UCLA

Outcomes of formal accountability measures often portray schools in low-income communities as ineffective. This happens without taking into account the broader issues that impact a schools’ ability to create the conditions for teaching and learning. This qualitative study sought to understand site-based goals established by leadership teams in high-need schools and how these goals address student and community needs, including how contextualization of formal data sheds light on issues of shared responsibility for school success. It also sought to understand how site-based goals and context shape the supports provided by the district. The leadership teams of three pilot schools in the Paso Nuevo Unified School District (pseudonym) were interviewed. These schools all service low-income high-need communities throughout Paso Nuevo. Although these schools exhibit some of the conditions considered optimal for teaching and learning, they have struggled to meet formal accountability measures. The principals for each school were also interviewed for this study, including four members of district leadership. My findings show that leadership team members prioritize the immediate needs of students and communities. These site-based goals address issues of trauma, safety, poverty, violence and dislocation. Contextualization of formal data pointed to issues that make the conditions for teaching and learning a challenge. These include a lack of resources, lack of effective teachers, lack of accurate and timely data and serving a disproportionate number of students with high needs, including English Leaners, Newcomers and Special Education students. Although district leadership acknowledged the broader issues that impact these conditions, they failed to provide solutions to these challenges. District leadership was focused on addressing formal accountability measures, which are prioritized by LEA’s and state accountability systems. These findings suggest that leadership teams work collaboratively and effectively, aligning resources and supports to address the immediate needs of students. Additionally, findings suggest that broader issues that are not measured by formal measures impact a schools’ ability to create the conditions for teaching and learning. Lastly, the state and district should develop reciprocal intelligent accountability systems that hold districts and states accountable for not addressing and supporting the needs of schools.