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School Culture Change in the Making

Leadership Factors That Matter

Stanford University

Armando Camacho

Whittier Elementary School

The urban elementary school profiled in this case study was considered low performing based on state-mandated assessment scores from the time the school opened its doors in 1998 until very recently, putting the school on academic watch under the terms of the No Child Left Behind Act. However, in recent years the school realized a significant turnaround with the placement of a proactive principal and internal specialized supports accompanied by district office support. Survey data on school culture measures demonstrate an improvement in professional communities of practice, collaborative leadership, and evidence-based practice. This case study provides evidence that leadership coupled with multiple and coherent district supports can result in dramatic change at a school in a short period.

Key Words: leadership • culture • change • urban

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Urban Education, Vol. 42, No. 6, 616-637 (2007)
DOI: 10.1177/0042085907304906


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This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Eilers, A. M. Articles by Camacho, A. Search for Related Content Social Bookmarking                         What's this?