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EVIDENCE-BASED RESOURCE ALLOCATION MODEL TO IMPROVE STUDENT
ACHIEVEMENT: CASE STUDY ANALYSIS OF THREE HIGH SCHOOLS
by
Steven Christopher McLaughlin
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2011
Copyright 2011 Steven Christopher McLaughlin
Object Description
| Title | Evidence-based resource allocation model to improve student achievement: Case study analysis of three high schools |
| Author | McLaughlin, Steven Christopher |
| Author email | smclaughlin@nmusd.us; heymrmc@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-03-28 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-05-04 |
| Advisor (committee chair) | Picus, Lawrence O. |
| Advisor (committee member) |
Hentschke, Guilbert C. Nelson, John L. |
| Abstract | Public schools within California continue to struggle with meeting state and national accountability standards, despite recent reductions in funding and fewer resources. This study used a purposeful sample of three large suburban high schools and analyzed how each of them applied site level resources to meet the overall instructional vision not only with reduced resource, but leadership change at the superintendent level, and political turmoil within the school board. Each of the three schools was analyzed based Odden’s (2009) Ten Strategies for Doubling Student Performance, and the Evidence-Based resource allocation model (EBM) developed by Odden and Picus (2008). The research was conducted through a multi-methods approach of principal interviews, site level resource allocation data, and overall student achievement on state and national tests. The findings indicate fewer site level resources than recommended by the EBM which contributed to fewer applications of Odden’s (2009) strategies. However, the findings also support the development of high performing teacher lead teams, using common formative assessment data, to withstand political and budgetary changes in order to improve student learning. |
| Keyword | school finance; educational leadership; student improvement strategies |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2004/2011 |
| 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-m3889 |
| Contributing entity | University of Southern California |
| Rights | McLaughlin, Steven Christopher |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@dots.usc.edu |
| Filename | etd-McLaughlin-4575 |
| Archival file | uscthesesreloadpub_Volume29/etd-McLaughlin-4575.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@dots.usc.edu |
| Full text | EVIDENCE-BASED RESOURCE ALLOCATION MODEL TO IMPROVE STUDENT ACHIEVEMENT: CASE STUDY ANALYSIS OF THREE HIGH SCHOOLS by Steven Christopher McLaughlin A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2011 Copyright 2011 Steven Christopher McLaughlin |
