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AN EVALUATION OF THE SCHOOL ASSISTANCE AND INTERVENTION TEAM PROCESS IN CALIFORNIA PUBLIC SCHOOLS: LESSONS LEARNED AND INDICATIONS FOR POLICY CHANGE
by
Mark Louis Van Horn
__________________________________________________________
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
December 2012
Copyright 2012 Mark Louis Van Horn
Object Description
| Title | An evaluation of the School Assistance and Intervention Team process in California public schools: lessons learned and indications for policy change |
| Author | Van Horn, Mark Louis |
| Author email | mvanhorn@usc.edu;markvanhorn1@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2012-09-12 |
| Date submitted | 2012-09-12 |
| Date approved | 2012-09-13 |
| Restricted until | 2012-09-13 |
| Date published | 2012-09-13 |
| Advisor (committee chair) | Hocevar, Dennis |
| Advisor (committee member) |
Malloy, Courtney Mora, Frank |
| Abstract | In 1999, California was among the first schools in the nation to initiate an accountability model for public education using a method for system measurement of academic improvement constructed on the bedrock of standards-based education. The State also included a new twist… sanctions. Schools that failed to make expected progress, as measured annually through the California Department of Education’s Academic Performance Index, were held accountable to a preconceived set of severe consequences. This accountability model, known as the Public Schools Accountability Act (PSAA) (Education Code, Sections 52053-52055.52) preceded the No Child Left Behind Act by two years. To the present day, California remains one of a handful of states with dual-accountability systems, one state and one federal. ❧ Within two years of the inception of the Public Schools Accountability Act, disparate gaps in achievement became apparent among California’s schools. In accordance with the inherent foresight, which policymakers had earlier written into the PSAA legislation, interventions in the form of grants to schools were offered. Schools voluntarily applied for either one or both of the grants – the High Priority/Underperforming Schools Grant and/or the Immediate Intervention-Underperforming Schools Program. Acceptance of these funds was explicitly linked to compliance with State sanctions should the school fail to make expected improvement based upon the growth criteria of the Academic Performance Index. ❧ The intent of this study set out to present evidence sustaining the argument that, while State sanctions did bring about a small measure of improvement on the Academic Performance Index, the sanctions also resulted in achievement beyond what would be expected from similarly ranked public schools. The methodology employed was a matched pre post study incorporating measures from the State’s Academic Performance Index scores, the federal Adequate Yearly Progress performance band percentages (both English Language Arts and Mathematics) and the mean scaled-scores for Science. The methodology included comparison schools for each of the two SAIT treatment cohorts (totaling 99 schools each for both treatment and non-treatment). The comparison schools were selected from California’s Similar School’s index, which ranks each school in California with 100 comparable schools based primarily upon analogous demographics. |
| Keyword | sanctions; accountability; school assistance and intervention team; California; SAIT; public school; low-performing schools; Academic Performance Index |
| 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 | Van Horn, Mark Louis |
| 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-VanHornMar-1194.pdf |
Description
| Title | Page 1 |
| Full text | AN EVALUATION OF THE SCHOOL ASSISTANCE AND INTERVENTION TEAM PROCESS IN CALIFORNIA PUBLIC SCHOOLS: LESSONS LEARNED AND INDICATIONS FOR POLICY CHANGE by Mark Louis Van Horn __________________________________________________________ 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 December 2012 Copyright 2012 Mark Louis Van Horn |
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