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27
spending—approximately 40% of the state’s general fund budget going to education—it
also limits legislative flexibility in budget decisions, sometimes creating a ceiling for
education spending.
Adequacy concerns spark courts and legislators to action. A more recent case
challenged California’s commitment to and investment in its public schools. Williams v.
State of California originated in 2000, and the plaintiffs alleged that the state was not
exercising its constitutional responsibility for oversight of K-12 education, and conditions
in schools throughout the state deprived children of equal access to education (Timar,
2002). They cited unqualified teachers, lack of textbooks and instructional materials,
deteriorating and unhealthful facilities, and the absence of adequate instructional
programs in their lawsuit (EdSource, 2010c). When the suit was settled in 2004, the state
agreed to spend upwards of one billion dollars to improve school facilities (Picus, 2006).
The Legislature responded by enacting five bills that provided accountability measures,
extra financial support and other help for low-performing schools (EdSource, 2010c).
The Williams suit turned out to be more than simply fixing broken-down schools. The
case raised questions about the capacity of the state’s governance structure and its ability
to provide California’s students with an adequate education (Picus, 2006; Timar, 2002).
Adequacy in Education Funding
The standards-based movement of NCLB has shifted the focus to student
performance outcomes. Schools across the country continue to face mounting pressure to
demonstrate improved student performance on standardized tests and other measures in
order to be in compliance with NCLB. Under the standards-based movement, the success
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 39 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 27 spending—approximately 40% of the state’s general fund budget going to education—it also limits legislative flexibility in budget decisions, sometimes creating a ceiling for education spending. Adequacy concerns spark courts and legislators to action. A more recent case challenged California’s commitment to and investment in its public schools. Williams v. State of California originated in 2000, and the plaintiffs alleged that the state was not exercising its constitutional responsibility for oversight of K-12 education, and conditions in schools throughout the state deprived children of equal access to education (Timar, 2002). They cited unqualified teachers, lack of textbooks and instructional materials, deteriorating and unhealthful facilities, and the absence of adequate instructional programs in their lawsuit (EdSource, 2010c). When the suit was settled in 2004, the state agreed to spend upwards of one billion dollars to improve school facilities (Picus, 2006). The Legislature responded by enacting five bills that provided accountability measures, extra financial support and other help for low-performing schools (EdSource, 2010c). The Williams suit turned out to be more than simply fixing broken-down schools. The case raised questions about the capacity of the state’s governance structure and its ability to provide California’s students with an adequate education (Picus, 2006; Timar, 2002). Adequacy in Education Funding The standards-based movement of NCLB has shifted the focus to student performance outcomes. Schools across the country continue to face mounting pressure to demonstrate improved student performance on standardized tests and other measures in order to be in compliance with NCLB. Under the standards-based movement, the success |
