Lessons From Highly Performing Latinx Schools: School-Wide Factors Using the Highly Performing Hispanic Student Framework

• In Event: Evaluating and Learning From High School to College Pathways in Latinx Schools, Dual-Credit Programs, and Teacher Preparation Programs

Abstract

By 2050, Latinos will make up to 25% of the population (Leidy, Guerra, & Toro, 2012), despite determination for educational success (Pumar, 2021), the concern continues to be low educational achievement (Ladson-Billings, 2006; Song & Elliot, 2011). High performing schools research contributes to knowledge and identifies critical components of successful schools (McKenzie et al., 2011, Reyes, Scribner, & Paredes-Scribner, 1999; Scheurich, 1998). Using High Performing Hispanic Student (HPHS) framework, this study examined school-wide factors in two high performing schools with high percentages of Latinx and low-income students. Through interviews, and thematic coding of schools’ Single Plan for Student Achievement, it was found both schools implemented multiple practices found within HPHS themes and a key component was relationship building amongst stakeholders.

Author

• Paula Madrigal-Patel, Sweetwater Union District