In the global environment of the 21st century, educators have become increasingly
interested in identifying how school leaders are increasing student success in contexts
throughout the world (Crow, 2007; Darling-Hammond, 2010; Day & Leithwood, 2007;
Jacobson & Day, 2007). Particularly, schools in the United States (US) and
internationally that predominately serve low-income families and are successful in
attaining high academic achievement continue to be studied in order to identify elements
that mattered in increasing student learning (Day & Leithwood, 2007; Klar & Brewer,
2013; Mehan, 2013; Papa & English, 2011). Papa and English (2011) pointed out, “. . .
no magic formula or silver bullet” has been identified (Papa & English, 2011, p. 18).
Papa and English (2011) elaborated further:
There are plenty of low-performing or failing schools in which the leaders work
hard or are simply committed to making those schools better. To transform a lowperforming
school into a high-performing one surely and obviously takes commitment
and hard work, but beyond that it takes knowledge of what to do, how to do it, and the
courage to act. (p. 3)