level in both reading and
mathematics. This is a stark contrast compared to African Americans’ White
counterparts (Lewis, et al., 2008). In the state of California on the 2008 California
Standards Test (CST), the achievement gap also rose considerably between White and
African American students (California Department of Education, 2008). Specifically at
the district level, White students outperformed Black students by 28.7% overall in
English-Language Arts in grades two through eight (Treetop Unified School District,
2008). Why is the situation in urban education so grim? Why is there little information
available regarding these statistics? And finally, what are high-achieving African
American students doing to make it in an environment that claims failure before attempt?
In exploring all of these questions, this literature review provides insight into the
achievement gap and why African American students are failing. In addition, it examines
the resiliency methods that some black students use to reach academic success, and
specifically investigates the effective pedagogical practices utilized by teachers to help
positively influence the academic performance of African American students in urban
areas. Black students defy academic failure in other ways, which are also examined.
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Many of these approaches are utilized as a response to, and a way to combat, the larger
systemic problem of racism and poverty among African American adolescents.
The current achievement gap that exists in America between Black and White
students has been studied intensely by educators and those seeking to right the wrongs of
institutional racism (as seen from an ideology based on critical race theory). The concept
of the black-white dichotomy is discussed by Lewis, James, Hancock, and Hill-Jackson
(2008), who identify Black students as scoring far below the national achievement
average as compared to their white counterparts, where test scores are concerned. The
struggle of African American students comes when students are judged on their
performance on standardized tests in math and reading, although research has shown that
black students over the years have made significant gains in both literacy and school
attendance. With the strict enforcement of the No Child Left Behind Act (NCLB), little
room has been left for alternative methods of educating in public schooling, and this
disparity appears mainly in urban areas. According to national data from 2005 (as it
relates to students in fourth and eighth grade test scores in mathematics), only 12% and
8%, respectively, of African American students managed to earn “proficiency” on state
standards-based mathematics tests. This is opposed to 40% and 30% (respectively),
which was scored by their White equivalents (Lewis, et. al, 2008). Similarly, when
comparing reading scores from 2005 in this same manner, only 11% of African American
students in urban settings nationally in both grades four and eight scored at the
“proficient” or “advanced” level, as compared to 30% and 34% of White students. With
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such high disparities in performance on these assessments, the question of what to do is
one that echoes in the minds of many. By identifying three paradigms, Lewis, James,
Hancock, and Hill-Jackson (2008) attempt to use a critical approach to analyze the
inequities present in education as they relate to the failure of African American students.
The idea of the social-structural inequality, deficit, and discontinuity paradigms
form the basis for a strong argument related to the failure of African American students
from an objective standpoint (Lewis, et al., 2008). The social-structural inequality
paradigm contends that schools are “maintained by and reproduced from racist
philosophies, policies, and practices in education” (p. 136). This concept of institutional
racism has permeated the academic world for hundreds of years, and long before it
received public attention in decisions like Brown vs. the Board of Education in 1954
(which ruled that segregation was unconstitutional). The inability to separate economic,
social, and political spheres is a flaw of the educational system, and the social-structural
inequality paradigm attempts to debunk that. The theory provides an objective look at
students as a part of the larger system where this racism exists. Additionally, both the
“deficit” and “discontinuity” paradigms allow for other lenses through which to view the
“failures”. The “deficit” concept views these shortcomings as related to the deterioration
of family and morals, while the “discontinuity” theory points to members of the
schooling system who have failed to create an optimal learning environment for students
(Lewis, et al., 2008). These examine more of the individual players in the achievement
gap, however, as opposed to looking at the situation from a systemic standpoint. In
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looking at all three paradigms, none have triumphed as the “right way” to attack this
problem. One thing remains, however, and it is that the problems that have arisen in
relation to the achievement gap are real, and something must be done.
The study conducted by Lewis, et al., (2008) uses data to measure the academic
success of African American students and point out their failures, and also makes
recommendations for those who want to take direct actions to close this achievement gap.
These suggestions point to high expectations and high-quality instruction for African
American students, as well as participation in after-school programs, and in the home
(Lewis, et al., 2008). By paying attention to the structural inequalities and myths about
failure, and with students, parents, teachers, administrators and urban stakeholders
working together, there will be a greater chance of closing the “gap”. The efforts put
forth to get African American students to succeed will begin to materialize, and bring
forth educational transformation. With relation to creating this kind of social change,
researcher Talbert-Johnson (2004) also highlights the problems facing urban schools that
educate African American students, particularly those who are living in poverty. She
cites segregation and discriminatory practices; the adverse effects of poverty; feelings of
alienation in the classroom; the disidentification of urban African American students
(meaning the inability to relate) with their White, middle class teachers; and limited
access to knowledge and resources as some of the ways in which the achievement gap
has managed to grow (Talbert-Johnson, 2004).
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These barriers facing African American students have led to a struggle within the
classroom when it comes to factors like verbal and nonverbal language exchanges,
student engagement, and a feeling of acceptance (Talbert-Johnson, 2004). When teachers
appear culturally insensitive to their students, no connections can be made. Because of
this, teachers and students clash, making academic success nearly impossible. TalbertJohnson suggests that teachers need to be more prepared and aware of their students and
the backgrounds from which they come. This is crucial, particularly when teachers are
developing a classroom management style that is fair, and culturally sensitive, and
delivering material that is relevant to students’ lives. Many teachers lose students
because they fail to connect to their lives. Knowing the needs, personal learning styles,
and traditions of African American students can aid educators greatly in making strides
that will eventually allow teachers to form positive relationships with their students. This
is one of the means by which low-income, black students achieve academic success, and
it also contributes to the resilience of these same students who would have been headed
toward less-than-desirable outcomes.
Defying the Achievement Gap: Academic Resilience Strategies That Work
The need for a variety of methods to help low-income, African American students
avoid dismal educational statistics and negative stereotypes exists in schools now more
than ever. Resilience, as characterized in literature written by Hawkins and Mulkey
(2005), is an individual’s positive response to situations of stress and adversity (p.66).
The “resilience” is fiercely driven by the desire to escape illiteracy, poverty, and racism.
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It is also heavily supported by parental involvement, peer relationships, school
membership, a desire to create a lucrative future, involvement in athletic activity, the
presence of a mentor, and most directly, the actions of the student’s teacher. Through
these kinds of support systems, students can become educated about ways through which
to cope with unfortunate situations and develop the skills needed to succeed in an
environment unlike the one in which they were raised. These particular strategies
promote African American student achievement and aid greatly in fostering academic
success and future prosperity. In particular, the effectiveness of pedagogical practices as
implemented by teachers and parents, as they relate to academic achievement, supports
the present investigation conducted by the researcher. The study examines the effective
teaching strategies that have been employed by teachers to help African American
students reach adequate levels of proficiency in the core subject areas of EnglishLanguage Arts and Mathematics. These contribute to the academic success of African
American students in the greater institution of education.
Despite the fact that many African American youth are failing in urban public
schools nationwide, there is a contingency of students who continue to flourish, despite
adverse conditions. Arrington and Wilson (2000) delve into the paths of risk and
resiliency as they correspond to the academic success made by students of color. The
studies conducted show that socioeconomic status and cultural differences play a large
role in the resiliency factor as it relates to those nonwhite individuals living in poverty.
Additionally, the presence of encouraging life situations such as “nurturing parent
24
relationships, involvement in the community as well as school activities, and supportive
peer relationships” (p.221) have also correlated to positive outcomes in the students’
lives. But according to the research, 50% of African American students do not have two
parents in their household, and an estimated 44% of African American students
nationwide have been deemed as “poor” or “low-income” (Arrington & Wilson, 2000).
Because so many of these students have experienced a traumatic life event, are under
extreme amounts of stress, and come from groups that are different than the majority,
resiliency appears to be a necessity and not a choice. Formally defined as “the
maintenance of adjustment despite the effects of negative life events, and achievement
beyond expectations given the amount of stress experienced,” those students who succeed
academically, despite external causes have a tenacity that is unparalleled. Certain factors
help contribute to this resilience or hinder it, as discussed by Rankin and Quane (2002)
and Somers, Owens, and Piliawsky (2008). In relation to the study conducted by the
researcher, a majority of students participating fall into the category of those students
who are “at-risk” (or affected by at least one traumatic life event). However, with the
presence of certain positive factors (as mentioned throughout the research) in the
students’ lives, chances for success increase dramatically.
As previously stated, the presence of positive relationships among family and
peers plays a large role in whether or not a young student will be able to overcome
obstacles and maintain academic success. Rankin and Quane (2002) also consider the
effect of neighborhoods, families, and peer groups on African American adolescent
25
academic success, and transition into adulthood. The research examines the social
contexts of which these children are a part, and focuses on the interrelated nature of the
three. Prior studies concluded that “educational outcomes are influenced by
neighborhood socioeconomic status” (p. 80). However, the current research disproves
this, showing that neighborhood influence has little effect on academic and pro-social
competency and success. On the other hand, parental involvement and, specifically,
parental monitoring largely support positive development (Rankin & Quane, 2002).
These findings have large implications for previous studies, which have claimed that low
socioeconomic status correlates to low academic achievement. Instead, the idea of
parental involvement, morals, and values serve as the core for learner success. As it
relates to African American students and resiliency, the existence of a strong network of
support is crucial for bridging the achievement gap and enabling students with a lack of
positive relationships and limited access to resources to attain academic goals.
Much like Rankin and Quane (2002), Somers, et al., (2008) investigated the
individual and social factors related to African American youth’s school performance,
and determined that parental, teacher, and peer support played key roles in accomplishing
academic progress (Somers, et.al, 2008). Additionally, as students transitioned from a
middle school setting to a high school setting, parent, teacher, and peer support proved to
be most valuable where completing school and pursuing further schooling, educational
commitment, and the value of an education was concerned. The idea of social support
from a larger network (namely, parents and peers) correlated positively to African
26
American students’ grade point averages, and also shattered previous stereotypes that
peer groups have a negative influence on student performance (Somers, et al., 2008).
These findings show that a student’s network of support is one of the most important
factors related to student achievement. In accordance with the findings from Rankin and
Quane (2002), and the research done by Somers, et al., (2008), this type of social
relationship has proven to be an essential part of achieving academically, particularly
regarding African American students. However, the examination of specific data that
monitors academic progress as it relates to specific students and their relationships might
be valuable in tracking trends over a longer period of time. By understanding this reality,
great strides can be made in the wider institution of education, particularly in school
systems, and with principals, teachers, and most importantly, parents and guardians.
While parents and home life comprise a student’s primary environment, the
school setting also serves as a place in which adolescents can either mature and develop,
or stagnate. Creating a school culture that maintains high expectations and demands
excellence is a challenge that many schools today face. Specifically in relation to African
American urban youth, a school culture that breeds positivity and inclusivity, and
encourages preparation for the future is a crucial piece of developing outstanding,
motivated, high-achieving students. According to Adelabu (2007), there is a positive
correlation with future time perspective, school membership, and academic achievement
among African American adolescent females. The research asserts that a focus on future
goals, promoting a feeling of acceptance among students, and the participation in an
27
after-school program to promote self-esteem and self-awareness are approaches that
allow students to quickly develop positive attitudes toward academics and setting future
goals. It is important to note that with the implementation of the self-awareness program,
there was a greater motivation among students who were encouraged to see themselves as
successful, achieving adults. This motivation related specifically to trying new things
and learning strategies that would help in cultivating future success (Adelabu, 2007).
This idea supports the theory that if an individual is told something over and over,
regardless of whether it is positive or negative, he or she eventually starts to believe it.
As evidenced in the research, it is a particularly valuable idea to implement in school
settings as a motivation factor, especially where the support of urban, African American,
at-risk youth is concerned.
In addition to the support of parents, peers, and a larger school body, much
research has focused on another factor that contributes to the academic resilience of
African American students in the middle grades (6-8): athletics. A study conducted by
Hawkins and Mulkey (2005) concentrated on the presence of and participation in an
athletics program, whether interscholastic athletics, competitive team sports, or
intramural sports, as it relates to the successes of African American students. The study
also examines the correlation to educational aspirations, academic pro-social behavior,
and social status. Findings from the analysis show that where academics were concerned,
eighth-grade students who were invested in some way athletically exhibited positive
behavior and attitude towards academics within the classroom (Hawkins & Mulkey,
28
2005). Athletically invested African American males had a greater desire to enroll and
participate in college preparatory programs, while active African American females
showed a strong desire to graduate from high school and be popular among their peers.
The relationship to future success is similar to Adelabu’s study, which cites “future
success” as a motivating factor in academic resilience. While this study explores the
connection between athletic investment and academic resilience in middle-school aged
African American males and females and displays a positive relationship, it might have
been valuable to know what specific academic progress was actually made when students
were active in sports, as it relates to test scores, overall performance in a class, or student
engagement and participation. Additionally, a “coaching” strategy (p. 67) was briefly
discussed as a means to help students review what went wrong on the athletic field, but
could have been utilized as a valuable tool for helping teachers to work with these same
students in the classroom. The study effectively highlighted the ways in which athletics
can play a key role in the academic resiliency of Black students, which can have larger
implications for the collective institution of education.
In other literature, the idea of mentor programs has also surfaced as one of the
ways in which to provide a stable environment to those youth who are at-risk.
Particularly for African American students living in poverty-stricken, urban areas,
Woodland (2008) asserts that the need for a safe space can contribute immensely to these
students’ academic achievement. An after-school mentor program is typically known as
a space where students can extend the school day by engaging in extracurricular activities
29
or be supported in their academics by older, caring adults. Research has shown that lowincome African American students who partake in these programs have a higher rate of
success where reading and math are concerned (Woodland, 2008). Additionally, active
participation in after-school programs have been positively associated with “better
conduct in school, better peer relations, greater emotional adjustment, decreases in teen
pregnancy, decreases in juvenile arrests, and decreases in drug activity” (p. 541). Three
types of after-school models exist, but one shown to be most effective is the “mentoring
model.” Having a supportive adult or older adolescent to relate to has historically
correlated to positive growth and development in academic experiences, and this is
demonstrated in the mentoring model. Similar programs like Big Brothers/Big Sisters
have implemented this in an effort to combat poor outcomes in the lives of children from
low-income, urban areas. In a mentoring program related to African American students,
at-risk black males and female adolescents were placed with caring, trusting, charismatic
adult role models, who were typically also African American. By drawing on
conversational African American English as a way of creating comfort, sharing dialogue
and experiences about a variety of topics, and using culturally relevant material to
support academic achievement, mentors quickly developed positive relationships with
their mentees that helped to change student mentalities (Woodland, 2008). The ultimate
aim of a mentoring program is to help students believe in themselves, and actualize
academic, social, and personal goals set and discussed during this time.
30
However, one of the most significant impacts on a student’s life, which can yield
both positive and negative results, is the influence of a teacher or educator. According to
the state of California, daily student attendance in schools is not recommended, but
mandatory (California Department of Education, 2009). Since the teacher is an
individual with whom students come in contact frequently through the course of a week,
the relationship of the student and teacher, as well as the material that is presented to the
student, often determines student achievement and motivation. In his work, “Hearing
Footsteps in the Dark: African American Students’ Descriptions of Effective Teachers,”
Tyrone Howard (2001) outlines three important aspects of teacher effectiveness:
establishing family and community environments, caring through positive reinforcement
and commitment to action, and the use of verbal affirmation, in which the teacher uses
language that is “firm and demanding” (p. 441) to assert authority and model
expectations (Howard, 2001). Howard (2002) also asserts the need for a culturally
relevant pedagogy, which addresses the culture and learning, communication styles, and
perceptions of knowledge that support African American student achievement. By
implementing a variety of strategies that reinforce these ideas, academic success, where
African American students are concerned, not only becomes attainable, but establishes
itself as a reality. Research conducted by Young, Wright, and Laster (2003) and Haynes
(2005) also largely supports the idea of a culturally relevant pedagogy. The main focus
of these studies is the instructional strategies used by teachers, which foster curriculum
that is culturally congruent with the backgrounds of African American students. Through
these investigations, a more in-depth look at strategies that are working is provided, and
31
greater understanding of how to apply these methods to individual classrooms and grade
levels is gleaned.
Teacher Effectiveness and Relevant Pedagogical Practices as Means for Academic
Success Among African American Students
The concept of resilience among poor, urban African American adolescents has
emerged as one of the ways that students can overcome external obstacles to reach
academic success. In particular, having an effective teacher has been proven to be one of
the most important vehicles through which these students can gain access to resources,
Additionally, learning in a way that is meaningful to students helps them to make strides
towards academic achievement. Research conducted shows that individuals who have
strong relationships with teachers who challenge them perform better academically.
Specifically, as mentioned in the work of Howard (2001), teachers who strive to create an
environment that “makes school seem like home” have greater success in motivating
students to be successful (p. 431). Through reflecting on common interests, backgrounds,
and experiences, students begin to develop positive socio-cultural relationships with their
teachers and fellow peers (Howard, 2001).
Creating Relationships
Creating relationships with African American students to build trust,
understanding, and respect is at the forefront of the movement to help students become
successful in the classroom. Howard (2001) refers to a number of strategies used by
teachers that carefully build on students’ strengths in order to foster academic and
32
character growth. For instance, the implementation of a “Morning Circle” where feelings
are shared allows students to become intimate with one another and begin to understand
each other’s histories. Moreover, establishing a sense of family in the classroom, where
pride and shame have a part, is principal. According to one teacher in Howard’s study, “I
do it (establish community and family) with the idea of ‘shaming’ or bringing shame onto
the family. It’s a very cultural thing” (p. 432). By linking classroom traditions to the
culture experienced at home, students begin to trust their teachers, develop relationships,
and are more willing to listen to the teacher’s ideas.
Howard (2001) also describes the concept of “culturally connected caring,” which
refers to a “display of caring that occurs within a cultural context with which students are
familiar. Behavioral expectations, nurturing patterns, and forms of affection take place in
a manner that does not require students to abandon their cultural integrity” (p. 434). The
use of “verbal affirmation” also serves as an element of effective teaching. Through a
variety of ways that include but are not limited to encouraging words, pats on the back,
firm language, rides home, and the expression of emotions, a sense of caring and the use
of verbal support allows students to feel comfortable and challenges them to do their best
(Howard, 2001). Additionally, longitudinal studies by Schilling (2008) stress that
“positive adaptation relies on having a strong connection with at least one supportive
adult” (p. 307). With respect to urban educators who communicate with their students for
hours at a time each day, many work tirelessly with at-risk, children of color to negate
potentially destructive life conditions and improve unfavorable situations by helping
33
them to negotiate existing structures of power. This research highlights the importance of
a support system in the form of educators who can display a strong understanding of
cultural values, empathy, and core knowledge, and in turn, communicate this in a way
that reaches students.
Culturally Relevant Pedagogy
The most salient information about teacher effectiveness through learning
techniques and strategies is found in the research conducted by Haynes (2005) and
Howard (2002), as it relates to urban poverty, family challenges, and education. The
youth highlighted in the articles exemplify the ability to respond positively to
circumstances and those who believe in them, and change their own lives and academic
futures for the better. In the same respect, a majority of the teachers who were
interviewed in the articles seemed to share similar views on how to help students reach
levels of academic success. Much of the analysis points to a culturally relevant pedagogy
steeped in high expectations that is broken down into the specific ways that teachers
apply this.
Ladson-Billings’ (1994) notion of culturally relevant pedagogy states that it is a
pedagogy designed to “empower students intellectually, socially, emotionally, and
politically by using cultural referents to impart knowledge, skills, and attitudes” (pp.1718). She qualifies this idea of culturally relevant pedagogy as culturally relevant
teaching, which demands that “students must experience academic success, students must
develop and/or maintain cultural competence, and students must develop a critical
34
consciousness through which they challenge the status quo of the current social order”
(Ladson-Billings, 1995, p. 160). Particularly in settings where the majority of students
are children of color from low-income households, the need for a culturally relevant
pedagogy is urgent. These students, who may have previously been labeled “failures,”
and have been asked to meet low or no expectations by teachers and others, suffer.
Undeniably, it should be the goal of all educators to ensure that children have an
environment where they can develop a positive view of education while maintaining their
personal identities, be granted access to all necessary resources, and be supported by the
adults who teach them. The research done by Ladson-Billings (1995) clearly defines and
outlines this notion of culturally relevant pedagogy, and cites specific examples of ways
in which to implement it successfully. Using this framework, the aim of developing
critically thinking students who can achieve academically, regardless of race, ethnicity, or
background, becomes more attainable.
Ladson-Billings (1995) suggests a number of ways through which a culturally
relevant approach to teaching can be applied. One of the ways is to “utilize students’
culture as a vehicle for learning” (Ladson-Billings, 1995, p. 161). The case of an African
American female teacher’s love for poetry, fused with her students’ love for rap music, is
an excellent example. By teaching the elements of poetry (such as rhyme scheme,
alliteration, and onomatopoeia) and then applying them to current hip-hop music and
lyrics, this educator demonstrated how youth culture and academics can be merged to
create academic success. This case highlights how culturally relevant pedagogy can
35
successfully engage students in learning. Another example of this pedagogy applied to
an academic setting to foster success includes using “code-switching” to help students
understand the presence of language in academics and their own culture (LadsonBillings, 1995). Acknowledging the validity of their culture and language while
simultaneously teaching about “standard” English and how to translate empowers
students to feel skilled and knowledgeable in “two” languages. This idea of “cultural
competence” is crucial for student achievement and self-actualization, as demonstrated in
Ladson-Billings’ research. Finally, by engaging students in a “critical consciousness,”
they can move to a deeper realm of education, where learners can begin to challenge
“norms, values, mores, and institutions that produce and maintain social inequities”
(Ladson-Billings, 1995, p. 162). Through exercises like examining textbooks written for
a White, middle-class population, to engaging in community problem solving (LadsonBillings, 1995), students begin to participate in higher-level thinking, which allows them
to generation discussion and evoke questions that can lead to big changes. This piece is
essential for developing academic scholars and community leaders of the future,
regardless of race, ethnicity, culture, or background.
By taking Ladson-Billings’ framework (1995) and applying it directly to the
classroom, Haynes (2005) has also identified ways in which teachers utilize this
pedagogy by interviewing teachers and analyzing the themes that emerged from these
conversations. Haynes (2005) asserts that three common themes serve as the foundation
for a successful academic environment: beliefs about teaching, academic accountability,
36
and incorporating culture into the classroom. Through the research, Haynes classifies the
commitment that teachers make, as well as the ability to communicate high expectations,
as ways through which teachers successfully motivate their students (Haynes, 2005).
Additionally, she emphasizes the need for academic accountability through
individualized instruction and the beliefs about standardized testing, which must be
critical but realistic. In an interview with one teacher, Haynes recorded the following
ideals about student achievement:
If you give them the tools, they will be successful. Teach them how to use the
tools and how to use their strategies. Use those high level vocabulary words
every day because if you don’t, then you are never pulling them up; you are never
expecting more from them. You are teaching the base line, and that’s not going to
be survivable for them in the future (Haynes, 2005, p. 163).
This notion about believing that students can be successful, and then equipping
them with the right tools to do so, is at the forefront of the progressive education
movement. By examining the system through a critical lens, educators can begin to
evaluate programs and procedures, determine which ones serve students well and which
continue to feed into a curriculum that is hidden and protected, and reconstruct their
school models in a way that promotes the student achievement of diverse populations and
supports the highest quality of learning for all students.
The final idea upon which Haynes expounds is the incorporation of culture within
the classroom setting. According to Haynes (2005), effective teachers use culture as a
37
basis for learning by supplementing normal curriculum with that which is culturally
relevant. Also, successful teachers promote the use of students’ local and global cultures
through the incorporation of students’ backgrounds and history. Finally, these same
instructors use as many resources as possible to give students easy access to their own
personal history, and create a meaningful link to information, within the four walls of the
classroom (Haynes, 2005). These aspects of culturally relevant pedagogy allow students
to be challenged, but simultaneously promote a sense of pride and understanding of their
past to help them navigate their futures.
Teachers must implement strategies that work, based on the backgrounds and
experiences of the student whom they teach. Howard (2002) explores this in the article,
“Powerful Pedagogy for African American Students: A Case of Four Teachers.”
Through the research, he investigates the methods of four African American female
teachers who implement a culturally-sensitive pedagogy in their classrooms. From the
research, three major themes materialized, and are supported by a number of specific
actions that allow for culturally relevant teaching. These themes are the use of specific
communication styles, the implementation of culture through learning, and the
perceptions of knowledge with which students are outfitted (Howard, 2002). With
respect to communication styles, “expressive individualism, the use of Black English
Vernacular, oral expression (through storytelling and summarizing), spontaneity, social
interaction styles, and non-verbal signals” (p.185) are modes through which
communication is enforced successfully. In the realm of culture, the idea of a classroom
38
community, a demand for high expectations, emphasis on collaboration and the collective
good, and learning as a social process serve as a framework that supports the academic
achievement of African American students. Finally, with regard to how students perceive
knowledge, the use of subjective and critical views of knowledge, as well as an emphasis
on skill development, universal literacy, and the creation of new knowledge fosters
growth within students (Howard, 2002). In utilizing these structures, teachers can begin
to validate African American students’ experience, reach them in a variety of different
ways on a number of levels, and create an optimal learning environment for students.
Culturally Responsive Teaching
Another particular notion explored by Young, Wright, and Laster (2003) that has
been utilized to help students improve academically is the examination of the learning
preferential style of a student. In the research by Young, et al., (2003) a learning style is
defined as “the way an individual begins to concentrate on, process, internalize, and
remember new and difficult information” (p. 518). Young, Wright, and Laster (2003)
describe two different learning styles: the analytical learner and the global learner. The
analytical learner can process information easily and responds well to textbook readings
and lectures, and is typically linked to the Eurocentric population (Young, et. al, 2003).
While this is the way a majority of schools in the United States are structured, they fail to
cater to another type of learner, the global learner. The global learner is “visual, tactile,
and kinesthetic meaning this learner has to visualize what is about to be learned; the
learner must touch what is about to be learned, and the learner must move to learn” (p.
39
519). According to the findings of Young, Wright, and Laster (2003) an overwhelming
majority of learners in the African American community are classified as global learners.
This has tremendous implications for the education of African American children, and
Young and colleagues suggest the use of “verve inducement and high sensate
stimulations” (p. 521), which is linked to the inclination to desire high stimulation. In
addition, the research states that in order to aid African American students in their quest
for student achievement, movement in the classroom should be increased, opportunities
for personal oral expression should be provided, and spirited learning activities should be
planned, all of which cater to “global learners” (Young, et. al, 2003). Through the
research conducted on instructing African American students, concrete strategies for
teaching through the use a culturally relevant pedagogy are presented.
Another area in which African American students are often labeled “deficient”
and must learn to compensate in other ways is the area of language. “African American
English,” “Black English,” and “Ebonics” all constitute the verbal communication style
to which most African American students have grown accustomed (McWhorter, 2000).
In particular, the “Ebonics” debate, which began in 1997 in Oakland, California, is
perhaps one of the most well-known controversies in the United States, where academic
achievement and language are concerned. The debate arose over the lack of academic
achievement among African American students in the public school system. After close
and careful examination of the problem, one of the issues discovered was directly linked
to the language that African American students spoke in the home versus the language
40
which students were required to speak in school, Standard English Language (Delpit &
Perry, 1998). While the Ebonics debate garnered the attention of educators and
concerned citizens nationwide, the idea of culturally responsive teaching emerged as a
challenge for all educators working with African American students.
There are many ways to reach students who speak some form of “Ebonics” in
order to foster learning, academic growth, and self-confidence in reading, and oral and
written language skills. In Oakland, California, teacher Carrie Secret utilizes a number of
strategies to academically and linguistically prepare her students, while capitalizing on
and embracing their home culture. For students in the district whose primary language is
considered a form of “Ebonics,” the SEP (Standard English Proficiency) program is
implemented. According to Secret (1998) the Standard English Proficiency program is
unique because unlike other language proficiency programs, the staff in the Oakland SEP
“dare to honor and respect Ebonics as the home language that stands on its own rather
than as a dialectical form of English” (Secret, 1998, p. 78). The staff with whom Secret
works uses three components to serve as the foundation of the program: culture,
language, and literacy (Secret, 1998). They believe that they are teaching students a
second language, not just correcting errors in speech. Additionally, in relation to
culturally responsive teaching, the idea of utilizing literacy that has been created to
embrace African culture is a key concept. Secret (1998) explains,
The program highlights nine cultural aspects that permeate African American life:
spirituality, resilience, emotional vitality, musicality and rhythm, communalism,
41
orality and verbal expressiveness, personal style and uniqueness, and realness.
These concepts are then presented in conjunction with instructional strategies that
have proven effective for African American students (Secret, 1998, p. 81).
The strategies that Secret (1998) highlights range from listening for Ebonics features and
structuring lessons to show students the difference between Ebonics and Standard
English, to constantly modeling reading in front of them, to using Black literature and
authors so that the African American students understand the “cultural essence and
beauty” (p. 84) of the writings. Specifically, writers such as Toni Morrison, Alice
Walker, Maya Angelou, and Langston Hughes are highlighted as African American
adults who write superbly in both the language that they grew up speaking and Standard
English. For students, this illustrates that the language they learn at home has a place in
education.
Having an understanding of the community in which one is working, and the
language that is spoken within the community, is also crucial for overcoming the existing
inequities that are present in education, and for fostering linguistic success. Particularly
where Black English or Ebonics is concerned, a variety of theories can and have been
applied. In research conducted by Foster and Peele (2001) entitled “Ring My Bell,” the
authors highlight the classroom setting created by another African American teacher in
Oakland, California, who bases her classroom on the culture of her students. According
to Foster and Peele (2001),
42
Vivette Blackwell provides opportunities for parents to participate in learning
activities, plans her classroom activities around her students’ knowledge and
experiences, helps students make connections between school and home and
community knowledge, and incorporates activities that draw on students’ cultural
preferences and build upon and extend students’ indigenous linguistic abilities.”
(Foster & Peele, 2001, p.28)
Specifically, Blackwell uses songs (such as “Ring My Bell”) to celebrate and show
meaning, and rhythm and pronunciation to teach vocabulary (such as “You’ve got to Pay
Leon” to explain the word “paleontologist”) (Foster & Peele, 2001, p.27). This use of
culturally responsive teaching, and the idea that the whole educational process needs to
be “demonstrably linked to the student and the community’s well-being and welfare”
(Ginwright, 2004, p. 82), led Blackwell’s students to a better understanding of their
culture and how it relates to their education. These strategies clearly reflect the
implementation of Afrocentric theory.
Finally, in Shawn Ginwright’s book, Black in School, the idea of using an
Afrocentric approach to teaching appears again, but is presented in a way that takes all
racial and class issues into consideration. Ginwright (2004) believes in a number of
precepts that emphasize educational excellence yet capitalize on the strengths of African
American students and the ways in which they learn. These include the notion that every
“child can not only learn, but can learn everything, that maximum learning takes place
when knowledge, knowing, and the knower are culturally connected, and that the value of
43
individual achievement becomes internalized when it is related to one’s ability to
contribute to the well-being and welfare of one’s self, family, and community”
(Ginwright, 2004, p. 82). Using these ideas, educators can begin to formulate a plan to
work with those students who previously labeled “hopeless” or “unteachable.”
Additionally, Ginwright (2004) calls for every aspect of schooling to be
“coordinated and intentionally designed to guide each student to the next higher level of
performance/functioning and mastery” (Ginwright, 2004, p. 82). He also believes that
the educational experience should be “intentionally orchestrated to provide and reinforce
in the students an attitude, ability, and willingness to contribute to their own, as well as
others’, human fulfillment” (Ginwright, 2004, p. 82). Finally, he ends by saying that
each aspect of the educational process should “complement every other aspect of the
process and, in so doing, result in greater educational reinforcement and attainment”
(Ginwright, 2004, p. 82). This is most noticeably demonstrated in the transformation of
McClymonds High School, as described in Black in School, where cultural relevance is
utilized in teaching. This theory illustrates some of the ways through which embracing
culture and language (in a way that is culturally responsive to students’ lives) has been
done successfully in classrooms.
The literature review conducted on the selected research demonstrates that the
academic achievement of African Americans is contingent on several overarching
themes. On the “macro” level, there are existing systemic inequities and paradigms that
often prevent African American students from achieving. In the same respect,
44
understanding these equities can empower students to learn how to negotiate through the
system and be successful. In further examining the research, factors such as parental
involvement, peer relationships, school membership, a desire to create a lucrative future,
involvement in athletic activity, the presence of a mentor, and teacher actions also
contribute to the success of African American students in the educational system. Most
specifically, the ability to create positive relationships, the effectiveness of a teacher’s
lessons through the use of a pedagogy that is culturally relevant, and the practice of
culturally responsive teaching all contribute to success in the classroom, where African
American students are concerned. These factors weigh heavily into whether or not a
student will successfully advance to the next grade level, school, or institution. Students
need to be coached, encouraged, and given material that is culturally congruent and
relevant in order to reach their full potential. From a review of the literature, a number of
ideas emerge. By applying a combination of a reformed Afrocentric pedagogy (as
explained by Ginwright) and a “culturally relevant” pedagogy (as outlined by LadsonBillings) to a selected school program, the influence of efficacious teaching practice
(some which are culturally congruent and relevant, and some which are not) on the
academic achievement of African American students in a K-8 urban charter school is
explored.
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Chapter 3
METHODOLOGY
The study that is presented is intended to explore the methods and practices that
are being used to effectively educate African American students. Specifically, these
approaches are being investigated in order to determine what helps African American
students reach high levels of academic proficiency in the classroom, in the core subjects
of English-Language Arts and Mathematics, as designated by a given charter school
organization or public school district. On the larger scale, this study also seeks to
examine how the acquisition of these skills reflects on the high-stakes, standardized tests
which are administered each year by states such as California. The study explores the
successes of African American students in an urban charter school who are achieving
high test scores on the California Standards Test (CST), and attempts to determine what
pedagogical practices have proven to be most valuable in helping students retain
knowledge. The information for the research study has been gathered and analyzed
through a voluntary, anonymous, open-ended survey and a smaller, more structured focus
group, both of which involve questions about challenges in education, previous and
current school experience, and teaching strategies and learning styles. All of these
responses have been generated by students, parents, and teachers from the independent
K-8 urban, public charter school at which the researcher teaches.
The students, parents, and teachers in the study are samples of a larger population
that constitute an independent, high-performing, K-8 urban public charter school under
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the jurisdiction of a nonprofit organization in a midsized city in northern California. The
school demographics report shows that the school has a population that is approximately
85% African American (California Department of Education Statewide Assessment
Division, 2008). The individuals (students, parents, and teachers) who participated in the
open-ended survey about educational challenges, school experience, and learning styles
and teaching strategies, represent a mix of cultures. As dictated by the cultural
demographic of the school, however, the majority of the surveys that were answered by
students and parents are from those who constitute an ethnicity that is considered
“African American.” A select number of families with parents and students who are
Indian American, Mexican, and Caucasian, though, also participated in the survey. The
teachers in the survey display a blend of cultures, including African American,
Caucasian, and Indian American.
All of the students participating in the focus group identify themselves as African
American, although two represent a mixture of ethnicities. Where the parents who
participated in the focus group are concerned, three parents are African American, one is
Latino American, and one is Caucasian. Several of the parents who participated in the
focus group also have children who participated, which accounts for the two students
from multiple ethnicities. As a final note, similar to the survey participants, the
“educator” participants in the focus group represent a mix of ethnic backgrounds,
including African American and Caucasian.
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Research Design: Qualitative Analysis
This study will utilize a qualitative methods approach, employing the qualitative
data garnered from both the open-ended survey and the focus group. Qualitative research
draws on feelings, thoughts, and experiences to guide the direction of the study.
According to Cowan (2007), a qualitative research study “uses a relatively small sample
to accomplish the goal of obtaining a deeper and richer meaning from the phenomena
being studied. A small sample allows the researcher better access to the data and the
ability to manage the study” (Cowan, 2007, p. 141). Utilizing this research design
provides a more intimate look at the participants’ emotions and experiences in relation to
the research topic. Furthermore, the strategy through which this research will be
examined involves reflective analysis. As Cowan (2007) explains, “the researcher uses
intuition and personal judgment to make meaning of the data…the researcher, instead,
reflects on the data, and then, according to his or her own understanding and personal
filters, reports the meaning as interpreted by the researcher” (Cowan, 2007, p. 218). This
type of analysis allows for a critical interpretation of the study, as exhibited by the
personal thoughts and intense reflection of the researcher. In conjunction with the crosssectional design discussed previously and through this reflective analysis, an in-depth
investigation of each subgroup’s educational experience and challenges, along with the
strategies implemented to help students at the school site succeed academically, will be
achieved.
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The data used in this research study will come from the evaluation of an openended survey on educational experience, educational challenges, and instructional
strategies that have proven to be successful in the charter school setting (see Appendices).
The use of a survey in qualitative research is prepared in the format of a questionnaire,
similar to those created for quantitative research (Cowan, 2007). Since the survey
follows an open-ended format, “the goal is to select subjects that are information-rich”
(Cowan, 2007, p. 161). In doing so, the information provided by the subjects on the
open-ended survey allows the researcher to synthesize thoughts, feelings, and emotions,
in order to make meaning of the responses, as they relate to the broader research
question.
In addition to the open-ended survey, a video-taped recording of a structured
focus group will allow the researcher to examine themes that emerge from the discussion,
and will be examined in order to better understand the challenges, needs, and successes of
the students, parents, and teachers at the charter school. According to Morgan (1997), a
focus group is defined as “a research technique that collects data through group
interaction on a topic determined by the researcher. It is the researcher’s interest that
provides the focus, whereas the data themselves come from the group interaction”
(Morgan, 1997, p. 6). The focus group conducted at the site will create an opportunity
for group interaction among members of the school community, and will allow for the
voices of parents, students, and teachers to be heard without judgment.
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While the data will not be calculated in numerical format, quantitative data in the
form of students’ standardized test scores on the English-Language Arts and Mathematics
portion of the 2008-2009 CST will also be referenced, as one means for measuring
academic success. Albeit statistical, the scores will serve as one form of hard “evidence”
to support that the strategies discussed indeed correlate to the academic success of the
students attending the school. This, along with the information acquired from the openended surveys and the focus group, will be triangulated to gain a greater perspective of
the positive academic outcomes attained by this urban charter school program. As stated
previously, the quantitative data will only be used to strengthen or weaken the
information gathered from the surveys and focus groups.
The study was conducted at the school where the researcher is currently teaching,
which means that action research is the primary process through which the research is
compiled. According to researcher Craig Mertler’s book Action Research, action
research is defined as “any systematic inquiry conducted by teachers, administrators,
counselors, or others with a vested interest in the teaching and learning process or
environment for the purpose of gathering information about how their particular schools
operate, how they teach, and how their students learn” (Mertler, 2007, p. 4). By
employing the qualitative research methods previously discussed, which includes an
open-ended survey and a focus group consisting of students, parents, and teachers who
are already invested in the high-performing urban charter school, the hope is that this
analysis may reveal some of the strategies used to successfully educate African American
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students in Kindergarten through eighth grade, and help them reach even higher levels of
standards-based proficiency, both in their class work and on standardized assessments.
Additionally, a look at whether or not the materials used are culturally relevant and
culturally congruent with the students’ outside environment may support the idea that
classroom instruction must reflect the personal history and circumstances of the target
population (African American children).
Setting
The setting for this particular research study is a K-8 public, independent,
college-preparatory, urban charter school located in a high-poverty, inner-city
neighborhood within a midsized city in northern California. As defined by the California
Department of Education’s Education Code, the goals of a charter school are to:
(a) improve pupil learning; (b) increase learning opportunities for all pupils,
with special emphasis on expanded learning experiences for pupils who are
identified as academically low achieving; (c) encourage the use of different
and innovative teaching methods; (d) create new professional opportunities
for teachers, including the opportunity to be responsible for the learning
program at the school site; (e) provide parents and pupils with expanded
choices in the types of educational opportunities that are available within the
public school system; (f) hold the schools established under this part
accountable for meeting measurable pupil outcomes, and provide the schools
with a method to change from rule-based to performance-based accountability
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systems; and (g) provide vigorous competition within the public school
system to stimulate continual improvements in all public schools (California
Department of Education, 2009).
The independent charter school, which will henceforth be known as Park Side, serves
students in Kindergarten through eighth grade, and was founded in 2003 by a former
NBA basketball player who wanted to make change in the community in which he was
raised, and create the finest urban school system in the United States. Park Side is an
independent, public charter, which functions within an independent, non-profit
organization’s school district and governing board. Although it operates independently,
it is also tied to the larger city’s district and school board, where the renewal of the
charter agreement, facilities, and Special Education services are concerned. This creates
a unique relationship between the non-profit organization which runs Park Side, and the
chief school district which governs the city’s public schools.
Park Side is located in the area known as Old Peak, within the midsized city, will
which henceforth be referred to as Treetop, California. The Old Peak district is a
predominantly African American neighborhood of Treetop, where poverty, racism, and
violence are dominant. From the view of outsiders, the area is a place that lacks
education and is generally unsafe. Many of its residents are held to low expectations,
based on these assumptions and economic turmoil that occurred forty years ago.
According to the City of Treetop’s website (in the twenty years following 1960), “…two
economic trends took place that would devastate the business district in Old Peak and
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depress property values: 1) the flight to the new suburbs; and 2) the loss of working class
jobs in the vicinity” (City of Treetop, 2008).
Park Side Elementary and Middles Schools, however, have developed a program
that serves predominantly low-income, African American students. This program, which
involves approximately 400 students, and uses a number of other methods to support its
students and families, has seen great success in the last five years. In 2009, Park Side
was named as a high-performing urban charter school, after gaining an Academic
Performing Index of 873, out of 1000 (California Department of Education, 2009). Only
four schools in the midsized city performed at higher levels than Park Side (Treetop
Unified School District, 2009). The schools have five founding pillars which drive its
mission and help to mold a unique culture, and they include high expectations for all
students, a choice to attend the school and commitment to hard work, more time spent in
school as students, teachers, and families, a focus on results where academics is
concerned, and equipping students with skills so that they may have the power to be
leaders in the community. Students, teachers, and families sign a contract, and in doing
so commit to doing whatever it takes for students to learn. Additionally, students can call
their teachers on cellular phones if they are in need of help with homework, class work,
or had a problem at school. The students, teachers, and parents of Park Side working
together for a stronger education has allowed for the school as a whole to continue to
achieve and excel in academics.
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Population Sample
The greater population in the study relates to African American students and their
families (attending Park Side), who are primarily concentrated in high poverty, urban
areas, and those individuals who educate them. Three random samples of parents,
teachers, and students at Park Side Elementary and Middle School were selected to
participate in this study, which will henceforth be referred to as a “cross-sectional
design”. As Cowan (2007) describes, a cross-sectional design of a population involves
the collection of data “from one or more random samples of a population or a cohort only
once” (Cowan, 2007, p. 103). The data obtained from this study was a one-time event,
and at this time, will not be used for further research.
Questionnaires
The first portion of the action research study included an open-ended survey,
which was administered by the researcher to the parents and guardians of Park Side
students, during Parent Orientations held in the summer before the start of the school
year. The survey was distributed at both Park Side Elementary and Middle School
campuses, and participants contributed voluntarily, resulting in an assortment of parents,
with children in a variety of grade levels, from Kindergarten through eighth grade. A
total of thirty-four parents returned surveys. A survey asking similar open-ended
questions was also distributed to the staff of Park Side Elementary and Middle Schools,
before a professional development meeting during the school’s Summer Institute. This,
too, was completed voluntarily, and returned to the researcher at-will, by teachers in
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Kindergarten through eighth grade. In all, twelve staff members returned surveys.
Finally, Park Side Elementary and Middle School students were randomly surveyed
during homework and free time, and study hall, respectively. Students were chosen
based on their grade level and availability to the researcher, who is a teacher at the Park
Side Elementary site. Students in grades three, five, six, seven, and eight participated in
the survey, based on the complexity of some of the questions. With regard to students,
sixty-two returned surveys. All together, 108 surveys were turned in to the researcher.
Additionally, all survey participants were given the option to write their name or make it
anonymous, but were required to circle whether they were parents, students, or teachers.
Participants were also asked to list their grade level, the grade levels of their children, or
the grade level(s) at which they currently teach (see Appendices A, B, and C).
Focus Group
The smaller population of participants in this study involves three factions within
a larger focus group, all of which play a key role in the academic success of African
American students. The group members consisted of the parents of the African American
students who attend Park Side, the African American students themselves, and the
teachers who educate them. As a whole, the group provided firsthand knowledge of the
experiences of African American students regarding the educational system and the
challenges which have contributed to the students’ struggles in school. Additionally, the
ways in which these students have managed to thrive academically in school settings, and
effectively acquire and retain new information, was at the center of the study (see
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Appendices G and H). Approximately ten parents, ten students, and ten teachers were
contacted personally by the researcher to participate in the focus group. This was done
under the assumption that not all intended participants would be available for the session.
These individuals were asked to be involved based on their previous interactions with the
researcher and the positive relationship which had already been fostered between the
researcher and them. Overall, a total of five parents, four teachers, and six students took
part in the focus group.
The Parents
The first cluster of people who agreed to participate in the focus group is an
assembly of five parents of African American students, whose children attend Park Side,
the K-8 public, independent, college-preparatory charter school previously described.
The range in which these parents have been with the school is great; none are founding
parents at the school; however, one father has been with the school for six years, and has
three children in the school: a daughter in the first grade, a daughter in the third grade,
and a son in the seventh grade. Two parents from separate families, a mother of a fifth
grader, and a father of a third grade student and a Kindergarten student, have been with
Park Side for four years. Finally, two parents have just finished their first year at the
charter school, and have enrolled their children in a second year at Park Side. One
mother has students in the third and eighth grades; the other has a daughter in the first
grade, and a son in the seventh grade.
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The Students
The second faction participating in the focus group consists of six African
American students whose ages range from five through fourteen, and who currently
attend Kindergarten through eighth grade at the school, respectively. One male student
has attended the school for six years, and is currently in seventh grade. One female
student has attended the school for four years, and is also in seventh grade. Two other
participants, a young male student and a young female student, both of whom are
currently in the third grade, have attended Park Side since Kindergarten (four years).
Finally, two students, a male and a female, who are in their second year at the school, are
in the seventh grade.
The Teachers
The third portion of the focus group is a group of four teachers who work at Park
Side and serve as instructors in kindergarten through eighth grade. All of the teachers
participating in the focus group are female, and have been at the school for at least a year.
Three of the teachers are White, and one is African American. The African American
female participant is a “founding” teacher of Park Side Elementary; she has been at the
school since its inception in 2003. Although she began as a third and fourth grade
teacher, she currently teaches seventh grade History and Science. Another participant, a
White female teacher, has been a member of the Park Side staff since the spring of 2008,
and currently teaches seventh grade English-Language Arts. A third participant, who has
been an instructor at Park Side since 2004, is a White female who presently teaches fifth
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grade. The final participant, a White female teacher who has begun her third year
teaching at Park Side, teaches third grade. All of these individuals have demonstrated a
sense of commitment to academics, a desire to improve the overarching educational
situation where African American students are concerned, and an intense focus on
academic achievement and acceptance to a four-year university of their students’ choice.
Data Collection
The data collection strategies for this study consisted of the acquisition of thirty-four
open-ended surveys completed by parents, twelve open-ended surveys completed by
teachers, and sixty-two open-ended surveys, completed by students. In this research
study, approximately 110 people (comprised of students, parents, and teachers from Park
Side Elementary and Middle Schools) voluntarily completed an open-ended survey on
educational challenges, school experiences, and effective educational practices.
Additionally, approximately fifteen individuals (compromised of students, parents, and
teachers from Park Side Elementary and Middle Schools) participated in a focus group
that explored the challenges of educating students and speaks to the instructional
strategies that are utilized to help children succeed academically. All participants were
recruited on an entirely voluntary basis, but each group was compensated for with a
different reward.
Surveys were distributed to all of the participants at a variety of times. Student
completed the open-ended survey during student “homework hour” at the school site.
Parents who completed the survey did so during a school-wide parent orientation meeting
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at the start of the school year, and the teachers who participated completed their surveys
before the beginning of a staff meeting.
Additionally, the smaller focus group, which included five parents, four teachers,
and six students, provided ample data, regarding the challenges in education, educational
experiences, and learning styles/teaching strategies of Park Side students. These
questions were designed to create an open dialogue among the three subgroups, while
simultaneously focusing on the statement of the problem, which was developed by the
researcher. While all parents, students, and teachers were selected based on some
intentionality due to their previous relationships with the researcher, all participation was
voluntary. However, a number of incentives were used to encourage participation.
Breakfast food was served before the focus group session, and parents were each
compensated with an additional five parent hours, which count toward the forty hours
they must complete as a part of their “Commitment to Excellence” contract (a contract
which they sign as a commitment to helping their child be successful in school). Students
were each given a $50 bonus on their paychecks (the upper grades behavior system),
while the teachers who participated were given a $5.00 Starbucks gift card for
participation.
Data Analysis Procedures
The data analysis began with a sort through the open-ended surveys to identify
common themes among students, parents, and teachers, where educational challenges,
school experiences, and learning styles and teaching strategies were concerned (see
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Appendices D, E, and F). After the data from the surveys was evaluated, the videotaped
recording of the focus group was transcribed by the researcher, and a hard copy was
created. Through a thorough study of the information shared during the focus group,
major themes from the conversation emerged, based on the questions provided by the
researcher. In addition to the major themes, focus group notes were generated during the
review of the experience through videotape, regarding comments and exchanges made by
participants. These field notes were helpful because in addition to the actual video
documentation, anecdotes about each participant help to shape the direction in which the
research study progressed. Confidentiality was established with all of the focus group
participants before it took place, which helped to alleviate any anxiety about the
conversation or videotaping. The videotaping session lasted for approximately an hour
and five minutes, with all participants having the option to leave after an hour, or if at any
point the discussion became uncomfortable.
The researcher utilized a qualitative methods approach in the research study,
within which a cross-sectional research design was applied. Through the distribution of
open-ended surveys and the organization of a smaller, more structured focus group, the
participants in the sample provided ample information about their educational
experiences, challenges, and the strategies which have helped them (or their students)
achieve academic success. The data gathered surrounding this topic is invaluable, as it
provides a concrete way to examine the challenges facing the urban charter school, and
highlights strategies that may already be in place to help students reach high levels of
academic proficiency. In Chapter 4, the reflective analysis conducted by the researcher
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allows for a detailed account of the emergent themes from the study. These themes
highlight some of the charter school’s flaws, but also help the reader to recognize what
practices have been established and implemented to provide African American students
with a strong educational foundation, in order to reach greater levels of success. Through
this reflective analysis, a better understanding of the academic experience at Park Side is
gleaned.
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Chapter 4
DATA ANALYSIS AND FINDINGS
Results of the Open-Ended Survey
In the first part of the research study, open-ended surveys were distributed
to parents, teachers, and students at Park Side Elementary and Middle Schools, and three
questions were posed to participants, related to the state of education today. The first part
of the questionnaire focused on the educational experience of parents (with respect to
their children’s schools), as well as those of teachers and students. The second portion of
the survey concentrated on the educational challenges facing the included subgroups, and
the final section included a question about the strategies that work best in effectively
educating Park Side students. Through the answers of each subgroup to the questions
posed, several themes of the study began to emerge (see Appendices A-F). .
Educational Experience
One of the most crucial elements that contribute to the academic success of young
students, and specifically, African American children, is the kind of experience these
students have engaged in within the classroom and their surrounding environment. This
includes the interactions that have taken place among peers and teachers, as well as the
way in which they view the educational system. The first portion of the questionnaire
focused on school experience, and instructed, “Please describe your child’s educational
experience up to this point. Feel free to include both previous and current school
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experiences.” This was altered to fit the student and teacher surveys, respectively (which
simply instructed students to write about their own educational experience, and teachers
to describe their teaching experience).
School Experience of Parents
Many parents echoed similar responses in the survey, which proved to be
encouraging for Park Side, but also demonstrated that more can always be done to
improve school culture and academics. Among parent responses, the most common
involved a comparison to a previous school where students had struggled. After
attending Park Side, there was an immediate and apparent change in their students’
attitudes towards school, as well as an increased level of academic achievement for the
particular student. Additionally, many parents included that their students’ educational
experiences were good, but could always stand to improve. Finally, some parents
expressed frustration regarding a lack of support, where either students’ learning
disabilities or gifted abilities were involved.
The most frequent response referred to a marked difference in attitude towards
school and academic achievement, where students coming to Park Side Elementary and
Middle Schools from a different school system were connected. In a number of different
surveys, parents commented on the differences they saw in their sons and daughters. One
parent remarked,
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Up until Park Side, my son was allowed to skate through. His best was not
expected, and so not given. At Park Side, the best is always expected. This has
allowed my son to stretch and grow and work toward becoming who he is meant
to be.
These powerful comments exemplify the idea of “high expectations”; when a student is
pushed to do his or her best without excuse or opportunity to fail, he or she will reach that
particular level of excellence. Another parent shares a similar story regarding her
daughter’s poor performance at her previous school:
(Grades) K-2 were bad experiences for her. But when we transferred to Park Side
in third grade, she got better. Grades went up. Bad attitude went down. She is
happy. Loves school. Goes above and beyond.
This mother shared several changes that occurred within her daughter. Academically, her
grades improved, and emotionally, her poor attitude towards school dissipated. Creating
an environment where children want to come to school, desire to learn, and strive to do
their best is the ideal place for educational transformation to occur.
One final comment made by a parent highlights the idea that educating students,
particularly low-performing, African American students, is not impossible, but is in fact,
happening in a number of places. The parent speaks about the changes her son made,
upon coming to Park Side Middle School:
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Before my child went to Park Side, he did okay in school but didn’t enjoy it and
had little interest in any of his academic teachings. But now that he’s at Park
Side, he’s been on the honor roll, received certificates in Science, and loves his
school and the things he’s being taught.
The student that did “okay” is now the student who has earned a position on the honor
roll. The same child who attended one school and did not enjoy learning now enjoys
what he is being taught at school. These remarkable changes are the result of a school
culture that is seamless, coupled with a school leader and staff that set big goals and
follow a school mission, which works to “graduate self-motivated, industrious, criticallythinking leaders from a four-year university of their choice, who are passionate about
life-long learning, and committed to serving others.” The reflections from these parents
about their children demonstrate that a better educational system is available, for those
who choose to take advantage.
A few of Park Side parents also reported having mixed experiences with the
school, and some reported a feeling of frustration, where services should have been
provided, but were not. Because Park Side is an independent charter school and contracts
out with the local public school district, students attending Park Side who previously
received Special Education services or modifications, or were enrolled in programs like
GATE (Gifted And Talented Education) do not receive as much attention as needed.
Although Park Side works to place students at their correct academic level and has, in the
past, advanced students to higher classes or grade levels, very few specific “programs”
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are in place to cater to those students. Despite Park Side’s efforts, this is a shortcoming
of the program. One parent commented,
My child’s educational experience up to this point has been frustrating. My child
has learning disabilities that were being addressed in different ways at both his
prior and current schools. Both methods are different, but not very effective.
This parent shares her frustration regarding the inconsistency she has witnessed among
the public school system, and Park Side. Ideally, a “set” method for approaching
learning disabilities would be best. However, since each school attempts to correct
academic deficiencies in different ways, discrepancies in systems are always evident.
Instead, capitalizing on the child’s interests and learning style might be the first step in
helping the student to advance academically.
School Experience of Teachers
Teachers also shared their experiences with education, as a second subgroup, and
many were divided, with no defined answer. Among the Park Side teachers, the
responses varied, including a variety comments about their experiences as teachers.
Teachers communicated several ideas in the survey, sharing that they had a passion for
working with low-income students, or “Title 1” schools, they appreciated the school
culture and what the school stood for, they liked working with a certain age group or
grade level, and that some had experience a variety of grade levels over the years, which
prepared them for their current job at Park Side.
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In particular, some teachers offered statements to support their answers. One
expounded on her experience teaching middle class white students, and how it differed
from her experience at Park Side:
My first district was a middle class, mostly Caucasian district, where most of the
children had two parent families and pretty much wanted for nothing. I only
taught from 8:30 to 2:30. I feel like Park Side students and families benefit much
more, having teachers like the ones we do.
In this teacher’s comparison, she highlights several of the pillars that serve as the
foundation for Park Side: high expectations, choice and commitment, and more time.
Park Side teachers choose to work at the school, knowing that longer days and more
challenging situations are unavoidable. However, the idea that students benefit from this
structure and dedication has been confirmed by the high level of academic achievement
by students at Park Side, and the academic results earned over the last six years.
Another teacher also highlights some of the ideas mentioned by teachers in her
reflection. Through the diversity she has experienced and the mission she has committed
to, she captures the challenges and benefits of Park Side eloquently:
There are many different backgrounds among all teachers, staff, and students, and
this has shaped me to be more flexible with my teaching and collaboration style.
I’ve had to learn to be more of a follower than leader because there are so many
strong personalities at Park Side. Although Park Side is demanding and at times
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seems unrealistic (long hours, extra classes, no prep time or support), it has taught
me to be more strategic with my instructional time. It has also taught me to be
more assertive and demanding.
Although this excerpt comes from a teacher finishing her first year, this captures the
essence of the struggles and rewards of teaching at an urban charter school. Although the
students demand a great deal of attention, teachers must also learn to manage long hours,
instructional time and planning, and collaboration with co-workers. Learning from
fellow teachers, altering lessons and plans based on student needs, making strategic
decisions, and growing as a professional and a person is the essence of education.
School Experience of Students
The way a student feels about school often determines how successful he or she
will be in the academic school year. At Park Side, students reported having mixed
feelings about their school experience, both outside of Park Side, and after coming to
Park Side. Students conveyed the following responses, which were confirmed by others,
in relation to their feelings about school: there was inconsistency with regard to teachers,
grade level, and from school to school; having a clear culture, rules, and expectations
versus a lack of these school components was important; having “good” or “strict”
teachers and parents to support made a difference, old school procedures and traditions
were very different from Park Side procedures and traditions; the school day at Park Side
is filled with activities, and is much longer; and at Park Side, things are more challenging,
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and learning new things is a good thing. All of these responses related to the students’
perceptions of their educational experiences.
Quite a few students stressed that they have had an inconsistent experience, where
teachers, work load, and expectations are concerned. Many of these students expressed
what their experience was like before coming to Park Side, and after. One student
reflected,
The school experience for me has been easy and hard. There were many things
that were difficult for me, but I finally got the hang of it. I’ve had my family and
teachers to encourage me, even was I was struggling. It has shaped me as a
student now, so that I never stop trying.
This student acknowledges his struggles, but describes the ways in which he overcame
those issues. One of the most important things for students is to know that regardless of
past experience, things can get better. Some students never believe they will reach a
point where they truly feel comfortable and confident in school.
Another student considered this, and shared the ups and downs that had she had
been through. She says,
School was like a roller coaster. Kindergarten was easy, first grade was easy.
Second grade was hard because I was told that I couldn’t pass. Third grade was
my favorite because I had favorite teacher, but the next two years were really
hard.
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Although the student does not state whether or not she completed all of her years of
schooling at Park Side, it is clear that she wrestled with challenges in some grades, but
not in others. She does, however, mention third grade, as her “favorite” year, because of
her “favorite” teacher. Having a teacher who provides a stable classroom environment is
often the difference between a positive school experience and a negative one.
Another important factor in students’ school experience relates to the culture of
the school, and the expectations that have been set for student, parents, and teachers.
Ensuring that classroom and school culture is taught to students and enforced is
paramount. At Park Side, the rules “Listen, Respect, and Work Hard” adorn classrooms
and hallways. The five pillars of Park Side Elementary and Middle School, High
Expectations; Choice and Commitment; More Time; Focus on Results; and Power to
Lead, drive instruction and shape daily conversations with students. One middle school
student said, “My experience at Park Side Middle School is that this school has high
expectations, and they depend on you to learn from your actions, and don’t do it again.”
Students should be well-versed in the mission and culture of the school, so that they
eventually begin to live out these ideals; teachers and staff members at Park Side work
tirelessly each day to train students to act as leaders.
Several students mentioned the role of good, strict, supportive teachers as an
important part of their school experience. Students at Park Side appear to react well to
teachers who challenge them to work to their fullest potential. Additionally, Park Side
students mentioned teachers as helping them to be successful. One said, “I like my
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school because they help me to learn, and they tutor me when I don’t get it.” Another
student recalled, “At my school, Park Side, we talk about the questions in class. At my
old school, they just tell us to do something and we don’t know what to do.” This
demonstrates that students appreciate the assistance and encouragement their teachers
provide, yet still understand the significance of their education. Students know the value
of hard work, and teachers work to make sure students master standards to achieve at and
above grade level.
In conjunction with participating in a great deal of activities, despite longer days,
students overwhelmingly reported that Park Side was a place where they were
challenged, but also a school where they felt learning was taking place. Out of all
responses given with regard to the students’ experiences with school, this was the answer
continuously reiterated by learners. One student described,
I have only been here for two weeks, and it is great. I love the people here, they
are so nice. The things we do here like math, science, ELA, reading, and writing
have made me stronger in where I am sinking. I love this school. I wish I could
stay here forever.
This student understands the value of her education, and has observed how Park Side has
helped her as a scholar. Other children crafted similar answers. A third grader shared, “I
like Park Side because it helps me learn more and my grades are high. I do not like my
old school because people play too much and I cannot concentrate because people talk
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too much.” Through these answers, students at Park Side demonstrate recognition of the
high expectations set forth, but an appreciation for the culture of rigor.
Educational Challenges
The second question of the survey asked, “What are the biggest challenges you’ve
experienced where teaching academic content is concerned?” This question was
modified slightly to reflect parental answers, and also changed to “learning academic
content,” where the student survey was concerned. A number of challenges were
discussed by parents, teachers, and students that included comprehension and the
retention of knowledge, students having a lack of focus in the classroom setting, teachers
fitting all academic lessons into the school day, and engaging students in learning, to
name a few. Through the reflections of these three subgroups, a picture of the struggles
facing each group emerges.
Parent Challenges
Parents reported dealing with a number of challenges, where they relate to the
education of their children. Among the larger challenges included lack of stimulation or
motivation among students in certain subjects, communication between parent and
teacher, expectations for learning based on ability, a student’s lack of focus on work or
homework (easily distracted), students having difficulty with understanding academic
concepts or work that is to be completed, reading comprehension in the subject of
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English-Language Arts, and retaining what was taught in class over time. Parents
vocalized their frustrations in a number of ways.
Where a lack of motivation or stimulation in class was concerned, parents
mentioned that students were not stimulated properly in a given subject. For example,
two parents mentioned middle school science as an area where students were lacking a
desire to learn. The modalities through which these students were taught may have
affected their desire to work, in that one of the parents who answered that there was not
enough stimulation in science said (about the child’s learning style), “I allow him to
explore and discover things on his own and teach them to me.” If the science class was
not meeting the needs of the student, with regard to the style through which he learns
best, an obvious result appears to be indifference.
Another challenge mentioned by several parents in the study related to
communication between parent and teacher about expectations and results of school
work. Being able to effectively communicate with a teacher or parent about student
performance is one of the foundations of student success. At Park Side Elementary and
Middle Schools, cell phones are distributed to teachers, so that students and parents may
call if a question arises regarding assignments, homework, assessments, and anything else
that may affect a student’s education. Additionally, all teachers have emails where they
may be reached electronically. This strong communication piece is a reason why some
students have become academically successful at Park Side.
Having high expectations for students is a challenge that parents also described in
the survey. Being able to meet the needs of all students, while simultaneously believing
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that all students can learn, is a challenge for parents and teachers alike. However, one
parent describes an experience at a previous school, with her son, who was in the Gifted
and Talented Education Program. She recalls,
Prior to Park Side, we experienced teachers who were overwhelmed and spent so
much time helping the underachievers that there was no time left for the rest. At
Park Side, I saw the difference. But, I still saw that the way a teacher approached
with time and effort with the difference between excelling and mediocrity.
Putting time and thought into lessons and activities to ensure that it will meet the needs of
every student, whether it is a gifted student, an average one, or a student that is struggling
is a challenge for teachers, and this is often noticeable to parents. Knowing exactly what
a student or child requires involves time and energy focused on the right things. This is
often missing in classrooms today.
Parents described one particular challenge, having a lack of focus or being easily
distracted, more than any other challenge in the survey. Response after response
mentioned students this lack of focus, as well as reacting to distractions, as major
obstacles to learning. One parent reflected, "My challenge is getting my son to focus on
learning and ignore distractions that he always allows to get in the way of his learning.”
Another parent wrote that her student’s challenge was “staying focused and keeping the
school work challenging.” Yet another parent explained,
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My child struggled a bit with focusing in class because of such a long day. I
appreciate the daily reports from the teachers to help improve this throughout the
year.
Parent after parent described the challenge of helping to keep students focused when they
get easily distracted. Due to the high amounts of stimulation that many students
experience outside of class, from the television, to video games, to other forms of
electronics, traditional classroom lessons and methods are no longer ideal. Creating a
tight structure in the classroom or at home, and utilizing students’ learning styles to
effectively communicate a concept and hold attention is a challenge for both parents and
teachers.
Parents also conveyed that another challenge they faced related to understanding
academic concepts taught, particularly in the area of English-Language Arts, where
reading and reading comprehension were concerned. “The only thing I have seen my
child struggling in is reading comprehension,” one parent recounted. Another discussed
the reading process of her daughter, who is currently in seventh grade:
The biggest challenge is her reading. She was a slow reader. But Tamara has
been picking up books all summer long. I think she is starting to overcome this
concern.
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Reading for speed and comprehension are two of the struggles that many students
encounter in school. Since reading is required for all subjects, this is a fundamental skill
that students must master in order to excel in academics. Many strategies can be utilized
when it comes to reading and comprehension, which can effectively help students to
become better readers. Some of these include speed reading practice rounds, breaking
down the passage by underlining important information, and applying question and
answer strategies to the passage being read. All of these serve as valuable tools to help
students read at grade level and above.
A final challenge that parents discussed was that students did not seem to be
retaining knowledge that may have been taught in class. Since new skills build on
concepts taught and learned in previous years, this does serve as a challenge for students
who have difficulty remembering math theories, reading skills, or other essential pieces
of knowledge. One parent wrote that the biggest challenge was “Rentention of
knowledge. Gary (her son) learns well but seems to forget things.” This idea of learning
the concept in the present moment and later forgetting it is true of many students. Being
able to effectively teach students in the manner that they learn best is a substantial
challenge for educators.
Teacher Challenges
In addition to parents, teachers also weighed in on the challenges affecting them
in their classrooms, and with education in general. Teachers described the following
issues as the challenges in education that they face: differentiating instruction and
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effectively using materials to do so, being able to fit all lessons in, covering all of the
necessary standards, certain content areas like English-Language Arts and Science,
having longer days, compensating for gaps in students’ basic knowledge, effectively
teaching mandated curriculum, classroom management, and making learning interesting.
All of these serve as obstacles for teachers in the classroom, where student learning is
involved.
Many teachers described differentiating instruction as one of the main challenges,
as well as being able to effectively teach all of the lessons and skills needed for a given
day or week. One described that her biggest challenge was “differentiating instruction to
meet the needs of all learners, and having enough time in the day to use the different
ancillary materials for those students.” Similarly, another teacher explained that a
difficulty for her involved being able to “plan to meet the needs of all my students”
(whether they were working on a high, medium, or low level). With structured,
mandated curriculum and an already “highly-scheduled” day, many teachers struggle to
efficiently teach, while ensuring that all students are learning to the appropriate level of
rigor. Teachers creatively structure days to meet these goals, but if for some reason an
activity or lesson does not go as planned, many educators must quickly reorganize. This
has implications for the greater goal of student achievement, both at Park Side and in the
larger educational system.
Another challenge that many teachers stressed was being able to “fit everything in
to the day,” despite Park Side’s long hours, which potentially serve as another
complication. Park Side Elementary School’s day begins at 7:30 and ends at 4:00, while
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Park Side Middle School’s day continues on until 5:00. With more time built into the
schedule, meeting the standards effectively (with time left over) should be manageable.
However, due to difficult concepts, classroom management issues, and other problems
that arise, many teachers believe even more time is necessary. Because of this, tutoring
sessions, Saturday School, and other options have been created to allow students more
time to meet and exceed grade level expectations. However, ideally, students should be
able to learn in an efficient way during the day.
Knowing the curriculum and helping students to master standards was also
reported by teachers as one of the areas that can often serve as a barrier to maximizing
learning. Many times, teachers may come into a situation as a new teacher, or may not be
teaching the same curriculum two years in a row. As a result, teachers spend more time
learning the curriculum, and less time thoughtfully planning out lessons. One teacher at
Park Side remarked,
The biggest challenge I’ve experienced in teaching academic content is the fact
that I’ve had to learn a new curriculum and content area (due to teaching multiple
grade levels) in three out of the six years I’ve spent teaching. I believe that I
would be far better at my job if I was able to continuously teach the same subject.
With the fickle economy and an inability to change jobs, many teachers are forced to
teach subjects or grade levels in which they are not familiar. Although most teachers
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improve over time, having a lack of experience and not enough time to improve can serve
as a major impediment to teaching effectively.
The final area in which teachers struggled was in the area of student engagement,
or making learning interesting for students. Several teachers commented on the
importance of fully engaging students, in order to meet the needs of all students and
ensure that learning is taking place. According to one teacher, her biggest hurdles in
instruction are “relating content to students’ interests, finding multiple strategies to
explain the content or make it understandable, and keeping up to date with available
resources.” This teacher touches on the importance of validating students’ learning styles
and skills, which is a key aspect of culturally relevant pedagogy, as discussed by LadsonBillings (2004). By authenticating students’ experiences and capitalizing on these to
effectively teach curriculum, students, teachers, and parents benefit from the outcomes.
Student Challenges
After careful thematic analysis of parent and teacher challenges, student
challenges are perhaps the most important subgroup, since both parents and teachers are
working tirelessly to guarantee that students are achieving academically. Therefore, the
student responses displayed represent a few key areas where improvements could be
made to dramatically change academic results. The matters that serve as challenges to a
majority of students at Park Side involve math concepts learned in the third and fifth
grades, distractions in class, or an inability to focus, too much homework and class work,
a lack of ability in fully understanding academic concepts, and difficulty retaining
knowledge taught or learned.
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Many students in the third and fifth grades mentioned math concepts as one of the
challenges they encounter in school. Specifically, rounding, long division, decimals, and
fractions were listed as concepts needing a great deal of concentration. One third grade
student explained, “It’s hard to round to the nearest ten, nearest hundred, nearest
thousand, and it’s hard to remember how to do it.” This statement not only describes
which concept is difficult, but also touches on the idea of remembering the strategies
used to understand the concept. Retention of knowledge was also listed as a major
challenge for students at Park Side, since so much is required of them. This quote
highlights a student who can articulate what she has difficulty remembering. Another
student eloquently describes his struggle, and reasons how he was eventually able to
figure out the concept:
A challenge for me is finding the greatest decimal. I got confused when they had
a zero at the end. For example, 3.3 and 3.30 what is greater? I would line them
up like this to figure out the answer. That is my greatest challenge.
3. 3
3. 3 0
To effectively put the problem into words is an invaluable skill. Because this student was
also able to articulate what his obstacles in math are by constructing a model to
demonstrate, his skill deficiencies can be helped immediately. The importance of
understanding weaknesses and sharing them in class can be terrifying for a student, but if
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the right classroom environment is created that enables students to ask questions and
share concerns without judgment or frustration, all students will benefit.
Another area of difficulty that almost all of the students who participated in the
survey shared was experiencing a lack of focus, or getting easily distracted by classmates,
as one third grade student expressed, “It’s hard for me to learn when people are getting
me distracted.” Yet another seventh grade student explained that the biggest challenge
for her is “the distractions around me in the room, or if it starts to get boring, I begin to
tune the teacher out and begin to daydream.” Many students expressed similar feelings
on their survey responses, which points to a major obstacle, where the education of Park
Side’s students is involved. Because so many students get distracted, off-task, and out of
focus so easily, effective pedagogical must be put in place, in order to combat this “lack”
of attention being devoted to learning.
Students at Park Side Elementary and Middle Schools also described the amount
of homework or class work as adding to the challenges they face in school, coupled with
not understanding the work that was being assigned. Particularly in the core subjects of
Mathematics and English-Language Arts, several students expressed frustration,
including one fifth grader, who talked about working out equations:
Sometimes some hard things are like when you just get frustrated on a problem
and you keep doing it over and over again.
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This shows the student’s intention to work out the problem, but also describes the
frustration felt when he did not get the correct answer the first time. Many times, student
attempts are often mislabeled as a lack of effort, or considered “laziness.” The quote
from the student demonstrates that many children are putting in the effort, and are in need
of other tools to help them achieve academically.
Reading comprehension, understanding reading strategies, and utilizing all of the
grammar rules were also referenced where student challenges were discussed. Being able
to read, and read well, is one of the most fundamental skills in education. When students
have difficulty reading, they also have difficulty making meaning of what is being
explored. Through reading, students learn math, social studies, history, and science.
When reading skills are not finely tuned, many other academic areas begin to break
down. Many students commented on this, but one particular third grade student shared,
“My hardest thing to do is read words I don’t know.” Students often rely on their ability
to decode words through phonics, which is primarily taught in the first and second
grades. If students lack these skills, reading larger and more complex words becomes a
chore and a frustration, rather than just another part of the curriculum. Teachers must
ensure that students learn the building blocks of reading before attempting
comprehension, because if this does not occur, students will begin to lack confidence and
doubt the academic skills that they already may possess.
A final matter which students believe to be a challenge in education is being able
to retain all of the knowledge previously learned, whether in years past or in the previous
week. Several students expressed this in a number of ways:
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My hardest thing is remembering things.
It is also hard to learn when I don’t remember stuff from long ago.
It’s hard when I have to remember stuff for all trimester.
The biggest challenge I faced was not understanding concepts fully, and when the
quiz or test comes I don’t really know the information.
The biggest challenge I have when learning is having to remember what it is.
All of these responses relate back to the idea of the retention of knowledge, and having
difficulty doing so. Retaining knowledge allows students to build on previous skills, but
also helps advance them to the next grade level. With a large faction of students
expressing this challenge that relates to the retention of knowledge, what is being done to
ensure that students are mastering and storing information and knowledge for the future?
The strategies that students are being taught, in addition to the practices taking place in
Park Side classrooms that support positive academic growth, are crucial for student
achievement, particularly where the educational achievement of African American
students is concerned.
Effective Practices
The ability to effectively teach students so that they not only master information,
but also retain it for the long term, is a challenge facing many educators. Finding creative
yet efficient ways to transfer knowledge to students is a skill that must be finely tuned
over time. However, many educational institutions, including charter schools, are
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utilizing different methods to guarantee positive academic results for their students.
According to parents, teachers, and students at Park Side Elementary and Middle
Schools, there are a number of practices already in place that contribute to the academic
success of students attending Park Side. The final portion of the questionnaire asked the
three subgroups, “What teaching strategies have you utilized (either with your child at
home, or within your classroom) that you have found to be most successful in helping
your student master the standards? Please be specific. You may include strategies
related to a specific subject, or those that relate to a more general approach to teaching.”
For students, the question was modified to ask them how they learn best, when working
to master academic standards (see Appendices A-C).
Parent Practices
As indicated by Park Side parents, many strategies are useful in helping students
to learn material, and several parents took a traditional approach to helping their students
master the standards. Some, however, acknowledged that using a particular learning
style was necessary. According to the answers given by the parents, the most frequent
“strategies” employed by parents included using learning styles that catered to the
personality of the student, taking time to focus on the skill and reading the directions,
while constantly practicing and repeating that skill, having one-on-one time with an adult
to help master the academic task, and making sure that both parent and teacher
expectations are high and strongly communicated. These methods serve as the strategies
that parents use at home to help their students grasp knowledge.
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Perhaps one of the most pertinent matters in education is to be able to understand
how a child learns, and with that, generate lessons that cater to this learning style.
Parents reported that capitalizing on the “intelligence” of the child often leads to
academic success. As discussed by Howard Gardner (1999), the acceptance and
application of a child’s “personal intelligence” can lead to academic success. At Park
Side, many students appear to learn best when delivering lessons that support musical or
kinesthetic intelligence. For instance, one parent pointed out that her son “tends to learn
better when learning with music.” Another parent shared that her child seems to do best
with “things that have music or that keep her busy physically.” Still another parent
shared,
Imani has always been very hands-on. She loves to learn. She is always wanting
to learn more. She loves writing and art, so when I’m trying to teach her
something new we often do it on paper or in some type of art. We always make
songs to help her remember things that I feel are important. For example, when
she was two we made a song on how to spell her full name. She had it
memorized that day.
This parent’s strategy reflects her daughter’s learning styles, and her explanation
describes concrete methods for help her child to comprehend and master knowledge.
Many parents are acutely in tune with their child’s interests, and therefore use them to
their advantage, where understanding information is involved.
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Other parents commented that taking the time to fully read through the
information, processing it, and repeating it constantly is a method that is helpful for their
children. Although this is associated with a more traditional form of schooling, this
method is what many parents learned with when they attended school, and as a result, is
what they feel most comfortable doing. Several parents explained that they believed this
was an important part of success. One shared, “I see repetition, intensity, and in depth
study as important, going over things until they are cemented.” Another parent of a
kindergartener said, “I tape the letters of the alphabet to the back door of my kitchen, and
we review them every night.” One also affirmed,
Repetition! We often times while in the car play, “what plus what equals what?”
We also continued during the summer break, reading every day for 30 minutes
(ten minutes more than during the school year).
Although these activities appear to be obvious and seem somewhat cliché, parents
continue to name them as being effective tools to use, when discussing academic
achievement.
Another idea stressed by parents, where effective practices in education are
concerned, is the idea of working one-on-one with students. Taking the time to process
learning with a student individually can serve as a valuable way to learn what they do and
do not know about a topic. For example, in the survey conducted at Park Side, parents
shared the following comments about working with students individually:
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The best strategy I use is just one-on-one teaching. It adds a personal touch to
teaching.
We sit at the table with no distractions and go over work, making sure she fully
understands everything.
We spend lots of time reading together.
Each of these answers reflects an individual approach to student learning. This is
invaluable for students, as it gives them an opportunity to spend time with adults who
value education and the learning process. Modeling how to move through a process, or
demonstrating how to do something first often allows students to get a better idea of the
task at hand.
A final method for helping the students who attend Park Side, as indicated by the
parents in the survey, are the expectations put forth by them, as well as those put forth by
the students’ teachers. In keeping with the culture of Park Side, the first pillar on which
the school was built is high expectations. This refers to the ability to ensure that students
are receiving the highest quality of learning, regardless of past experience, family issues,
or neighborhood, and are meeting the goals set forth by the teachers. High expectations
involve holding students accountable for class performance and meeting goals, with no
excuses allowed for those not reaching such a level. This also means that teachers must
take an approach that has often been referred to as “firm, but fair.” When this happens,
students understand that positive and negative actions have rewards and consequences,
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respectively. On the whole, parents shared their appreciation for strong communication
and high expectations, as previously noted by the parent who discussed the daily reports
sent home from her child’s teacher. This close relationship between parent and teacher
results in clear expectations for the student, which is the first step in academic success.
Teacher Practices
Teachers often face major challenges, particularly where educating all children
with the highest quality of teaching and learning is concerned. Since the achievement
gap is so pronounced between African American students and their White counterparts,
teachers question what the best practices are for helping students to master information
and advance to the next grade level. Teachers at Park Side were surveyed regarding the
best pedagogical practices for instructing their student population, and various answers
were shared and repeated, with regard to these practices. Most teachers agreed that
backwards planning and making use of assessment data to drive instruction, the use of
visual aids or graphic organizers, and diverse teaching methods to ensure all students
understand, differentiating instruction through the application of workshop, small groups,
cooperative learning, or partner activities, making real-life connections to the
information, and modeling, practice, and repetition, were the most effective ways to help
students reach high levels of academic achievement.
The idea of backwards planning allows teachers to know where they are going
before teaching a lesson. “Backwards planning” involves developing lessons and
assessments before lessons are actually taught, in order to “start with the end in mind”,
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and work to reach that big goal. Teachers at Park Side set big goals for all of their
students, and work to pursue them relentlessly. Additionally, teachers use the data
garnered from the assessments to drive the instruction for the weeks that follow. For
example, if a group of students takes an assessment and masters all standards but one,
teachers might build in a review of the missed standard for the following week. By
understanding students’ strengths and weaknesses, teachers work to ensure that all
standards have been thoroughly mastered.
According to the teachers, another example of an effective practice utilized by
them includes the use of diverse learning styles throughout the day, to help students
better understand. This includes activities such as reader’s theater, choral reading,
games, technology, song, and visual aids. One teacher reflected on this idea of teaching
students “how they want to be taught.” She said, “Games! I make a lot of my lessons
into games. Kids are a lot more involved and retention is better.” By using the learning
styles that appeal to students, material and information can be better received.
A handful of teachers mentioned differentiating instruction, and at Park Side, this
is most often done through small group work, cooperative learning, or a format known as
“workshop.” In workshop, students are given a variety of activities to complete, that
enhance the skills they have already learned. This typically happens in small groups,
where students complete each activity as a team, or may at least utilize the members of
their group to help with the problems. Additionally, while students are working together,
most often, a teacher will be focusing on small group of students who are lacking in a
particular skill. This allows the teacher to have time for individual interaction with
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students, and it gives the students instant feedback with regard to what part of the concept
they are missing. Although most students need an extensive amount of training on what
workshop should look, sound, and feel like, most describe it as one of the best parts of
learning in a Park Side classroom.
One of the most valuable practices teachers depicted, with regard to strategies that
work, was the idea of connecting the information taught to the real world, or making the
information relevant to the students’ lives. Some teachers commented on this,
particularly where the subject of math was discussed. A third grade teacher shared, “In
math, I teach all math all day. I connect everything to math. My students have to pass a
verbal math quiz as an exit exam to go to recess or lunch.” Being able to help students
understand how, when, and where they will use information learned in class is invaluable
for the way they view learning. The technology coordinator at Park Side, who doubled as
an Algebra II instructor last year, also mentioned this as a critical piece for meaningful
learning. He said,
I try to show students where that standard is used in the real world, like how we
use what is taught in class in the engineering section.
With a background in computer and software engineering, he was able to explicitly show
students how math was used in his career. This helped them to understand where this
could truly be applied to life, and how it might benefit them in the future.
The final strategy mentioned by Park Side staff revealed that in some situations,
modeling, practice, and repetition help students to master needed skills. One teacher, in a
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humorous yet serious response, replied that what works for her is “Modeling x 1000.”
The idea of modeling how to do something for students before actually requiring them to
do it is critical for mastery. If students know what the expectations are and how to get
there, there is no limit to what they can and will do. With regard to repetition,
particularly where math formulas and concepts are involved, one math teacher replied
that the best strategy to help his students in math was, “Practice. Practice. Practice!”
Doing something over and over until an understanding is acquired is a life skill that
benefits all students.
Student Learning Styles
The pedagogical practices discussed by both parents and teachers are important,
but the ways in which students reported learning best are the keys to creating an
educational system that works for all students. At Park Side, students listed a number of
methods for helping them to effectively master the standards, and many of these reflected
what the teachers at Park Side are already doing. The approaches to learning that seem to
work best for Park Side students include workshop, small group or working in partners,
utilizing different learning styles (especially hands-on learning), using strategies taught
instead of guessing (such as study guides, taking notes, etc.), participating in one-on-one
learning and being encouraged by the teacher, putting more time in to learning, and
practice and repetition.
The idea of understanding concepts through the use of workshop, small group,
and partners is an initiative that seems to have permeated the culture of Park Side
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Elementary and Middle Schools. Many students appreciate learning in groups, because
they can discuss ideas without feeling like they do not know the answer. Additionally,
peer support often encourages students to take risks and learn in a new way (that might be
conveyed by a student, not the teacher). One student articulated this in her survey
response. She explained, “I learn by being with partners so my teammates can tell me
their ideas so I know that I made a mistake or did it right.” A seventh grade also stated,
The strategies that really help me are getting help from another student (EX: I
have Chantay tutor me always before any history test, and ever since then I have
been getting As on my history tests.)
Many other students highlighted this in their surveys as one of the best ways to learn and
review information. Allowing students to work with one another, either in small groups
or in partners creates discussion, and from this, new ideas can flourish.
Another example of the best pedagogical practices for teaching students at Park
Side involves utilizing different learning styles to help in the learning process. One of the
most common answers given by Park Side students included using song to help
understand difficult concepts. Several students mentioned this in their surveys. A third
grader said, “I like to hear a song because they help us how to do proper and common
nouns, and imperative, declarative, interrogative, and exclamatory sentences.” Another
third grader also stated, “I learn best by singing songs.” Still another verbalized, “I like
to learn by songs. Songs help me learn a lot because you can get up and dance.” Some
students also listed “reader’s theater” as a style of learning, where children play a variety
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of roles to become smoother readers, while simultaneously processing new information.
The idea of learning a concept through music supports the idea of multiple intelligences
described by Gardner (1999) which asserts that there are approximately eight modalities
through which people can effectively process information. Also discussed was the idea
of hands-on learning, which involves utilizing tangible things to aid students in learning.
Specifically, the use of white boards in both English-Language Arts and Mathematics
was indicated as a helpful strategy. In fact, one student even combined two of the
strategies and said, “I also like when we do whiteboards in partners.” Giving students
markers and erasers to work out problems allows for them to make mistakes, but easily
fix them. This is appealing to students, and therefore fosters learning without boundaries.
Training students to successfully use resources provided in class is another
practice appreciated and employed by students at Park Side. Taking notes and studying
them, reviewing study guides that have been teacher-created, creating diagrams to better
process the information, and focusing on the steps involved in solving math problems
also contribute to the academic achievement of Park Side students. According to one
student, “Study guides help me to know the information. Making posters helps, too.”
Using a variety of tools to develop critically thinking students goes hand-in-hand with
Park Side’s mission, and is something teachers strive to do each and every day.
One-on-one learning and teacher encouragement were also listed by students as a
practice that benefitted them in class, where academic achievement was concerned.
Having a supportive individual to guide them through learning is an essential component
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of a positive educational experience. With regard to one-on-one learning and teacher
encouragement, many students mentioned teachers who have helped them. A student in
third grade said, “I like to learn with Ms. G.” Another fifth grader replied, “I wasn’t very
good at math but now Mrs. B helps me at long division, factors, simplifying fractions,
and Algebra.” Being able to rely on their teachers for individualized attention and
knowing that they will grow from that experience allows students to create a strong bond
with their teachers that stays with them throughout the year and provides for enhanced
learning opportunities.
A final theme that emerged from the student portion of the surveys described the
idea of more time, practice and repetition for students, as a vehicle for success at Park
Side. In line with one of Park Side’s five pillars, More Time, which describes the extra
time that Park Side parents, students, and teachers put in, many students believe that
additional time at school is not frustrating, but rather, is helpful. Students participate in a
number of activities after school hours, including tutoring, Saturday School, and
Intersession (which takes place during the students’ break). These extra study sessions
are put in place so that students who are not mastering standards can work to perform at
grade level. One third grade student highlights the importance of tutoring, “I love
tutoring at this school. I love this school because they help me learn better.” Even as a
young student, this child realizes the importance of getting “extra help” and embraces it.
Having bonus time with students to review academic concepts and check for
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understanding is a tangible way to ensure that students will be transformed from
mediocre to high-achieving scholars.
Results of the Focus Group
The results of the focus group conducted by the researcher revealed similar
answers to those that were conveyed through the open-ended questionnaires. Although
the focus group occurred in a structured setting that was purposely meant to stimulate
discussion and conversation, many of the responses given by the focus group participants
mirrored the responses shared by the contributing parents, students, and teachers in the
survey portion. The members of the focus group responded to three different sets of
questions, which centered on the educational experiences of students, parents, and
teachers, the educational challenges facing each of the subgroups, and the practices that
work to improve the academic achievement of the students of Park Side Elementary and
Middle Schools (see Appendices G and H).
Educational Experience
When speaking about the educational experiences of Park Side students, parents,
and teachers, many spoke positively about their experiences at Park Side. The feeling
that most students shared was that Park Side helps students to do better and really focuses
on learning. Additionally, parents and teachers also offered thoughts on previous school
experiences, as well as the value of teamwork and collaboration. The responses provided
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display a general appreciation for Park Side, with an emphasis on the need for
collaboration, and the importance of culture within a school.
One seventh grade student, Synthia, described the experience at her old school, in
comparison to her experiences at Park Side. At her old school, she describes the
traditional school setting, in which she was not successful. She shared,
We would just sit at our desks, and they (teachers) would just talk and talk and
talk… then we would do something, maybe get up and do something on the white
board, but it was just boring, and I wasn’t learning, they wanted to hold us back
because we weren’t doing much, but we didn’t know how to do it or what to
do…then I came to Park Side and started learning. My experience here has been
great because before I came to this school I was going to get held back but Ms. G.
helped me with my ELA and I did better.
Synthia describes boredom and a lack of communication at her previous school. She also
speaks about having a sense of confusion, where her personal academic achievement was
concerned. Her reflection about Park Side shows that students can and will learn, if
given the appropriate learning environment.
Similarly, a parent, Charles, shared his experiences with the traditional
educational system, and explained his dislike for school. Due to a system that allowed
him to ask minimal questions, and never allowed for too much “outside-the-box”
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thinking, he often found himself being scolded by his teachers, or being accused of
distracting others. He recalled,
I think the first three years of school, kindergarten through second grade, I was in
a religious school, so that was serious. But when I got to public school, it was
almost like you weren’t supposed to ask too many questions. Like, you ask
questions and you get to a point, but it wasn’t necessarily that I was asking too
many questions, it was just that when the teacher’s information ran out, that’s
when it became a problem. When they couldn’t answer the question then it was,
“Don’t worry about, let’s go here instead,” and I wanted to know! And so then I
would be talking back, I’m doing this, I’m doing that, and I would get in trouble
so…I think what I’m saying is that I like collaborative more than authoritative
and I think that’s a good thing for classrooms especially for young children who
want to look around, collaborate, and do that kind of learning.
This father of three Park Side students touches on several themes that emerged as
responses in open-ended surveys, as well. He shares his experiences in a public school,
and through this, displays his inability to learn to his full potential, due to stipulations
placed on learning by his teachers. He also supports the idea of group work, or
collaborative learning, in order to improve student achievement. This concept of working
together to get things done was mentioned by both students and teachers in the openended surveys, and serves a concrete way that students can help each other in learning
new concepts, by working together.
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A seventh grade teacher at Park Side Middle School, Kara, commented similarly,
with regard to collaboration among students as being a fundamental part of learning. In
her first year of a doctoral program, she stressed the importance of working together:
I see lots of benefits in collaborating, especially with young children, but I also
see a great benefit with adults because we help each other out just like the kids do,
and when one of us is struggling or needs more support or needs clarification on
an issue I think that’s important learning, that collaborative learning. I think it’s
really a beneficial thing and as I continue on my own educational path, I try to
incorporate that more and more into my teaching practices, because I really see a
benefit in that, so it’s definitely shaped how I teach in the classroom.
Kara’s description of collaboration does not only relate to students, but also extends to
the teachers working at Park Side. By sharing ideas, discussing strategies, “stealing”
activities that have worked well, and communicating about needs and struggles, the staff
is cohesive, which tremendously benefits the students, particularly where consistency and
expectations are concerned.
Another Park Side parent, Nina, who is the mother of a Park Side third grader and
an eighth grader, explains a different educational experience, in being the parent of a Park
Side student. She described the shift in her students’ schedules, and also spoke about the
culture of Park Side:
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We’re actually new to Park Side; this is our second year here, so there was
experience with other schools from the public school system, and that transition
period with the children coming into a longer school day and that kind of thing, so
for them, it was a little bit of a challenge to adapt to that. For myself, I was a little
curious how much you could fit into those hours, with such an extended day,
when they were used to getting out at 2:30 with public schools, but they’ve
adapted rather well to the way that the whole Park Side model works. We’re
really impressed with how engaged they are, that their grades are still up, and that
they’re very engaged in what they are doing, and they are excited about it.
Nina shared her initial concerns about the Park Side culture, after joining the Park Side
family last year. She describes the Park Side pillar, More Time, in her response when she
talks about the amount of time her children spend in school. Additionally, she discusses
student engagement, which is a key to academic achievement, particularly among African
American students. Keeping students engaged fully through an already-lengthened day is
a challenge that many Park Side teachers face. By creating a tight culture, however, and
preparing engaging lessons and activities that cater to students’ interests and
simultaneously address the standards, children thrive.
Alex, the father of a first grader and third grader at Park Side, agreed that the idea
of a strong culture is an essential piece of the puzzle, where the educational experiences
of his children are involved. As a parent, he expressed his gratitude for Park Side’s
culture:
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The kids have been at Park Side for their whole education, and I love the model
from the top down; it works and my kids have responded very well, so I don’t
have anything to contrast that, but I’ve just heard anecdotal stories from other
parents about other schools and things, and that’s a motivator for me to stay here,
because I hear a lot of stories, a lot of other things about bad behavior and so on.
I love the fact that kids wear uniforms, they have that structure, that’s a simple
thing, but I think that’s important, because you know, at that early age it’s
important that they’re not caught up in clothes or anything like that. I’ve had
nothing but positive things happen at this school, so I’m very happy, and my kids
are doing well.
Having invested in the school at an early age, Alex’s children are used to the rigid
structure, rigorous curriculum, and high expectations that Park Side puts forth. Alex’s
children are aware of what a quality learning experience should be, and will continue to
succeed, due to the parental support and high expectations required by both school and
home.
Educational Challenges
Many of the educational challenges addressed in the open-ended surveys were
also mentioned as a part of the focus group. For students, some of these challenges
included the memorization of academic skills, the culture of Park Side, particularly where
high expectations are set for students, and the stress placed on them, regarding their
academic performance on class work and assessments. For parents, having to help their
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children on concepts they have forgotten, catering to their children’s academic needs, and
pushing their children to reach their full potential surfaced as challenges. Finally, for
teachers, being able to fit everything into an already highly-scheduled day, meeting the
needs of all students, and working to improve instruction based on student results
emerged as the challenges they face regarding instruction.
Synthia, the seventh grader who previously spoke about the difference between
her former school and Park Side, spoke about her frustrations where retaining knowledge
is involved. She elaborated,
I think the hardest part is when we have to remember all of the stuff that happened
a long time ago in math or science or history. And we have to think about it, and
then they ask us a question from a long time ago, and you learned it in fifth grade,
and you don’t even remember! And then they have to teach you all over again,
and it’s frustrating.
This idea of forgetting knowledge that was previously taught is in line with the responses
from the open-ended survey, which described the same problem. A third grader, Jarod,
also commented about remembering things:
Some of the challenges are like in the past, like in second and first grade, trying to
remember times and addition, it’s really hard to remember that.
Although Jarod was describing the content area of math, the same issue remains for many
children, regardless of the subject. Students need to be taught in ways that reflect their
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interests, learning styles, and backgrounds. When this occurs, student engagement peaks,
and full attention is paid to the difficult concept.
Students also described the culture of Park Side as a challenge, at times. Park
Side’s teachers demand a great deal from their students. They also believe that every
child can learn and deserves the highest quality of education. Finally, all teachers set
high expectations with regard to academic achievement. One student, Natalia, who has
attended Park Side for four years, shared her thoughts about the culture of Park Side:
Another thing I think was when I first came to this school, because I think like, I
didn’t have high expectations, like we did, but I didn’t, so when I came to this
school I had to do the right thing all the time, the teachers were always watching
you, and so it was hard because I had to adjust to that kind of, and I think I have
changed, but it’s a good change.
Natalia understands the importance of high expectations, but does not necessarily fully
support this, because it is seen as something that is taxing. She recognizes her growth,
but still admits to feeling pushed. Although many students at Park Side do not endorse
the strong culture, rigid structure, and high expectations, they are aware of its benefits,
and therefore eventually accept it. This is another important factor that contributes to the
academic achievement of African American students at Park Side Elementary and Middle
Schools.
Students also described the stress placed on them, regarding their academic
performance on class work and assessments. The pressure to achieve was articulated by
Natalia:
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What me and Tevin talk about sometimes in school is how to keep ourselves
balanced, like we talk about how hard it is to be pushed all the time. Like if you
get something, and you get a good grade on it, it’s always how you keep getting
pushed. And it’s kind of like, ok, can’t I just relax? Can’t I just skate for a little
bit? But you can’t, so me and Tevin and Jamal always talk about ways to push
ourselves, but just relax at the same time.
Natalia mentions the struggle between mediocrity and excellence again. In order to
continuously achieve levels of academic “greatness,” students must continue to be
encouraged, or “pushed,” by their teachers, parents, and role models, in order to truly
accomplish lofty academic goals.
Parents highlighted some of their challenges, including having to re-learn
information previously studied in school, and meeting the needs of their children, while
still fostering academic excellence within them. Stephanie, the mother of Tevin, a
seventh grader working on an advanced level, who also participated in the focus group,
explained her challenge:
My challenge is pushing him (Tevin) to do a little bit more because it comes so
EASY for him. He’s not used to being pushed to the next level like Mr. S. (a
teacher who challenges Tevin) does, so that’s him holding back. And then I have
my first grader who loves to learn, and loves to do homework every single day,
even when she doesn’t have to, so I have two children on two different levels, and
that’s my challenge.
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Balancing the needs of two children with two different learning styles in two different
environments is a challenge for Stephanie, which she must work to meet at home and
within the Park Side setting. Nina, the mother of two Park Side students, illustrated a
similar experience, with regard to her children:
Having three children in the home at three different schools in three different
grade levels with three different personalities and three different learning styles is
a challenge, so when we come home and it’s homework time, my struggle is
flexing my style to work with each of them, so there are some who are self-guided
and some who want me to sit with them even when they know the material and
want me to walk through it with them, so challenging, learning how to flex my
style and sometimes I get frustrated, you know, why can’t you just do your
homework? I know that I have to do something different with each one of them.
Nina’s willingness to sit with each of her children, despite time constraints or other
engagements, demonstrates her commitment to parenting, and to her children’s
education. With supportive parents working at home with students, the teacher’s mission
of teaching students with the highest level of academic rigor becomes much more
attainable.
Teachers also weighed in on academic challenges they face, and many of these
centered on fitting everything in to a tightly packed day and meeting the needs of all
students. As a fifth grade teacher at Park Side for six years, Emilia described her
dilemma, which relates to educating students to their appropriate skill level:
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I have a number of students who, when presented with fifth grade math
curriculum already understand it, for example, I gave them the beginning of the
year assessment and they already scored at proficiency level, so it’s always a
challenge for me. I mean we have so many pieces in place to support those
students who are not doing well: Intersession, after-school tutoring and things like
that, but just giving those students who are mastering the standards at a rapid
pace, or who are mastering the standards, period, a chance to excel and push
beyond fifth grade standards. So it’s not just presenting them with the sixth grade
material and saying, “Here, this is sixth grade material,” but giving them
something they can use, and strategies that they can use to reach that higher level.
Because many children are already achieving at proficient and advanced levels at Park
Side, this is an issue seeking immediate attention. Differentiating instruction by allowing
students to work at their own level, while simultaneously pushing them to their academic
edge, is a huge benefit for all children receiving such support. Kara, the seventh grade
teacher, also shared her thoughts:
A challenge as a teacher is meeting all of the individual needs of the students and
again going back to “How are we coping with this?” is creating a cohort of
teachers and parents; how can we address these things? And I would also say,
and this sounds a little crazy, because we have such long days, but also, getting all
of the curriculum in I find challenging and doing it well. I find that there’s not
enough time in our very long day in our very long year to do everything that I
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want to do with the kids, so that’s a challenge I’m facing, and also just having
enough face time with the parents. Meeting their needs in regards to
communication, so when I think of it as a teacher, those are the three things:
Curriculum and variation of abilities, and then getting that face time. And at the
middle school level it’s almost more difficult than at the elementary level; making
sure we know what all of their needs are and communicating with them on a
regular basis.
Emilia and Kara have similar concerns where differentiating instruction is involved, but
Kara also brings up several important issues which can affect the way that teachers
approach the curriculum, their students, and the families of the students. By working
together, identifying the specific needs of students, and clearly communicating
expectations and progress to both students and parents, the educational experience of
students is enhanced.
Practices That Work
The final segment of the focus group entailed a discussion on the effective
practices that allow the parents and teachers at Park Side to support and promote the
academic achievement of their students. Students described engaging activities (such as
song), practice and repetition, working in groups and partners, and teacher
encouragement as the practices they believed to help them the most, in learning content.
Parents shared that one-on-one time with their children, as well as self-exploration in
conjunction with set expectations were beneficial for their students, and teachers agreed
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that having a “grab bag” of activities and strategies to use at appropriate times works best
for them.
The use of engaging student activities to solidify the understanding of difficult
concepts was highlighted by several students. Tevin, a seventh grader who consistently
scores at the advanced level, explained,
I learn best hands-on, doing some fun activities, like our speed sorts and stuff like
that, and that really helps us reach our goals and have fun while doing it.
This is a concrete example of a student-identified activity that serves as an engaging tool
for promoting student achievement. Natalia also expressed one of the ways that she
believes she learns best. She said,
I think I like songs, like, the verb song, and I still remember that, but for some
reason I can’t remember direct and indirect objects, and when I have a song in my
head like the verb song, pronoun song, and those, they work. I think songs and
things, and moving around really helps me learn, and posters, like in Ms. B’s
class, or like the posters we used to do in sixth grade, when you (Ms. G) gave
every group a section and we wrote everything down and summarized in our own
words and listened to everybody’s presentation.
Natalia emphasizes the use of different intelligences to understand material. She speaks
about the use of song to help her retain material, and also describes creating visuals and
synthesizing information within small groups to better comprehend knowledge. Through
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this, she demonstrates that when students learn information in the format that makes
sense to them, it benefits them immensely.
Practice and repetition, in addition to teacher support was also mentioned briefly,
but many students mentioned working in groups or partners. Through this collaborative
effort, students begin to become more confident in a subject or on a particular concept.
Tevin, the seventh grade student, rationalized,
I forgot one of the strategies I like, and it’s kind of like a double-edged sword, but
it’s working in groups. One if you do it really well you all start to get it together,
and each one of you knows a question and knows each other’s questions and all
that, but it’s bad when there’s like a group next to you and you can’t hear
anything.
Tevin elucidates on the strengths and weaknesses of working in groups, which provides
an honest look at the situations students may find themselves in within the classroom. By
joining forces and pooling resources, students can recognize the value of teamwork and
eventually use it on their own.
Parents involved in the focus group described the methods used that they
considered most successful; many responses pointed to one-on-one support for students
during homework and study time. Alex, the father of two Park Side students, reported his
home practice:
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I thought back to when I was a child and my parents weren’t very interactive with
me as far as doing homework, I don’t have too many memories of them helping
me do my homework, so I think it was a conscious decision. We have a pretty
structured setting, I mean not as far as time or anything, but when we do it, we sit
down and with my older and younger son, we sit at the table and just try to focus
on it, and I sit in the middle and answer the questions they have, and while it
seems kind of long, I just wanted to be a lot more interactive as a parent.
Recalling his own experiences, Alex stresses the importance of interaction in the home,
where class work, home work, and academic concepts are concerned. With a high level
of parental participation in the educational process, students learn the importance of
studying, having a good work ethic, and being able to lean on a parent for support if the
need arises.
Teachers also reflected on the practices that seem to work best, where improving
academic achievement is involved, and most agreed that not one strategy works best, but
rather, it is necessary to have a variety of practices in one’s repertoire that can be used at
the precise moment. Emilia, one of Park Side’s fifth grade teachers, expounded on this:
One of the strategies that I think that works really well is just having a grab bag of
strategies to pull from and consistently using these. Something I heavily rely on
is the workshop model, which is where they are really working together, and I set
the expectation or the guideline, and then as you (Charles) said, getting the end
result, here’s where we need to be, here are your tools, and then watching students
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get there, and seeing them get themselves from A to B with guidance, and as
Natalia was saying, the song and dance, getting students out of their chairs and
getting them to move around has really been a benefit.
In her reflection, Emilia references several strategies that have been discussed, including
the idea of workshop (or small group work), engaging activities (such as song and dance),
and self-exploration of the material. By utilizing all of these practices in the urban
classroom, a culture of focus and academic success begins to take shape.
Findings and Discussion
Based on the results obtained in this study, several conclusions can be drawn
about educational experiences and challenges, and the practices that work best for
students, parents, and teachers. Through the results garnered from the open-ended
survey, and more specifically, through the focus group, insight into the educational
challenges facing African American students, their parents, and those who educate them
was gained.
Where educational experience was explored, most students, parents, and teachers
shared an appreciation for the academic and social culture of Park Side, but cited
previous examples of schools that did not follow this same model. Additionally, despite
the fact that many students were ambivalent upon first entering Park Side, these feelings
eventually disappeared, as many parents and students began to experience improved
levels of academic achievement (where student performance was concerned). This also
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related to the feelings of parents and students about past educational experiences. The
overall consensus of the three subgroups was that a level of mediocrity was present
among parents, teachers, and other students in many of the public schools previously
attended by current Park Side students. This was in large contrast to Park Side, which all
subgroups believed to have a strong culture of discipline and academics.
The research done also suggests that African American students struggle with
having a lack of focus and being easily distracted, particular math concepts throughout
the grade levels, difficult work as a result of the high expectations placed upon them
(students), and the retention of knowledge from year to year. Similarly, parents
mentioned their students’ inability to focus and retain knowledge, as well as the difficult
concepts their children must learn. With regard to academic concepts, parents also cited
that not being able to help their children master information was a problem, especially
when the material was unfamiliar to them, and they were unable to apply previously used
strategies. Teachers stressed differentiating instruction and meeting the needs of all
students as a major educational challenge, and described the frustrations that come with
it. Additionally, the issue of consistently making learning interesting appeared to be
something that Park Side teachers found to be a challenge.
As a final area of focus, the parents, teachers, and students included in the openended survey and focus group specified the practices that have helped their children and
students, or them, achieve academically. Parents explained that practice and repetition,
one-on-one interaction, and the use of a particular learning style to help their students
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understand concepts served as the most successful strategies for educating Park Side
students. Similarly, high expectations put forth by both parents and teachers served as an
important catalyst for academic success. In addition to high expectations, most teachers
agreed that the workshop model (which involves small group or cooperative learning),
making information relevant and interesting to students, teaching in an engaging way (i.e.
using song or hands-on learning), and constant practice and repetition served as the ways
in which Park Side teachers help students academic concepts in the classroom. In
particular, several teachers agreed that having a number of different strategies to use
within the classroom is valuable and essential, in order to keep students constantly
thinking and growing. Students also communicated the ways that they felt they learned
best, and these included the use of engaging teaching methods (such as song and handson), one-on-one learning and teacher encouragement, workshop and small group
learning, practice and repetition, and more time, to authentically master information.
Although there is not one pedagogical practice that appears to work best to meet
the needs of the students at Park Side who shared responses, the presence of a handful of
quality efficacious strategies seems to aid in the academic achievement of the students at
Park Side, who are predominantly African American. Through reflection on the openended questions in the survey and participation in a focus group, parents, teachers, and
students at Park Side effectively shared their educational experiences, challenges, and
practices that they have found to work well. Many of the themes that emerged from the
conversations with parents, teachers, and students mirrored each other, and were shared
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by multiple participants from both the open-ended survey responses and the focus group.
In understanding students’ weaknesses and areas of need, parents and teachers can work
together to effectively educate them by utilizing the strategies discussed and raising the
level of academic achievement to new heights.
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Chapter 5
CONCLUSION AND RECOMMENDATIONS
In the present-day educational system, there exists a wide achievement gap
between African American students and their White counterparts, where academic
achievement in the core subjects (English-Language Arts and Mathematics) is concerned
(California Department of Education, 2008; Lewis et al., 2008; The Education Trust,
2008; United States Department of Education, 2008). Additionally, the lack of African
American students achieving at proficient and advanced levels nationwide has prompted
many researchers to examine the causes of this injustice, and explore new ways to
effectively educate these students (Haynes, 2005; Howard, 2001 and 2002; LadsonBillings, 1995). Contemporary research conducted by Foster and Peele (2001), Howard
(2001 and 2002), Young, Wright, and Laster (2003), and Haynes (2005) suggests that
African American students can reach high levels of academic achievement, when
provided with an optimal learning environment which caters to the students’ learning
styles. This learning environment includes the creation of positive relationships with
teachers and school staff members, the use of a pedagogy that is culturally relevant, and
the practice of culturally responsive teaching. When these elements are put into practice,
the research implies that they positively impact the academic achievement of African
American students.
The action research conducted in the study indicates that several factors
contribute to the academic achievement of African American students in an urban charter
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school setting. Parents, teachers, and students from the charter school who participated in
the research study revealed a number of efficacious practices that are believed to have an
influence on the academic achievement of the African American students attending the
charter school, in a positive way. Through the distribution of an open-ended survey and
the organization of a focus group, a number of themes emerged as effective practices for
successfully educating African American students. By thoroughly analyzing these
strategies, both in the context of the school and the students’ homes, a better
understanding of the school experiences of African American students, the challenges
they face, and efficacious strategies that work to educate them is gleaned.
According to parents, a variety of strategies have worked to help educate their
children in the area of English-Language Arts and Mathematics. The majority of Park
Side parents reasoned that one-on-one time with their children, the use of learning styles
that cater to the personality of their student, taking time to focus and reading directions
carefully, practicing and repetition, and high parent and teacher expectations, in
conjunction with self-exploration were beneficial for their students. Research conducted
by Rankin and Quane (2002) supports the idea of parental involvement as a way to foster
academic achievement among students of color. By working in a one-on-one setting at
home with their child and communicating with the student’s teachers to reinforce high
expectations set by the school setting, parents can further the academic progress of their
student. Additionally, by helping students practice academic concepts on a regular basis,
whether repeatedly or as a part of a daily routine, a culture of learning is cultivated. As a
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final point, giving students permission to explore information freely through a variety of
activities, while simultaneously guiding them to reflect, process, and apply the newly
acquired knowledge is at the heart of critical thinking and culturally relevant pedagogy.
Based on teacher responses and reflection, similar strategies to those described by
parents were also mentioned by Park Side educators. These pedagogical practices
involve the use of diverse teaching methods to ensure mastery of concepts, differentiating
instruction through the application of workshop, small group work, cooperative learning,
or partner activities, making real-life connections to the information, modeling, guidance
and practice, and in essence, employing a “grab bag” of strategies to be used when
needed serve as essential components of effective teaching. Through the thoughtful
implementation of these strategies by dedicated instructors, student results at Park Side
have increased tremendously. As described in research carried out by Foster and Peele
(2001), this study reinforces that the use of culturally responsive teaching, as
demonstrated through the examples of hands-on learning, song, and other methods
described by the survey participants, appears to be one of the main ways through which
African American students reach high levels of academic proficiency.
With respect to the student responses, the research study suggests that strategies
recommended and utilized by their adult advisers were congruent with the answers given
by the students. Similarly to both parents and teachers, students reported “learning best”
through working in groups and partners, participating in engaging activities (such as
song), practice and repetition, and teacher encouragement, as evidenced through the
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reflections on the open-ended surveys and the focus group. These findings show that
students are responsive to the methods described by their parents and teachers as being
“effective,” and also demonstrate the students’ abilities to articulate what helps them to
learn best. Congruent with research conducted by Secret (1998) and Young, Wright, and
Laster (2003), the findings of this study support that it is crucial for educators to cater to
the needs of all learners, regardless of their learning style. Based on answers given by
students in both the open-ended surveys and focus groups, most learners at Park Side can
be classified as global learners, who require more hands-on learning and stimulation.
These learners must be able to visualize what they are going to learn. According to
Young, Wright and Laster (2003), “not only does this learner need to see, touch, and
move when processing information, the global learner also responds to word pitch and
feeling” (Young, Wright, and Laster, 2003, p. 519). By addressing students’ learning
styles, taking the time to get to know students and how they learn best, and utilizing these
strategies within the classroom, the academic achievement of African American students
is positively affected.
The findings of this research suggest that these strategies help to raise students to
high levels of academic proficiency. However, it is important to note that although the
research provided was conducted through qualitative analysis, the presence of hard
results in the educational system is essential, in order to back up assumptions or
suppositions with quantitative data. On the 2008-2009 CST (California Standards Test),
the students of Park Side Elementary and Middle Schools scored at 63% proficient or
advanced overall in the core subject of English-Language Arts and 76% proficient or
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advanced overall in the core subject of Mathematics (California Department of
Education, 2009). Based on the results earlier discussed in the study regarding the
national, state, and city statistics on the achievement gap between African American
students and their White counterparts, Park Side Elementary and Middle Schools have
closed the achievement gap between the two groups. Though the practices discussed in
the research study cannot be proven to specifically cause the increased academic
achievement of African American students, the data suggests that the strategies utilized
by Park Side teachers and students correlate to the numerical scores.
In schools across the nation, the achievement gap between African American
students and their White counterparts is pronounced (The Education Trust, 2008).
Particularly in urban areas throughout the country, research suggests that African
American students are performing at levels far below White students (Lewis, et al.,
2008). In some areas, however, students are working to eradicate these statistics, by
finding ways to become academically resilient. These ways include having positive
relationships within supportive networks (Arrington & Wilson, 2000; Somers, et. al,
2008), having parent involvement and monitoring (Rankin & Quane, 2002), athletic
investment (Hawkins and Mulkey, 2005), participating in school membership (Adelabu,
2007), participating in mentor and after school programs (Woodland, 2008), having
effective teachers and creating strong teacher relationships (Foster & Peele, 2001;
Howard, 2001), and implementing a culturally relevant pedagogy through culturally
responsive teaching (Haynes, 2005; Ladson-Billings, 1995; Young, et. al, 2003). By
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putting a culturally relevant pedagogy into practice and employing culturally responsive
teaching in the classroom, African American students can learn to grow and develop
academically in an environment where teachers support their culture, understand their
educational needs, and work relentlessly to ensure high levels academic proficiency.
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Appendix
APPENDIX A: Open-Ended Survey Questions
TABLE 1
Open-Ended Survey Questions for Parents
______________________________________________________________________________________
Best Educational Practices Questionnaire: Parents
Name: ________________________ (Optional)
Please circle one.
I am a:
parent
student
teacher/administrator
Grade Level(s) of (Your) Student(s): ___________________________
Please take the time to answer the questions below to the best of your ability. Your honesty is appreciated
and encouraged.
What is/are the biggest challenge(s) you’ve experienced (with your child) where learning academic
content is concerned?
Please describe your child’s educational experience up to this point. Feel free to include both
previous and current school experience.
What teaching strategies have you seen, or what teaching strategies do you use at home, that you
have found to be successful in helping your child? Please be specific. You may include strategies
related to a specific subject, or those that relate to a more general approach to teaching.
120
APPENDIX B: Open-Ended Survey Questions
TABLE 2
Open-Ended Survey Questions for Teachers
______________________________________________________________________________________
Best Educational Practices Questionnaire: Teachers
Name: ________________________ (Optional)
Please circle one.
I am a:
parent
student
teacher/administrator
Grade Level(s) of (Your) Student(s): ___________________________
Please take the time to answer the questions below to the best of your ability. Your honesty is appreciated
and encouraged.
What is/are the biggest challenge(s) you’ve experienced where teaching academic content is
concerned?
Please describe your teaching experience up to this point. Feel free to include both previous and
current school experiences, as well as how this has shaped you as a teacher.
What teaching strategies have you utilized that you have found to be most successful in helping your
student master the standards? Please be specific. You may include strategies related to a specific
subject, or those that relate to a more general approach to teaching.
121
APPENDIX C: Open-Ended Survey Questions
TABLE 3
Open-Ended Survey Questions for Students
______________________________________________________________________________________
Best Educational Practices Questionnaire: Students
Name: ________________________ (Optional)
Please circle one.
I am a:
parent
student
teacher/administrator
Your Grade Level: ___________________________
Please take the time to answer the questions below to the best of your ability. Your honesty is appreciated
and encouraged.
What is/are the biggest challenge(s) you’ve experienced when trying to learn something?
Please describe your school experience up to this point. Feel free to include both previous and
current school experiences, as well as how this has shaped you as a student.
What learning strategies have helped you to best master the standards? Please be specific. You may
include strategies related to a specific subject, or those that relate to a more general approach to
teaching.
122
APPENDIX D: School Experience, Open-Ended Survey Data
TABLE 4
School Experience
______________________________________________________________________________________
Experience with Schooling
______________________________________________________________________________________
Parents/Guardians
Positive experience, but student could be challenged more
Good, with room for improvement
Negative experience at previous school, but student is excelling at
charter school*
Frustrating, due to child’s learning disability/gifted ability and a lack of
support
So-so; student has had difficulty warming up to charter school
Teachers
Passion for working in Title 1 School
Appreciation of school culture and what school represents*
Prefers to work with a certain grade level
More time spent at charter school vs. public school districts
Middle class experience
Reception of constructive feedback at one school, compared to none at
a previous school
Lack of experience
Variety of positions over the years*
Students
Uniforms
Having inconsistent teachers, grades, or feelings about school
Having clear culture, rules, expectations vs. not believing in students
(old school)*
Having “good” (strict/focused) teachers or parents to support*
Old school traditions differ from new school traditions (Park Side)
Longer days/more to accomplish
Constantly learning new things and being challenged at Park Side*
*Denotes themes mentioned by five or more individuals in that particular subgroup
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APPENDIX E: Challenges in School, Open-Ended Survey Data
TABLE 5
Challenges
_____________________________________________________________________________________
Examples of Challenges in School
________________________________________________________________________________________________
Parents/Guardians
Lack of stimulation/motivation*
Acceptance of student’s learning style
Communication between parent and teacher*
Expectations for based on ability*
Student lack of focus on work/homework/Easily distracted*
Utilizing school resources fully
Difficulty with students understanding academic concepts or work*
Reading comprehension/English-Language Arts*
Middle school science
Retention of what was learned*
Organization
Teachers
Differentiating instruction/Effectively using materials to do this*
English-Language Arts (as a content area)
Science (as a content area)
Fitting all material in/Covering all standards necessary*
Longer days
Few Visual and Performing Arts standards taught
Gaps in students’ basic knowledge*
Effectively teaching mandated curriculum*
Classroom management
Student engagement/Making learning interesting*
Students
Third grade math concepts*
Fifth grade math concepts*
Lack of focus/distractions in class*
Getting along with others
Excessive homework/class work*
Difficulty in understanding academic concepts*
Reading comprehension and grammar*
Retention of knowledge*
Lack of support
Testing
Giving up/Failing
*Denotes themes mentioned by five or more individuals in that particular subgroup
124
APPENDIX F: School Experience Open-Ended Survey Data
TABLE 6
Learning Strategies That Work
______________________________________________________________________________________
Examples of “Learning Strategies That Work”
______________________________________________________________________________________
Parents/Guardians
Exploration and discovery of new concepts
Self-teaching
Student engagement based on personal learning style (musical,
kinesthetic, etc.)*
Student-led conferences
Utilizing older siblings
Taking time/Slowing down
Repetition/Practice*
Asking questions
Training in leadership
One-on-one help*
High/strong parent and teacher expectations*
Teaching test-taking skills
Group work
Manipulatives
Teachers
Backwards planning
Use of visual aids, graphic organizers, etc. to aid student achievement
Using different learning modalities to ensure student understanding of
concepts *
Differentiating instruction*
The use of assessment data to drive instruction
Review
Strong home/school connection
High/strong parent and teacher expectations
Workshop/small group/cooperative learning*
Technology
Making real-life connections*
Practice/repetition
Applying reading strategies to all parts of the curriculum
Students
Workshop/small groups/cooperative learning*
Utilizing different learning modalities (musical, kinesthetic, reader’s
theater, visual aids, etc)*
Working in partners*
Focusing on results
Hands-on learning*
Using strategies taught in class (study guides, taking notes, test-taking
strategies, etc.)*
One-on-one learning/Teacher encouragement*
Student incentives
125
More time: Tutoring, Saturday School, etc.*
Field lessons
Having a strong work ethic
Asking questions
Practice/Repetition*
*Denotes themes mentioned by five or more individuals in that particular subgroup
126
APPENDIX G: Focus Group Questions
TABLE 7
Focus Group Questions for Parents and Teachers
______________________________________________________________________________________
Please introduce yourself and tell briefly what role or roles you have in the school—what grade(s) you
teach if you are a teacher, or if you are a parent, what grades your children are in.
Experience:
1. Describe your (or your child’s) past experience with the educational system and/or learning/teaching
curriculum?
2. How has this shaped your current approach to education?
3. What, if anything, have you taken away from that experience?
Challenges:
1. What are the challenges that you have encountered in teaching/helping your child with academic
content?
2. What did you find difficult about that situation?
3. How did you cope with that?
Strategies That Work:
1. What are the strategies that you have used to help your child learn material?
2. Describe the way(s) that your child learns best/you teach best.
3. How does this help your child/students to be successful in classes?
127
APPENDIX H: Focus Group Questions
TABLE 8
Focus Group Questions for Students
______________________________________________________________________________________
Please introduce yourself and tell briefly what grade you are in, as a student at Park Side.
Experience:
1. Describe your school experience.
2. How do you feel about school?
3. Does it change the way you think about school?
Challenges:
1. What is the hardest thing for you about school?
2. Why was/is it hard?
3. How do you deal with that?
Strategies That Work:
1. What do you do to help you learn?
2. How do you learn best?
3. How does this help you reach the goals you want in your classes?
128
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