| Increased school accountability has intensified the scrutiny of research-based school reform models, particularly those intended to increase student achievement. Purportedly, one such model is the Learning Focused model. Although many at-risk schools utilize this model, there is little independent research that has assessed its ability to do what it claims, namely, improve student achievement and school culture. This study examined the theoretical frameworks embedded within the Learning Focused model and their connection to higher student achievement scores on the Georgia Criterion Referenced Competency Test (CRCT) and to a more positive school culture. Quantitative research questions determined (a) the statistical difference between CRCT scores in a Learning Focused school and a nonLearning Focused school, and (b) the improvement rate of a Learning Focused school compared to a nonLearning Focused school. The qualitative guiding question asked how the implementation of the model influenced school culture. A concurrent triangulated mixed methods approach with a comparison control-group design was implemented. Focus group qualitative data was analyzed for themes related to the theoretical frameworks within the model. Although a t-test failed to find significant difference between the CRCT scores, descriptive analysis of the improvement rates was positive. The qualitative analysis of focus group data from the Learning Focused school demonstrated that the faculty perceived the model as having the capacity to improve the academic achievement of students as well as improve the school culture. The findings promote positive social change through the identification of the model as a means to address the academic, social, and emotional needs of at-risk students. |
