A Multiple Case Study of Persistent and Emergent Positive Outlier Schools: How They Build Innovation Capacity Through Past-Informed Future Making

• In Event: Student Excellence in Uncertain Times: Building Ethical Administrative Capacity amid Crisis in K–12 Schools

Abstract

This study examines how schools, identified based on trends of above-predicted student graduation outcomes, structure learning organization components into the fabric of their schools. Drawing on organizational and performance adaptation theories and Winn’s conceptualization of “futuring”, we analyzed patterns across two sets of schools: 1) those that persisted in achieving above-predicted graduation outcomes (PPOs), and 2) those that once achieved typical graduation outcomes yet emerged as positive outliers (EPOs). Findings reveal that PPOs and EPOs share several learning organization characteristics and PPOs have developed three anchors that tend to be associated with their outcomes over time. This research contributes to educational leadership and organizational theory by demonstrating how schools can simultaneously honor institutional histories while building capacity for continuous innovation.

Authors

• Kristen C. Wilcox, University at Albany - SUNY

• Aaron Leo, University at Albany - SUNY

• Jessie Tobin, University at Albany - SUNY

• Maria I Khan, University at Albany - SUNY