Abstract
Purpose. The purpose of the study was to determine: (1) language arts curriculum, instructional strategies, and additional school-related factors used with students who achieved high scores on California Assessment Program tests in reading and writing during the 1986-87; 1987-88; 1988-89; and 1989-90 school years in grades three and six in schools in low socioeconomic areas; (2) language arts curriculum, instructional strategies, and additional school-related factors used with students who achieved low scores on CAP tests in reading and writing during the 1986-87; 1987-88; 1988-89; and 1989-90 school years in grades three and six in schools in low socioeconomic areas; and (3) similarities and differences between language arts curriculum, instructional strategies, and additional school-related factors used in the group of schools which produced high achievers and in the group which did not. Methodology. The study was a descriptive case study. Six schools--3 high performing and 3 low performing in low socioeconomic areas were examined to determine what strategies were used. Structured interviews with teachers and principals were used to gather the information. Findings. The following findings were discovered in high-performing schools: (a) curriculum is skills based; (b) numerous, varied, interactive instructional strategies; (c) high expectations for students; (d) strong supportive instructional leadership; (e) high parental involvement; (f) use of phonics instruction; (g) ability grouping used for skills instruction; (h) adequate, ongoing staff development aligned to reading program; (i) continuous monitoring of student progress to adjust instruction; (j) curriculum alignment, positive attitude, and staff collaboration. The following findings were common to the low-performing schools: (a) curriculum is not skills based; (b) limited variety of instructional strategies; (c) mixed expectations for students; (d) principals were not identified as being supportive or as instructional leaders; (e) little parental support; (f) limited use of phonics instruction; (g) not all teachers grouped for skills instruction; (h) inadequate staff development; (i) less frequent monitoring of student progress. Conclusions. When there is a systematic, skills-based curriculum, delivered with a variety of instructional strategies, and when strong leadership, parental support, curriculum alignment, high student expectations, and relevant staff development are present, then CAP test scores in realized writing were higher at schools. Recommendations. District personnel, school board members, and instructional staff at elementary, junior high, and high schools should become knowledgeable about the elements that contribute to an effective school. Effective schools elements should be in place at every school so that all students can succeed academically. Universities should include courses on how to create a climate and effectively implement the components that contribute to an effective school.