Secondary school reform and improved math achievement: a case study of site efforts at Mission Valley High School

Unrestricted The purpose of this study was to learn more about how urban high schools successfully bring together policy initiatives and local best practice to improve math performance in their schools. In a case study of an urban high school in the Los Angeles area of Southern California, five research questions focused on the pattern of student achievement in math, policies and practices related to improved achievement in math, the change process used at the school, the leadership practices and the strategies used by the principal who was not an expert in math. Results indicated that leadership from a variety of sources all worked to focus efforts on standards-based instructional practices to move the school forward.; School leaders had the unique opportunity to build their school from the ground up and focused on building a positive school culture, human resources issues and the implementation of standards-based instruction. School pride and an emphasis on academics was established using symbolism, ceremonies and rituals. Hiring the best teachers possible and assigning teachers strategically ensured that the neediest students were taught by strong, veteran teachers. Leadership was effectively distributed in the delegation of important academic duties to the assistant principal and math department chair.; As urban high schools seek to improve student achievement in math, the findings and conclusions from this study can provide useful insight into instructional and leadership practices that may prove effective for teachers and site and district administrators working to improve student achievement in math. Future research is warranted in light of the need to learn more about how similar efforts may prove effective in other core areas such as English and Science, with specific sub-groups of students and how isolated areas of excellence thrive in otherwise stagnant educational environments.