Abstract
Purpose. The purpose of this study was to identify the instructional leadership strategies and programmatic materials employed by two elementary principals in an urban school district whose fifth-grade students from low-income families tested highest in reading and language skills over a three-year period of time between 1997 and 2000. The research questions sought to determine if the two high-scoring schools tested significantly higher than the two lowest-scoring schools. The study also looked at the four schools staffs' rated perceptions of their instructional programs to ascertain significant differences. Finally, the similarities and differences in the leadership strategies of the four principals were examined. Methodology. This study combined both a qualitative and quantitative approach to research. It used archival testing data and appropriate statistical methodology to address the research questions. A researcher-prepared questionnaire assessed the staffs' perceptions of their school's instructional program. The four principals were personally interviewed by the researcher to ascertain their instructional leadership strategies and methods. Findings. The following findings emerged from this study: (1) the high-scoring schools performed at a level significantly higher than the low-scoring schools in reading and language arts; (2) the staffs at the high-scoring schools rated their instructional programs significantly higher than the low-scoring schools; (3) principals at the high-scoring schools were more experienced, had more qualified teachers and were more committed to a data-driven instructional program supported by research-validated programmatic materials. Conclusions. The leadership style of the principals from the high-scoring schools with 20+ years at tenure at their respective schools, was a contributing factor in the success of their school's program. Their willingness to assess all new students enrolling in their school for correct placement, retain low-performing students in the primary grades, their constant monitoring of students performance and their commitment to continuous professional development activities and additional instructional time for at-risk students, created a winning team with exemplary results. Recommendations for future research. The following are recommendations for future research: (1) longitudinal studies to determine if gains in reading and language arts made at the elementary level are sustained at the eighth-grade level in schools in low-income urban communities; (2) a study to determine if retention and/or reclassification of primary-level students was beneficial; (3) a study comparing schools using the Open Court reading program with those who do not.