The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Sustaining school improvement in a high-need school: Longitudinal analysis of Robbins Elementary School (USA) from 1993 to 2015
Abstract
Purpose The purpose of this paper is to examine how Robbins ES has sustained high academic performance over almost 20 years despite several changes in principals. Design/methodology/approach The paper analyzed longitudinal data based on: state-level academic and demographic data; two earlier studies of the school; and recent interviews with teachers, the principal, and parent leaders. Findings The analyses of these longitudinal data revealed four ongoing factors were responsible for sustained academic performance: high expectations, distributed leadership, collective responsibility for student performance, and data-based decision making. However, challenges that persistently confront Robbins staff include limited resources (e.g. technology and library materials), high mobility rate, and some cases of unsupportive parents. Originality/value This study adds to understanding how high-need urban schools can sustain high academic performance in spite of changes in principals, shifting community demographics, and high student mobility.
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Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“High expectations were identified as one of four factors accounting for the school's success (the other factors were shared leadership, collective responsibility for student learning, and data-based decision making).”
From A Review of Evidence about Equitable School Leadership (2021) · cites this paper as [47]
In the citing paper
“Studies by Klar and Brewer [52] and by Okilwa and Barnett [47], illustrate the lengthy duration of principal tenure common in schools successfully improving equitable outcomes for their students.”
From A Review of Evidence about Equitable School Leadership (2021) · cites this paper as [47]
In the citing paper
“In addition, some studies have portrayed specific goal setting as an iterative, ongoing process extending over time and in response to the leaders' gradually improving understandings of what would be required to achieve the vision established for their schools (e.g., [36,46,47])”
From A Review of Evidence about Equitable School Leadership (2021) · cites this paper as [47]
In the citing paper
“Results of Okilwa and Barnett's study [47] illustrated how leaders help to create high expectations as well as the association between such expectations and assetbased perspectives on student potential.”
From A Review of Evidence about Equitable School Leadership (2021) · cites this paper as [47]
In the citing paper
“Okilwa and Barnett's [47] study of a Texas high needs school that sustained its students' high performance over a twenty-year period found that the staff's sense of collective responsibility for the achievement and welfare of their students was one of four factors accounting for the school's sustained success.”
From A Review of Evidence about Equitable School Leadership (2021) · cites this paper as [47]
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Cited by
Sorted by citations
A Review of Evidence about Equitable School Leadership
Leithwood, K. (2021) · Education Sciences · doi:10.3390/educsci11080377 · Cited by 242
Metadata
- Authors
- Okilwa, N., & Barnett, B.
- Affiliations
- The University of Texas at San Antonio (US)
- Venue
- Journal of Educational Administration
- Publisher
- Emerald
- Published
- 2017-05-02
- Volume
- 55
- Issue
- 3
- Pages
- 297-315
- ISSN
- 0957-8234 (ISSN-L)
- OpenAlex
- W2601269935
- Cited by
- 18
- References
- 2
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 2 · 2023: 2 · 2022: 1 · 2021: 4 · 2020: 3 · 2019: 2 · 2018: 1
- FWCI
- 5.85
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Administration (publishedVersion)
- Topics
- Social Sciences › Education › Educational Leadership and Practices
- Social Sciences › Education › Educational Assessment and Improvement
- Social Sciences › Education › School Leadership and Teacher Performance
- Keywords
- school improvement, high-need schools, urban schools, principal turnover, distributed leadership, collective responsibility, data-driven decision making, high expectations, teacher mobility, parental involvement, school resources
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