Promoting a Collaborative Professional Culture in Three Elementary Schools That Have Beaten the Odds

This 3-year study examined the dynamics of school culture in 3 elementary schools that have beaten the odds in improving low-income and minority student achievement. From 1997 to 2002, student scores on state achievement tests rose from less than 50% proficient to more than 75% proficient at these 3 schools. Research teams constructed case studies by collecting demographic and achievement data, interviewing teachers and administrators, and observing lessons and meetings at each school. This study reexamined data from these 3 original case studies to explore the professional culture at these schools. Analysis of 51 original interviews and 28 new interviews indicated that personnel at these schools reported developing supportive cultures that enabled participants to coordinate efforts to improve instruction and strengthen professional learning communities. The central dynamic in this development was "data-directed dialogue," purposeful conversations, guided by formal assessment and informal observation, that connected the ways adults and students cared for each other and that provided energy to sustain their efforts. These case studies describe how this dynamic shaped reform at these schools and suggest a framework for studying and supporting reforms.