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ALLOCATION OF EDUCATIONAL RESOURCES TO
IMPROVE STUDENT LEARNING:
CASE STUDIES OF CALIFORNIA SCHOOLS
by
Megan Marie Bryant
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 Megan Marie Bryant
Object Description
| Title | Allocation of educational resources to improve student learning: case studies of California schools |
| Author | Bryant, Megan Marie |
| Author email | mbryant@usc.edu; mbryant@guhsd.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, Gib Hocevar, Dennis |
| Abstract | The purpose of this study was to examine how six comprehensive, public high schools in California utilized resources and implemented instructional strategies to organize, prioritize and plan for improved student performance. This study applied the Evidence-Based Model as a framework for collecting school expenditure data and analyzing what instructional and expenditure improvements schools can make in order to operate more effectively for students and improve student achievement.; Six high school principals were interviewed and data were collected regarding the instructional strategies of the school, resource use practices in the school, the degree of alignment between instructional strategies and resource use and practices that appeared to be more associated with student academic improvement. Data collected were compared to the Evidence-Based Model. All data were reviewed and a case study for each school was written. Data in the case studies were then analyzed and formed the basis for the conclusions of this study.; Several conclusions were reached in this study. In comparison to the model, all sample schools are allocating resources below the levels that the Evidence-Based Model recommends in all staffing categories. It was determined that schools in this study are still allocating resources in a traditional manner. However, there were definite signs of each sample school developing specific programs to improve student achievement. Such programs included more extended day support for struggling students, adjusting the bell schedule to include support classes and block scheduling and the adoption of specific curriculum programs designed to improve student achievement in the core areas of English and Mathematics. Based on the findings, recommendations included providing adequate funding to increase the number of core and specialist/elective teachers, developing successful extended day programs with certificated tutors, providing more professional development opportunities for teachers and administrators and developing additional support classes for struggling student subgroups. |
| Keyword | education; resource allocation; fiscal federalism; adequacy |
| Geographic subject (state) | California |
| 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-m2116 |
| Contributing entity | University of Southern California |
| Rights | Bryant, Megan Marie |
| 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-Bryant-2762 |
| Archival file | uscthesesreloadpub_Volume17/etd-Bryant-2762.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Full text | ALLOCATION OF EDUCATIONAL RESOURCES TO IMPROVE STUDENT LEARNING: CASE STUDIES OF CALIFORNIA SCHOOLS by Megan Marie Bryant 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 Megan Marie Bryant |
