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16
800 for all schools to meet, and those that do not achieve a score of 800 are
required to meet annual growth targets set by the state.
2. Adequacy: The provision of a set of strategies, programs, curriculum and
instruction, with appropriate adjustments for special-needs students, districts and
schools, and their full financing, that is sufficient to provide all students an equal
opportunity to learn to high performance standards (Odden & Picus, 2008).
3. Adequate Yearly Progress (AYP): A report required by the federal No Child Left
Behind (NCLB) Act of 2002 and is used to measure how well individual schools
and districts are doing in meeting the following requirements: (a) student
participation rates on statewide tests; (b) percentage of students scoring at the
proficient level or above in English-language arts and mathematics on statewide
tests; (c) in California only, API growth; and (d) graduation rate (California
Department of Education, 2009).
4. American Recovery and Reinvestment Act (ARRA)/Stimulus Funds: The federal
stimulus package enacted by the U.S. Congress and President Obama in March,
2009 that allocated additional, one-time funds to school districts across the United
States. The act provided more than $100 billion for prekindergarten through 12th
grade schools nationwide, and nearly $8 billion for California. It was a one-time
infusion for the 2008-2009 and 2009-2010 school years (EdSource, 2010b)
5. California Standards Tests: A series of tests that measure students’ achievement
of California’s content standards in the areas of English-Language Arts,
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 28 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 16 800 for all schools to meet, and those that do not achieve a score of 800 are required to meet annual growth targets set by the state. 2. Adequacy: The provision of a set of strategies, programs, curriculum and instruction, with appropriate adjustments for special-needs students, districts and schools, and their full financing, that is sufficient to provide all students an equal opportunity to learn to high performance standards (Odden & Picus, 2008). 3. Adequate Yearly Progress (AYP): A report required by the federal No Child Left Behind (NCLB) Act of 2002 and is used to measure how well individual schools and districts are doing in meeting the following requirements: (a) student participation rates on statewide tests; (b) percentage of students scoring at the proficient level or above in English-language arts and mathematics on statewide tests; (c) in California only, API growth; and (d) graduation rate (California Department of Education, 2009). 4. American Recovery and Reinvestment Act (ARRA)/Stimulus Funds: The federal stimulus package enacted by the U.S. Congress and President Obama in March, 2009 that allocated additional, one-time funds to school districts across the United States. The act provided more than $100 billion for prekindergarten through 12th grade schools nationwide, and nearly $8 billion for California. It was a one-time infusion for the 2008-2009 and 2009-2010 school years (EdSource, 2010b) 5. California Standards Tests: A series of tests that measure students’ achievement of California’s content standards in the areas of English-Language Arts, |
