Student Achievement in High Performing, Suburban Middle Schools and Low Performing, Urban Middle Schools

Abstract

Utilizing a qualitative, multisite case study design and the theoretical framework of Hoy and Hannum (1997), the design and execution of this research investigates plausible explanations for the difference in student achievement between high performing (HPS) suburban middle schools and low performing (LPS) urban middle schools. Aside from the great disparity in SES, test scores, and funding, findings show stark contrasts between the 2 types of schools with regard to the technical, managerial, and institutional levels of the schools’ organizational health (i.e., teacher efficacy, curriculum articulation, student expectations, collegiality, instructional leadership, institutional integrity, etc.). Outlining quick fixes and easy-to-follow reform initiatives that are not so easy to achieve is a grave disservice and, under these circumstances, promoting best practices as an ecological package promotes false hope. The power of this study encourages us to move away from the structures per se and return to the deeper meaning and purpose under girding them.

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