Improvement Capacity in High-Poverty Rural Schools

Abstract

This study examines the capacity for improvement in high-poverty Mississippi schools by comparing internal coherence (IC) levels in Mississippi high-needs improving (MHN-I) and Mississippi high-needs struggling (MHN-S) schools. Despite decades of research identifying best practices in leadership and instruction, the state ranks among the lowest in national student achievement metrics. This research builds on the Internal Coherence Framework, which emphasizes the role of leadership, collaborative instructional practices, and organizational structures in fostering sustainable school improvement. The study utilized a quantitative approach, analyzing IC survey results from 19 schools through statistical tests, including t-tests and correlation measures. Findings indicate that MHN-I schools exhibit significantly higher IC levels than MHN-S schools, underscoring the importance of leadership that promotes shared instructional goals and professional collaboration. The results provide insights for policymakers, educators, and researchers interested in leveraging IC strategies to enhance educational outcomes in underperforming schools. Future research should explore the longitudinal impact of IC interventions and the role of external supports in sustaining coherence-driven school improvement.