Leadership and classroom instruction among factors that contribute to what students learn (Wallace

Foundation, 2010).
The right school drives are capacity building, collaborative work, pedagogy, systemness (Fullan,
2011).
Well-prepared, capable teachers have the largest impact on student learning (Darling-Hammond,
2003).
Building strong teachers is key to raising student achievement (Marzano, 2010).
Without student engagement, learning could not take place. Without an explicit emphasis on student
engagement, school reform would (Gallup, 2013).
Instructional practices with the biggest effect were related to clarity and relations (Hattie, 2008).
The desire to fulfill the hopes of those we serve is fuel for sustaining the initiative to improve schools
(Dufour, 2004).
Move from where they are to where they need to be and analyze what they have learned and what
they need (Chenoworth, 2009).
Most effective way to improving achievement levels is by closing achievement gaps. (Ladson-billings,
2002).
Cultural differences impede success for students. (Harris, 2011; Tyson, 2011)
Social capital increases relationships (Stanton-Salazar, 1997; Adler & Kwon, 2002)
Cultural capital increases the skills (Jaeger, 2011; Reay, 2004; Lareau & Weininger, 2003).
Schools with high "relational trust" are far more likely to make the kinds of changees that help raise
student achievement (Bryck & Schneider, 2002).
Biases prevents educators from ensuring that student reach their potential (Scheurich, & Skrla,
2003)
Cultural factors lead to different learning styles and differences in performance (Boykin & Bailey,
2000).

Diverse students will improve when they are taught their own cultural and experiential filters (Au &
Kawakami, 1994; Foster, 1995; Gay, 200; Hollins, 1996; Kleinfeld, 1975; Ladson-Billings, 1994,
1995).
Through a multicultural ideaology, school leader foster environments where teachers and students
share experiences and perceptions (Banks, 2006).
When academic knowledge and skills are situated within the lived experiences and frames of
reference of students, they are more personally meaningful, have higher interest appeal, and are
learned more easily and thoroughly (Gay, 2002).