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The purpose of this study was to examine the relationship between organizational health and student achievement of economically disadvantaged students in a large school district along the Texas-Mexico border that serves 99 % Hispanic students; districtwide approximately 95 % of the students are economically disadvantaged. All schools in the district are Title I schools and enroll 78%- 100% economically disadvantaged students. About forty-eight percent (48.3 %) of students served are English Language Learners. Student achievement was determined using the State of Texas Assessment of Academic Readiness (STAAR) and organizational health was determined using an Organizational Health Inventory that measures the ten dimensions of organization-al health posited by Matthew Miles and operationalized by Marvin Fairman and Associates. The strength of the relationship was determined by using the Pearson correlation coefficient. The findings indicate that there is a positive relationship between student achievement in high poverty Hispanic schools and organizational health. The strongest relationship exists with the dimensions of goal focus, problem solving adequacy, and cohesiveness. Student achievement increases as the dimension of goal focus increases


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International Journal of Learning, Teaching and Educational Research





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