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i
RESOURCE ALLOCATION PRACTICES IN RELATION TO
IDENTIFIED SCHOOL REFORM STRATEGIES
by
Sheryl Lyn McDonald
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2009
Copyright 2009 Sheryl Lyn McDonald
Object Description
| Title | Resource allocation practices in relation to identified school reform strategies |
| Author | McDonald, Sheryl Lyn |
| Author email | smcdonald@ocde.us; sherimcdonald@earthlink.net |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2009-03-02 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-04-28 |
| Advisor (committee chair) | Picus, Lawrence O. |
| Advisor (committee member) |
Nelson, John Hentschke, Guilbert |
| Abstract | This study explored resource allocation patterns at California middle schools in comparison to the Evidence-Based Model. Three schools completing the second year of state sanctions (SAIT) were selected to determine how schools under watch allocate resources. The remaining two were selected from the Similar Schools List from the state to create matched pairs.; Resource allocation patterns were examined for personnel, extra help, professional development, student services, and administration. All sites were in line with or above the Evidence-Based Model (EBM) for professional development and administration. The SAIT sites, which all have QEIA funding to support lower class size, were above or close to the model for personnel while the two non-SAIT sites were underfunded based on EBM recommendations. The student support category varied with three sites above the EBM for guidance counselors and four sites below for other support personnel. All were underfunded in the extra help category in the EBM with limited resources allocated for certificated tutors and other academic supports through extended day or summer school programs.; Strategies employed by the sites to improve student achievement were also compared to eight key factors identified from the literature on school improvement as a framework for analyzing reform efforts. On paper, all had fairly similar strategies in place for improving student achievement with very different results. The highest performing site in the study, on par with state averages for proficiency in language arts and mathematics on state accountability measures (although still less than 50% of students proficient or above in these two areas) was the school with the fewest resources. The site with the greatest resources was the lowest performing. Teacher efficacy and instructional leadership were pivotal at the higher performing sites with strong teacher leadership in professional development and support where lower performing sites used more outside resources. Finally, lower class size alone did not equate to academic success, and improvement in language arts lags behind mathematics at all sites. |
| Keyword | resource allocation; SAIT; evidence-based model; school reform; school finance |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2142 |
| Rights | McDonald, Sheryl Lyn |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-McDonald-2715 |
| Archival file | uscthesesreloadpub_Volume29/etd-McDonald-2715.pdf |
Description
| Title | Page 1 |
| Full text | i RESOURCE ALLOCATION PRACTICES IN RELATION TO IDENTIFIED SCHOOL REFORM STRATEGIES by Sheryl Lyn McDonald A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2009 Copyright 2009 Sheryl Lyn McDonald |
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