Journal of Educational Leadership in Action


This study examined how two charter high schools located in the Phoenix area with a large population of low-socioeconomic students were able to assist students with academic success as measured through accomplishment on standardized achievement tests. Analysis of two Title 1 Reward high schools with grades 9 – 12 during the 2014 school year to determine what actions were implemented to attain high levels of student success on standardized achievement tests. Results were gathered through qualitative means from teacher, administrator, and other staff interviews and classroom observations. Findings from the study revealed how students were successful on standardized tests, how a culture of trust amongst teachers and administrators was implemented, identification of a specific set of academic commonalities was outlined that allowed for student interaction, support, and increased communication amongst between parents, teachers, and school administration, and other areas.


Dr. Metcalfe is an educator who holds 25 years of progressively responsible experience in public instruction in Arizona. Positions held include high school teacher and principal, special education director, state and federal programs director, grant writer and others dedicated to student and organizational success. She holds a Doctorate of Education degree (Ed.D.) from Northern Arizona University and research is a strong area of interest. She lives in the Phoenix Metro area with her husband, college-aged son, and two very cute dogs.

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.