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millions of jobs. The education sector has benefited from the stimulus funds. As of May
14, 2010, approximately $84 billion in Education Recovery Act grants have been
awarded (U.S. Department of Education, 2010b). The influx of one-time stimulus funds
from the federal government was crucial to many school districts’ financial solvency, but
the funding came with new reporting demands and pressures to reform (EdSource,
2010f).
ARRA and Race to the Top as policy levers. As schools navigate the new
accountability structures that came with the stimulus funds they received, it is now clear
that ARRA is being used to influence education reform on a national level. The new
reform efforts were underscored as the reauthorization of ESEA came around in early
2010. President Obama and the United States Department of Education released A
Blueprint for Reform (U.S. Department of Education, 2010a) which outlines how the four
priorities of ARRA will fit into the reauthorization of ESEA: (1) improving teacher and
principal effectiveness, (2) providing information to families to help them evaluate and
improve their children’s schools, (3) implementing college- and career-ready standards
and developing improved standard-aligned assessments and (4) improving student
learning and achievement in America’s lowest-performing schools by providing support
and effective interventions.
Reform efforts are also being funded by competitive Race to the Top (RTT)
grants. This $4.35 billion program challenges states to meet the federal priorities
outlined above by providing funds to states to help implement reforms (U.S. Department
of Education, 2010c). The first round winners were Delaware and Tennessee, but many
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 34 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 22 millions of jobs. The education sector has benefited from the stimulus funds. As of May 14, 2010, approximately $84 billion in Education Recovery Act grants have been awarded (U.S. Department of Education, 2010b). The influx of one-time stimulus funds from the federal government was crucial to many school districts’ financial solvency, but the funding came with new reporting demands and pressures to reform (EdSource, 2010f). ARRA and Race to the Top as policy levers. As schools navigate the new accountability structures that came with the stimulus funds they received, it is now clear that ARRA is being used to influence education reform on a national level. The new reform efforts were underscored as the reauthorization of ESEA came around in early 2010. President Obama and the United States Department of Education released A Blueprint for Reform (U.S. Department of Education, 2010a) which outlines how the four priorities of ARRA will fit into the reauthorization of ESEA: (1) improving teacher and principal effectiveness, (2) providing information to families to help them evaluate and improve their children’s schools, (3) implementing college- and career-ready standards and developing improved standard-aligned assessments and (4) improving student learning and achievement in America’s lowest-performing schools by providing support and effective interventions. Reform efforts are also being funded by competitive Race to the Top (RTT) grants. This $4.35 billion program challenges states to meet the federal priorities outlined above by providing funds to states to help implement reforms (U.S. Department of Education, 2010c). The first round winners were Delaware and Tennessee, but many |
