| It is evident an achievement gap exists in our nation's schools. There is a strong connection between areas of concentrated poverty and low student achievement. The purpose of this study was to develop an understanding of what a high-poverty/high-performing school is doing that enables it to be successful. In this investigation, the researcher employed a qualitative case study methodology of one unusually effective, high-poverty/high-performing, 90/80 school.;The results of this study describe the unique environmental, personnel, and principal leadership characteristics that supported the success of this 90/80 school. These findings in regards to coding, sorting, and data patterning comprised core themes that surfaced throughout the mesh of information gathered in the interviews, observations, and document analysis of the school. The following themes were prevalent in the research conducted at this school: school-wide positive behavior program, structured communication, diverse opportunities to learn, culture of collaboration, caring environment, financial integrity, and a school of parent engagement.;The researcher suggests the following implications based on the results of the research and review of related literature. In high-poverty schools, it is essential that teachers, principals, and parents utilize the schools' resources to its fullest extent in taking advantage of opportunities for students to maximize their learning. In high-poverty schools, it is important that principals demonstrate collaborative leadership, operate with a code of ethics, inspire a shared vision, and provide opportunities for the staff to collaborate in developing an ongoing school vision. A culture of collaboration is essential to the success of high-poverty schools. In high-poverty schools, teachers are more effective when they build positive relationships with each other and work together in meeting the same goals. The evidence collected in this study also supports the notion that staff members in high-poverty schools are more effective when they develop personal connections with the students. Consistent with the findings of this study, student achievement is higher when the staff cares about the students and believes that all students can reach a high level of academic and behavioral expectations. |
