Abstract

This study examined the practices of three faith-based charter schools with sustained student enrollment within the Metropolitan Detroit area. Qualitative data analysis methodologies were used to identify the similarities and differences between the structural components/correlates manifested within these three schools and Effective Schools Research. The goals of this project were two-fold. The first goal was to look in-depth at the internal make up of three separate institutions to identify whether or not they aligned to the tenets of Effective Schools Research. The second goal was to compare these tenets across schools to identify their similarities and highlight their difference in an attempt to provide possible explanations for their success. The objective of this project was to identify, for administrators and the educational community, elements within these schools that may have been effective in sustaining enrollment and viability, and might be identified as or perhaps labeled among research-based best practices for urban charter schools.  A combination of adult entrepreneurs and leaders from three successful charter schools were formally interviewed. Each participant was interviewed separately for thirty to sixty minutes on their own individual campuses. A twenty-one question interview protocol was used to extract information, beliefs, ideals and perceptions from leaders in reference to the five original correlates of the Effective Schools Research. A non-participatory facility walkthrough was conducted at each individual campus and an informational document review was performed for each school. The study concluded that all three schools shared total alignment in three of the five correlates: (a) High Expectations for Student Success, (b) Frequent Monitoring of Student Performance, and (c) Safe and Orderly Schools. In addition to this alignment, however, schools held unique qualities which may also contribute to their individualized success. The remaining two correlates, (d) Strong Administrative Leadership, and (e) A Focus on Basic Skills, revealed a distinctive dissimilarity in leadership style and their approach to student mastery of basic skills.

Library of Congress Subject Headings

Dissertations (EdD) -- Educational leadership, administration, and policy

Date of Award

2012

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Barner, Robert;

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