Case Studies of Elementary Schools with Higher-Performing Critical Needs Subgroups

Case studies are produced as part of a larger study of elementary schools whose critical needs subgroups perform better than the same subgroups in similar schools. This study was conducted during the 2010-11 school year based on data for the years 2007, 2008, and 2009. Research teams investigated ten consistently higher-performing and five consistently average-performing schools based on student performance on New York State Assessments of English Language Arts and Mathematics in grades 3 through 4, 5, or 6 depending on the school’s grade configuration.

Research teams used site-based interviews of teachers and administrators, as well as analysis of supportive documentation, to determine differences in practices between higher- and average-performing schools in the sample.