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A research study was designed and conducted to identify effective school characteristics of high performing, high-poverty schools. Four High-Performing Reward schools in South Texas were selected to study. An eleven effective school characteristics model including school processes was developed from the effective school research literature as the framework for the study: culture, leadership, instruction, improvement, home and community relations, curriculum, environment, professional development, vision/mission, resources, and staff. A mixed-research study was designed to collect data from professional school staff, principals, and parents related to the eleven effective characteristics and their processes used by the schools. Onsite data collection from each school included a staff survey, focus group session, principal interview, and a parent survey and focus group session. The eleven effective school characteristics were supported. An area of improvement identified among these already high-performing schools was parent relations. School staff and parent perceptions of the processes for effective Parent Relations were analyzed. Differences in perceptions suggest that school staff and parents must develop a unified understanding of Parent Relations to support effectiveness. The eleven effective school characteristics and processes may serve as a guide for improvement to other schools, especially high-poverty schools.


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International Journal of Arts Humanities and Social Sciences Studies



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