Chapter 1: Principals in High-Performing, High-Poverty, Minority-Serving Schools in Texas

An increased awareness of the effects of poverty in the United States has motivated us as scholars to examine school leadership in high-poverty, high-minority public schools. This study examines the philosophies and practices of four public school principals in south central Texas. School leaders, whose schools are closing the achievement gap and experiencing high levels of academic success despite socioeconomic factors were observed. The research question asks: How do principals in high-performing high-poverty minority-serving schools in Texas enhance performance at the individual and organizational levels? The findings reflect the schools and the contextual characteristics of the principals’ campuses, showing how the context impacted learning in their schools. In addition, we report on the principals’ work experience and commitment, evidenced in their school’s mission as well as high-need characteristics of the families, including the neighborhood, family income and schooling. Finally, we report on the principals’ advocacy in relation to generating authentic spaces for learning, teacher investments, and the development of support needed for students and their families.