FACTORS INFLUENCING GREATNESS INECONOMICALLY-CHALLENGED MINORITY SCHOOLSA DissertationbyMARGARET CURETTE PATTONSubmitted to the Whitlowe R. Green College of EducationPrairie View A&M UniversityIn partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPYMarch 2009
iiFACTORS INFLUENCING GREATNESS INECONOMICALLY-CHALLENGED SCHOOLSA DissertationbyMARGARET CURETTE PATTONApproved as the style and content by: ___________________________________ Douglas S. Hermond, Ph.D.(Dissertation Chair) ______________________________ ______________________________ William Allan Kritsonis, Ph.D. David Herrington, Ph.D.(Member) (Member) ______________________________________ Camille Gibson, Ph.D.(Member) ______________________________ ________________________________ Lucian Yates, Ph.D. William Parker, Ed.D.(Dean, Whitlowe R. Green (Dean, Graduate School)College of Education)March 2009
iiiABSTRACTFactors Influencing Greatness in Economically-Challenged Minority Schools.(March 2009)Margaret Curette Patton: B.A., University of Southwestern Louisiana;M.Ed., University of Southwestern LouisianaChair of Advisory Committee: Douglas S. Hermond, Ph.D.Although excellence is the standard for every school, there are manyeconomically-challenged minority (ECM) schools that are performing below themark in Texas and a few considered successful (Texas Education Agency,2007). The purpose of this study was to explore the distinguishing factors thatexist among successful ECM schools compared to similar acceptable performingschools.Jim Collins’ (2001) Good to Great
TM
corporate model was used to framethe study. Findings in his study suggested that each of the eleven greatcompanies defied gravity and converted long-term mediocrity into long-termsuperiority. The distinguishing characteristics that caused these companies tobecome the leaders in their markets were summarized in three principles thatled to excellence: disciplined people, disciplined thought, and disciplined action.
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