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ADEQUACY IN EDUCATION: AN EVIDENCE-BASED APPROACH TO
RESOURCE ALLOCATION IN ALTERNATIVE LEARNING ENVIRONMENTS
by
Kyle Y. Shodai
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
August 2012
Copyright 2012 Kyle Y. Shodai
Object Description
| Title | Adequacy in education: an evidence-based approach to resource allocation in alternative learning environments |
| Author | Shodai, Kyle Y. |
| Author email | kyleshodai@gmail.com;kyleshodai@hotmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2012-04-26 |
| Date submitted | 2012-07-28 |
| Date approved | 2012-07-30 |
| Restricted until | 2012-07-30 |
| Date published | 2012-07-30 |
| Advisor (committee chair) | Picus, Lawrence |
| Advisor (committee member) |
Brewer, Dominic Sundt, Melora |
| Abstract | The problem of students dropping out of school continues today in schools and districts across the nation, particularly for students whose needs are not being met in regular school settings. Therefore, the development of standards-based systems in alternative learning environments requires funding and resources that match or exceed those of traditional schools. It is no longer sufficient to merely focus on equitable inputs, as is the case with the implementation of the weighted student formula. Rather, we must begin analyzing how resources are used so that we may provide educational programming that produces adequate outputs for all students. ❧ The purpose of the study was to compare the combined impacts of the weighted student formula and the state’s recent budget reductions on adequacy levels, student characteristics, student performance, and instructional programming in public schools. The study compared two high school sites, including a district-administered alternative learning environment (ALE) and a regular high school, both of which served struggling students in grades 9–12 who were at risk of school failure and of potentially dropping out of school. The study was designed as a mixed-method case study that examined data, from interviews, district records, and school documents, using adequacy frameworks including the Evidence-Based Model (Odden & Picus, 2008) and the 10 Strategies Framework for Doubling Student Performance (Odden, 2009). Although the study was limited by the scope and sample size of the study, findings showed that personnel resource levels largely remained the same for at-risk programs between school years 2010–2011 and 2011–2012. However, staffing levels were consistently less than the adequacy levels recommended by the Evidence-Based Model. Despite inadequate resources, schools continued to implement instructional programming that reinforced the development of the basic skills students needed to achieve standards and graduate with a diploma. The implementation of programming at the sites also promoted adult learning and built leadership capacity through professional collaboration and analysis of student performance data. Although graduation and dropout rates were not considered proxies for student learning, they provided evidence that schools were fulfilling the purpose for which they were developed—to help students persist toward graduation. ❧ The study concluded that educational leaders were doing everything within their power to stabilize resources for struggling students, amid shrinking budgets and funding reallocations of the weighted student formula, by redirecting resources to programs for at-risk students and lobbying for staff positions at the legislature. Furthermore, the fact that these programs produced positive results in spite of inadequate resources was a testament to the commitment and hard work of teachers and staff at each site. Notably, positive gains cannot be expected by merely reallocating inadequate funding. Therefore, findings from the study are important for multiple stakeholders to promote ongoing evaluation using adequacy frameworks to ensure that schools and districts receive the adequate funding and resources necessary to help all students meet rigorous academic standards. |
| Keyword | education; adequacy; evidence-based; resource allocation; staffing; alternative education |
| 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-m |
| Rights | Shodai, Kyle Y. |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-ShodaiKyle-1057.pdf |
Description
| Title | Page 1 |
| Full text | ADEQUACY IN EDUCATION: AN EVIDENCE-BASED APPROACH TO RESOURCE ALLOCATION IN ALTERNATIVE LEARNING ENVIRONMENTS by Kyle Y. Shodai 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 August 2012 Copyright 2012 Kyle Y. Shodai |
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