High School Reform in Large Urban Systems: Examining Underlying Interpersonal Relationships

• In Event: Roundtable Session 90
  In Roundtable Session: Social Networks and the Use of Research by Schools, Districts, and State Education Agencies

Abstract

Objectives
Improving underperforming high schools is complex work. Evidence from schools that have improved suggests that staff that are trusting and collaborative may be better able to successfully negotiate sanctions and increase student performance (Bryk & Schneider, 2002; Mintrop & Trujillo, 2007; O’Day, 2004). While educators acknowledge the importance of relationships, knowledge about the social structure of high schools and its relationship to improvement is scarce. To exploit this gap we examine: 1) the extent to which the informal social networks of high school teachers support or constrain the exchange of knowledge and practices, and 2) the extent to which teachers’ informal positions in their networks affect perceptions of improvement efforts, including the exchange of related resources.

Theoretical framework
Given the import of social processes to improvement we draw upon social network theory. Prior work suggests organizational change is socially constructed; attempts to modify structures to support collaboration require change in existing social relationships (Borgatti & Foster, 2003). Organizational scholars argue that because systems are comprised of an interdependence of action (Giddens, 1979), the network of ties may moderate, influence, and perhaps determine the direction, speed, and depth of improvement (Krackhardt, 2001; Mohrman, Tenkasi & Mohrman, 2003). The structure of relationships therefore may provide opportunities for sharing, transferring, and developing new knowledge between organizational members if the sufficient number and quality of ties exist (Ahuja, 2000).

Methods
Our study focuses on the one of the largest urban districts in the U.S. This paper involves a case study of three low performing high schools, as well as one higher performing high school matched by demographics. Our mixed methods analysis involves both quantitative (social network) data and qualitative (interview) data. We mapped the social network relationships of 111 teachers across the four schools (90% response rate) as well as interviewing a sample of 41 teachers and 3 principals. We analyzed the data using social network software (UCINET) and qualitative data analysis software (Nvivo).

Results
Our findings suggest that differences in performance were related to differences in network structures. The high performing school and the most improved low performing school had dense advice networks as well as dispersed instructional expertise. In comparison, the underperforming schools had centralized expertise networks focused on a few individuals, suggesting disproportionate influence, as well as few reciprocated ties. Our qualitative data triangulated these findings, indicating a relationship between position in the network and perception of improvement, with more central “players” having favorable views of the sharing of ideas and practices.

Significance
The results are significant given the growing number of urban high schools under sanction and the limited empirical base around high school improvement. Overall, our findings suggest that sparse ties within the lowest performing schools inhibited the possibility of educational improvement. Understanding the internal relationships within schools and the extent to which educators are able to share ideas and practices is critical for both individual school improvement and to inform the current policy debate about how to use education research to improve the nation’s lowest performing schools.

Authors

• Alan J. Daly, University of California - San Diego

• Kara S. Finnigan, University of Rochester

• Dwayne Olando Constantine Campbell, University of Rochester