Examining Effective Charter School Methods And Practices Of Selected Houston-Area Charter Schools That Support Academic Achievement To Reestablish Traditional Public Schools As The School Of Choice: A Constructivist Grounded Theory

Author

Monea R. Beene, Prairie View A&M University

Date of Award

5-2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Degree Discipline

Education Leadership

Abstract

The public education sector is currently in turmoil (Calimeris, 2016; Meckler, 2022). In the early 90s, Fortune Magazine (1990) labeled the United States’ school system as “our most endangered institution, one in need of progressive work to support reform” (p 114).

Thus, this study examined, addressed, and identified effective systemic and organizational practices among public charters that would yield high academic performance annually for TPS. This research approach explored the collection and analysis of qualitative data using a constructivist grounded theory design supported by a case study for data collection. This research aimed to address the organization of charter schools and the systemic impact on academic success in the educational sector compared to traditional public schools to identify and evaluate the differences in an instructional and organizational approach to outcomes. Collected data helped the researcher identify iv which systems and practices TPSs should emulate to achieve consistent academic progress. This study focused on parents’, teachers', and campus administration’s lived experiences, serving in Texas charter school settings. For this study, charter schools examined were located in Houston, Texas, namely the KIPP Public Schools, YES Prep Public Schools and Harmony Public Schools and were not inclusive of all charter schools represented in Houston or the state of Texas, for that matter.

This study determined the organizational structures of successful charter schools and their corresponding systems through a semi-structured interview process. Data from nine participants was explored to identify supportive strategies from their lived experiences as leaders, teachers, and parents serving or supporting selected Houston-area charter schools.

The results of the study affirmed the anticipated outcome that academic successes of selected-Houston area charter schools hinge upon the organizational intent and systemic development of its campuses and delineates while many charter schools are successful academically, there are contributing factors to their success that have yet to be explored. The results of this study are likely to provide valuable information and outline considerable next steps for the successes of TPS leaders, campuses, and districts, respectively, to support individual success and streamline district processes that yield a common goal.

Keywords: TPS charter schools, organizational structure, systemic structure, charter schools, achievement

Committee Chair/Advisor

Stella Smith

Committee Member

Dewayne McGary

Committee Member

Arthur Petterway

Committee Member

William Parker

Publisher

Prairie View A&M University

Rights

© 2021 Prairie View A & M University

Date of Digitization

5/10/2023

Contributing Institution

John B Coleman Library

City of Publication

Prairie View

MIME Type

Application/PDF

Recommended Citation

Beene, M. R. (2023). Examining Effective Charter School Methods And Practices Of Selected Houston-Area Charter Schools That Support Academic Achievement To Reestablish Traditional Public Schools As The School Of Choice: A Constructivist Grounded Theory. Retrieved from https://digitalcommons.pvamu.edu/pvamu-dissertations/36