Success Despite Socioeconomics: A Case Study of a High-Achieving, High-Poverty School

This case study of a high-achieving, high-poverty school describes the school’s leadership, culture, and programs that contributed to its success. Data were collected from two surveys, observations at the school site, and interviews with school personnel. The two survey instruments were the School Culture Survey and the Vanderbilt Assessment of Leadership in Education (VAL-ED). The study revealed school leadership that had high expectations for staff members and emphasized small group instruction, collaboration, and continuous improvement in instructional practices. The culture of the school was that of excellence, continuous improvement, school pride, and collaboration.