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9
the desired level of performance (Odden, 2003). The final two approaches more clearly
link spending, performance and the strategies to meet performance goals.
In the professional judgment approach, a chosen panel of educators—teachers,
principals, superintendents and others—develops an educational program that would
produce certain specified achievement outcomes (Odden, 2003). The panel is
encouraged to “dream big” and select everything needed, in their professional opinion, to
provide an adequate education (Hanushek & Lindseth, 2009). While this has been the
predominant costing-out approach (Rebell, 2007; Odden, 2003), critics call into question
the strategies that the panel identifies for use in schools. The research base for these
strategies is often misleading or missing altogether and may or may not have a clear link
to actual performance levels.
In contrast to the other costing-out approaches, the evidence-based approach
relies on empirical educational research to design schools that have elements necessary to
meet desired performance outcomes. The most effective components of a quality,
comprehensive instructional program are identified, and then an adequate expenditure
level is determined by assigning a price to each element (Odden, 2003; Odden & Picus,
2008). Hanushek and Lindseth (2009) assert that this approach maximizes expenditures.
Still, an advantage of the evidence-based approach is that the identification of a set of
proven educational strategies is embedded in the instructional program and guides
schools in the most effective use of their dollars (Odden, 2003).
The current state of school finance. Lindseth (2006) traces California’s
financial troubles back to the 1970s, where the financial disaster began for California’s
Object Description
| Title | Navigating troubled waters: case studies of three California high schools' resource allocation strategies in 2010-2011 |
| Author | Landisi, Brian Anthony |
| Author email | landisi@usc.edu; blandisi@charter.net |
| 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 | 2011-04-28 |
| Advisor (committee chair) | Picus, Lawrence O. |
| Advisor (committee member) |
Hentschke, Guilbert C. Nelson, John L. |
| Abstract | This study was conducted to examine instructional strategies and resource allocation in successful schools. The study was based on the analysis of three comprehensive high schools in one school district in Southern California. Each of the study schools increased students’ academic achievement over time as measured by sustained growth on California’s Academic Performance Index. The efforts of these study schools also contributed to narrowing the achievement gap.; Successful schools in this study were analyzed primarily through the lens of Odden’s (2009) 10 Strategies for Doubling Student Performance. In addition to effective organizational and instructional strategies, this study also analyzed human and fiscal resource allocation at the sample schools. The study used the Evidence-Based Model (Odden & Picus, 2008) to analyze how the schools allocated resources during 2010-2011, navigating a catastrophic economic crisis facing California and the rest of the nation. Interview data, student achievement data and information on school-level resource use were included in case studies on each of these successful schools.; The findings indicate that although the resource use patterns of the study schools were significantly fewer than what the Evidence-Based Model suggests, the improvement strategies showed many commonalities to those suggested in the body of literature on school improvement. Strong leadership from the district office supported the reform efforts at each of the school sites. This leadership came in the form of a single district focus combined with continuity of leadership, development and retention of talent within the district and a common school improvement framework.; A heavy investment of time and fiscal resources into professional development created a collaborative culture within and between the high schools in the study. The schools that were most successful in raising student achievement demonstrated a commitment to collaboration and embraced the role of teacher leaders. The most effective schools in the study had in place internal accountability structures to support the implementation of the school and district focus. It is the effective implementation of research-based strategies, not simply resource allocation that makes schools successful and contributes to further growth in student achievement. Implications for policy and practice are discussed. |
| Keyword | education finance; secondary education; educational leadership; budget crisis; instructional leadership; Odden and Picus; resource allocation; school finance; school reform |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2010/2011 |
| 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-m3797 |
| Contributing entity | University of Southern California |
| Rights | Landisi, Brian Anthony |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Landisi-4355 |
| Archival file | uscthesesreloadpub_Volume14/etd-Landisi-4355.pdf |
Description
| Title | Page 21 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 9 the desired level of performance (Odden, 2003). The final two approaches more clearly link spending, performance and the strategies to meet performance goals. In the professional judgment approach, a chosen panel of educators—teachers, principals, superintendents and others—develops an educational program that would produce certain specified achievement outcomes (Odden, 2003). The panel is encouraged to “dream big” and select everything needed, in their professional opinion, to provide an adequate education (Hanushek & Lindseth, 2009). While this has been the predominant costing-out approach (Rebell, 2007; Odden, 2003), critics call into question the strategies that the panel identifies for use in schools. The research base for these strategies is often misleading or missing altogether and may or may not have a clear link to actual performance levels. In contrast to the other costing-out approaches, the evidence-based approach relies on empirical educational research to design schools that have elements necessary to meet desired performance outcomes. The most effective components of a quality, comprehensive instructional program are identified, and then an adequate expenditure level is determined by assigning a price to each element (Odden, 2003; Odden & Picus, 2008). Hanushek and Lindseth (2009) assert that this approach maximizes expenditures. Still, an advantage of the evidence-based approach is that the identification of a set of proven educational strategies is embedded in the instructional program and guides schools in the most effective use of their dollars (Odden, 2003). The current state of school finance. Lindseth (2006) traces California’s financial troubles back to the 1970s, where the financial disaster began for California’s |
