Abstract
Purpose. The purpose of this study was to assess the leadership capacity conditions that exist in California elementary Title I Academic Achievement Award schools. Leadership capacity was assessed using the six critical features of a school with high leadership capacity developed by Linda Lambert (1998a, 2003a): Methodology. The research methodology used for this study was descriptive. This study included data collected from forty-one principals of Title I elementary schools identified by the California Department of Education as 2005, 2006, and 2007 Title I Academic Achievement Award Schools. Principals of the selected schools responded to a self-administered questionnaire specifically designed to gather information about the characteristics of leadership capacity within their schools. Findings. The quantitative data gathered in this study indicate that the California Elementary Title I Academic Achievement Award Schools participating in the study exhibited the highest degree of skill and participation in leadership capacity practices of: (1) focusing on student learning, (2) using data/evidence to inform decisions and teaching practices, (3) talking with families about student performance and school programs, (4) providing feedback to children and families about student progress, (5) making time available for staff learning to occur, (6) teaching and assessing so that all children learn, and (7) performing collaborative work in large and small teams. Conclusions. Participating schools exhibited a high degree of skill in the development of leadership capacity at their sites and were involved in broad-based skillful participation in the work of leadership, had a shared vision, used data to inform decisions and practices, showed signs of strong or improving modes of collaboration and a sense of collective responsibility, were involved to some degree in reflective practice, and showed signs of high or steadily improving student achievement. Recommendations. Further study recommendations include conducting a more comprehensive study of teachers, parents, and community members; developing a comparison study between Title I Academic Achievement Award Schools and similar Title I Schools not recognized as Academic Achievement Award Schools; and replicating this study with middle and high school Title I Academic Achievement Award Schools.