Page 33 |
Save page Remove page | Previous | 33 of 271 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
21
quality of education a child receives should not depend on their residence and, therefore,
local funding of schools should be equalized across districts in the state of Texas. The
Supreme Court decided that there is no provision in the federal constitution that holds
education as a fundamental right. The court decided that the Texas funding system based
on property taxes was a rational method of funding schools. The decision had the effect
of ending federal suits to equalize education funding in states based on equity (Lindseth,
2006). As a result of the Rodriguez decision, suits challenging inequitable state funding
systems moved to state courts and a new movement toward adequacy was born.
Additional large-scale funding mechanisms. Odden, Monk, Nakib and Picus
(1995) analyzed education spending patterns across all 50 states and found that there was
a considerable national investment in public education during the 20th century. These
funds, however, were distributed unfairly and used ineffectively (Odden et al., 1995).
The largest portion of increased spending on education has been used to hire more
teachers by reducing class size, all while increasing teacher salaries without being used
strategically to enhance teachers’ professional expertise (Odden et al., 1995). At the
same time, Hanushek and Lindseth (2009) report that there has been little improvement in
student outcomes, indicating little return on the investment into K-12 education.
In the first decade of this current century, economic trouble was brewing. By the
fall of 2008, the nation was facing an economic crisis—a recession (EdSource, 2010f).
Newly elected President Barack Obama acted swiftly by signing into law the American
Recovery and Reinvestment Act of 2009 (ARRA), also known as the federal stimulus, on
February 17, 2009. It was designed to jumpstart the economy and to create or save
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 33 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 21 quality of education a child receives should not depend on their residence and, therefore, local funding of schools should be equalized across districts in the state of Texas. The Supreme Court decided that there is no provision in the federal constitution that holds education as a fundamental right. The court decided that the Texas funding system based on property taxes was a rational method of funding schools. The decision had the effect of ending federal suits to equalize education funding in states based on equity (Lindseth, 2006). As a result of the Rodriguez decision, suits challenging inequitable state funding systems moved to state courts and a new movement toward adequacy was born. Additional large-scale funding mechanisms. Odden, Monk, Nakib and Picus (1995) analyzed education spending patterns across all 50 states and found that there was a considerable national investment in public education during the 20th century. These funds, however, were distributed unfairly and used ineffectively (Odden et al., 1995). The largest portion of increased spending on education has been used to hire more teachers by reducing class size, all while increasing teacher salaries without being used strategically to enhance teachers’ professional expertise (Odden et al., 1995). At the same time, Hanushek and Lindseth (2009) report that there has been little improvement in student outcomes, indicating little return on the investment into K-12 education. In the first decade of this current century, economic trouble was brewing. By the fall of 2008, the nation was facing an economic crisis—a recession (EdSource, 2010f). Newly elected President Barack Obama acted swiftly by signing into law the American Recovery and Reinvestment Act of 2009 (ARRA), also known as the federal stimulus, on February 17, 2009. It was designed to jumpstart the economy and to create or save |
