Based on previous studies and the author's observations pre-service teachers do not typically consider teaching in underserved areas as their preferred option (Aragon et al., 2014). My goal for this study was to provide PSTs with a different perspective on teaching in urban areas by developing a compendium of evidenced-based practices based on the five major patterns found in effective teaching in underserved elementary schools. A qualitative content analysis of research on teacher effectiveness in underserved, underfunded, and under-resourced elementary schools allowed me to gather data from previous studies to identify evidenced-based best practices for this particular setting. Based on the review of literature, I found the following five major patterns when discussing teacher effectiveness in underserved, underfunded, and under-resourced elementary schools: Student-Teacher Relationships, Safe and Supportive, Learning Environment, Real-world Connections, Collaborative Learning, and Differentiation. Pre-service teachers considering working in an urban environment and veteran teachers can benefit from learning about these five commonalities found in effective instruction when serving underserved populations. A comprehensive website was created to provide educators with a resource that concisely explains evidence-based practices in the urban education setting.

Although the concept of culturally responsive practices (CRP) began in the 1990’s, intentional study and professional development varies across schools and districts with limited impact on sustained pedagogical efficacy and shift, which is particularly concerning during the current socio-political climate. This phenomenological case study examined the impact on participants studying culturally responsive practices in peer led professional learning communities as a blueprint to feasibly address adult skill gaps. The study centers on four core questions on the impact of the initiative in general, the ability of participants to address implicit bias, the use of peer facilitation, and additional unforeseen factors related to this method of learning. Each participant ultimately indicated significant growth by moving from a technical approach to adaptive and cognitive shifts within the 6-month study, increased emphasis on reflective practice and elevated urgency to address culturally non-responsive practices. Finally, core conditions for successful implementation of peer-led professional learning communities studying culturally responsive practices are discussed. Schools and districts who recognize the need for staff to improve in cultural proficiency have few excuses pertaining to their ability to engage in this critical work, provided they have the courage and will to address implicit bias and culturally non-responsive pedagogy which negatively impacts BIPOC students across the nation and world.

The Mill Cities Charter School is a public urban charter high school founded on the Essential School Philosophy (ESP). Introduced in 1984, ESP “envisions an educational system that equips students with the intellectual, emotional and social habits and skills to become powerful and informed citizens who contribute actively toward a democratic and equitable society” (Coalition of Essential Schools, 2015). However, there is a lack of empirical research exploring the implementation of ESP, as well as its impacts on students’ personal, social and academic growth. Thus, this study’s goals were to gain an interpretive understanding of student perceptions and developmental impacts; as well as the process through which school culture influences positive youth development. A qualitative phenomenological approach was utilized, based on the philosophy of critical realism, which mediates between subjective experience and objective reality. In-depth, in-person semi-structured interviews were conducted on-site with 20 members of the senior class to explore their perceptions of the school culture and its impacts on their personal, social and academic development. Findings revealed that students largely had positive perceptions of school culture experience in all explored dimensions (Safety, Relationships, Teaching and Learning, Institutional Environment) with one notable exception, the School Improvement Process dimension, in which concerns were expressed about the school’s expansion plan changing the existing culture. Students also reported positive gains in personal, social and academic development, which they directly attributed to the school culture. Further, theoretical analysis revealed students’ internalization of cultural identity as the mediating process to explain “how” school culture positively impacted development. This relationship between individual and institutional cultural identity was bi-directional, with reciprocal impacts on both students and the school culture itself. This dissertation may inform educational policy discussions concerning the relationship between school culture and positive youth development. Findings regarding the ESP’s successful implementation into an urban public charter school setting and positive perceived impacts on high risk students’ development offer insights into the transformational elements of school culture. Significantly, this study offers understanding of this transformational process as a reciprocal interactive relationship between individual internalization of cultural identity and institutional externalization of a unique, recognizable organizational identity.

The United States is facing a teacher shortage crisis, with urban areas showing the highest need. New strategies have been developed that focus on creating dedicated, well-trained teachers who are from the communities that are facing shortages. The high school teaching academy is one such model in which cohorted, at-risk youth are enrolled in career-focused small learning communities. The intent is to provide a supportive learning environment in which students gain career skills through direct experience, graduate from high school, and enroll in college, hopefully in teacher training programs. This case study focuses on one urban high school teaching academy and identifies its main strengths and weaknesses, areas of conflict among its participants, and discusses the role of administration in supporting the academy. Interviews with administrators, teachers, students, a counselor, and an advisory committee member revealed that the students and teachers enjoy being part of a small learning community, the students feel they are gaining valuable experiences, and the teachers feel they have created a collaborative team. The class schedule, recruitment of students, and communication of expectations are cited as areas needing improvement.

The purpose of this research study was to examine the strategies and techniques facilitated by urban middle school administrators to increase student achievement in low performing schools and to meet the Accountability Performance Index growth requirements. Literature concerning the methods used by educational administrators in facilitating academic change in urban education for school improvement was examined. The researcher collected and analyzed three kinds of data: (a) from interviews, (b) from direct observation, and (c) from written documents to better understand how strategies and techniques were implemented. For the purposes of this study, five schools were selected that (a) had similar demographics and student populations, (b) were low performing as outlined by the Academic Performance Index (API) for the State of California, and (c) were required to improve student achievement. All schools implemented a variety of new strategies and techniques that were effective in producing positive results for school improvement. Teachers received additional training in new methods of standards-based instruction. The respondents purchased and utilized a variety of programs that specifically addressed improvement in math, reading, and discipline. Emphasis was also placed on increasing attendance. Suggestions for future research and recommendations for school improvement are included in this dissertation.

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