Page 27 |
Save page Remove page | Previous | 27 of 271 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
15
schools be limited geographically to the Los Angeles region. The individual schools and
the district leadership own their strategies for allocating resources and furthering
academic achievement, but this research study did not evaluate the implementation,
effectiveness or implications of these strategies or the instructional program. Finally, it is
important to bear in mind that this study used only one of the adequacy methods—the
Evidence-Based Model—as a theoretical framework. Nevertheless, this model was used
to make comparisons with resource allocation practices currently in place at the schools
and to contribute to the analysis and discussion in the study.
Assumptions. This study first assumes that API and AYP are valid and accurate
measures of student learning and achievement. Bearing this in mind, it is also assumed
that the quantitative data presented in the documents provided to the researcher for
analysis by the school leadership are an accurate reflection of the school’s strategy of
allocating resources. Finally, as qualitative data are used to augment this study’s
findings, a final assumption exists: the principals and school staff have provided details in
the interview portion of the study that are accurate and honest in their portrayal of actual
resource allocation practices at the schools and in the district.
Definitions
To clarify key terms that appear throughout this study, the following definitions
are provided:
1. Academic Performance Index (API): A number designated by the California
Department of Education (2009) that ranges from 200 to 1000 and is calculated
from student results on statewide assessments. California has set a target score of
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 27 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 15 schools be limited geographically to the Los Angeles region. The individual schools and the district leadership own their strategies for allocating resources and furthering academic achievement, but this research study did not evaluate the implementation, effectiveness or implications of these strategies or the instructional program. Finally, it is important to bear in mind that this study used only one of the adequacy methods—the Evidence-Based Model—as a theoretical framework. Nevertheless, this model was used to make comparisons with resource allocation practices currently in place at the schools and to contribute to the analysis and discussion in the study. Assumptions. This study first assumes that API and AYP are valid and accurate measures of student learning and achievement. Bearing this in mind, it is also assumed that the quantitative data presented in the documents provided to the researcher for analysis by the school leadership are an accurate reflection of the school’s strategy of allocating resources. Finally, as qualitative data are used to augment this study’s findings, a final assumption exists: the principals and school staff have provided details in the interview portion of the study that are accurate and honest in their portrayal of actual resource allocation practices at the schools and in the district. Definitions To clarify key terms that appear throughout this study, the following definitions are provided: 1. Academic Performance Index (API): A number designated by the California Department of Education (2009) that ranges from 200 to 1000 and is calculated from student results on statewide assessments. California has set a target score of |
