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DOUBLING STUDENT PERFORMANCE THROUGH THE
USE OF HUMAN CAPITAL AT HIGH-PERFORMING
HIGH-POVERTY SCHOOLS
by
Wendy Birhanzel
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 2007
Copyright 2007 Wendy Birhanzel
Object Description
| Title | Doubling student performance through the use of human capital at high-performing high-poverty schools |
| Author | Birhanzel, Wendy |
| Author email | wbirhanzel@yahoo.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2007-03-29 |
| Date submitted | 2007 |
| Restricted until | Unrestricted |
| Date published | 2007-04-19 |
| Advisor (committee member) |
Nelson, John Hentsche, Gilbert |
| Abstract | The purpose of the study was to examine the use of human capital at a school that has been deemed high achieving by the California Department of Education based on the school's Academic Performance Index rankings. Four research questions were developed to help guide the study: 1. How are resources allocated to focus on learning at a high-performing high-poverty school? 2. Where do the differences lie in human resource allocation between high-performing and low-performing high-poverty schools? 3. How does a high-performing high-poverty school recruit and retain quality educators? 4. How is professional development used in a high-performing high-poverty school to support and continue professional growth and student achievement?; This study used an in-depth case study approach in describing the use of human capital within this particular school. Several data collection instruments were utilized to enhance the validity of the study including the use of a survey, interview with staff members, observations, and a review of documents related to human capital.; The following major findings emerged from the study: 1. Resources allocated for human capital focused on instructional improvement. 2. Highly qualified staff held high expectations for all students. 3. Focused professional development built human capital capacity. 4. The collaborative model maximized human capital. 5. Data-driven decision making was used at all times.; Recommendations for doubling student achievement at other schools were recruiting, hiring, and retaining quality personnel; setting high expectations for all students; building the capacity of teachers and administrators to interpret and apply assessment data in classroom instruction; defining special education as the path to success in the general education program; promoting collaboration for instructional improvement; and using data-driven decision making. Suggestions for future research included studying a larger sample of schools, exploring instructional coaching positions, examining the effect of a principal's instructional knowledge, and examining various approaches to servicing special needs students. |
| Keyword | student achievement; human capital; collaboration; data analysis; professional development |
| 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 |
| Type | texts |
| Legacy record ID | usctheses-m420 |
| Rights | Birhanzel, Wendy |
| 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-Birhanzel-20070419 |
| Archival file | uscthesesreloadpub_Volume51/etd-Birhanzel-20070419.pdf |
Description
| Title | Page 1 |
| Full text | DOUBLING STUDENT PERFORMANCE THROUGH THE USE OF HUMAN CAPITAL AT HIGH-PERFORMING HIGH-POVERTY SCHOOLS by Wendy Birhanzel 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 2007 Copyright 2007 Wendy Birhanzel |
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