Book Description

As major shifts in the U.S. population continue, Latinos have become the largest minority group. However, their expanding presence in U.S. schools has not translated into greater degree attainment in higher education. One educational concern that should be addressed is the lack of access to higher-level mathematics courses due to underperformance in algebra, an academic achievement gatekeeper. This mixed-methods case-study dissertation tested the Dynamic Model of Educational Effectiveness (DMEE) (Kyriakides & Creemers, 2008) in a high performing Hispanic middle and high school and compared school-wide factors to the High Performing Hispanic Student framework (Reyes, Scribner, and Paredes-Scribner, 1999). While the factorial and regression analyses of the pretests, posttest, and survey responses of 212 student participants provided classroom factors that correlated to math achievement, the interview responses from four school administrators and analysis of the Single Plan for Student Achievement (SPSA) provided a deeper examination of school wide practices that contribute to the success of the schools. There were multiple key findings within this study. The first finding was expected, students showed growth in their mathematics learning. The factorial and regression analyses indicated that there are multiple factors that correlate to mathematics student achievement at the student and classroom level factors: aptitude, language and environment peer relationships. The analysis of the interviews and SPSA provided a school wide view of the practices that are related to the HPHS framework. One key finding was that both schools were at the continual and sustaining practice level within two themes of the framework: community and family involvement, and collaborative governance and leaderships. Most of the practices that were examples of the two themes involved relationship building amongst staff, students, and families. The study's findings suggest the combination of multiple factors have an important impact on student achievement. In addition, the findings indicate that language is a more influential factor in mathematics achievement than previously thought. Several policy implications are made including the potential benefits of using the HPHS rubric as a tool for Professional Learning Communities to self-evaluate their practices.