Abstract
Purpose: The purpose of this study was to identify effective strategies used by principals of high-poverty, large high schools with more than 70% minority student population, that overcome the barriers identified for high poverty in the literature. Methodology: Descriptive research was used to gather qualitative and quantitative data to identify strategies used by principals in large, comprehensive high schools with a large minority high-poverty student population. The participants in this study were principals from 12 high schools in Southern California: 6 high-performing high schools and 6 other high schools. The principals responded to a 2-part interview. The first part included a principal's survey. The second part of the principal's interview included a telephone interview. Findings: An examination of qualitative and quantitative data identified common effective strategies used by high-poverty high schools. Principals of high-poverty high schools encouraged cultural responsivity. The teaching staff worked collaboratively and participated in PLCs. The principals used data to develop classes, interventions, and programs. Schoolwide expectations were developed, displayed, and adhered to by students and staff. To empower the staff, professional development was provided to promote/encourage excellent teacher quality and effectiveness for the entire staff. The principal developed systems and programs for staff and students to develop a positive school environment and positive relationships. Conclusion: Leaders in education must be aware of the challenges students face and be willing to take the steps to make a change. Awareness of the racial, social, and emotional constructs of poverty is the first step to addressing the issues present in American schools. Recommendations: The findings of this study indicate a need for further research in the following areas: (a) Conduct a replication of this study and include the teachers' perspectives in regard to race and poverty, (b) Conduct a study on the sustainability of achievement gains in high-poverty high schools, (c) Conduct a study on successful students in high-poverty high schools and the impetus to keep them successful, and (d) Conduct a study on the achievement gap of minority students who are not socioeconomically disadvantaged.