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39
Research-Based School Reform Strategies
Transforming schools and increasing student achievement stretches far beyond
understanding the intricacies of school finance. A school’s resources need to be invested
in the right people with the right talents who know how to use the right strategies to
improve student learning. Because the trend toward adequacy requires the pooling
together of multiple resources to reach desired educational goals, it seems only
appropriate to identify additional research-based elements that contribute to environments
that support learning. Odden (2009) and Marzano (2003) have synthesized nearly four
decades of educational research and practical evidence from school sites, presenting clear
guidance as to the steps schools can take to be highly effective. Their findings are
summarized in this section.
Odden’s 10 Strategies. Odden’s (2009) 10 Strategies to Doubling Student
Performance provides a comprehensive set of strategies for school improvement. This
book was written based on information obtained from numerous studies and reports by
prominent educators and researchers. The lessons learned as part of Odden’s (2009)
study of the literature and successful schools’ practice are even more relevant since they
have been reviewed since the inception of NCLB and can be applied to the Act’s
accountability requirements. Further, the 10 Strategies aligns with the Evidence-Based
Model (Odden & Picus, 2008) of school finance adequacy by focusing resources in such
a way that producing a positive change in student performance is a reality.
Odden (2009) defines “doubling” performance as making “large, quantum,
absolute gains in student achievement” (p. ix). As districts and schools have restructured,
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 51 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 39 Research-Based School Reform Strategies Transforming schools and increasing student achievement stretches far beyond understanding the intricacies of school finance. A school’s resources need to be invested in the right people with the right talents who know how to use the right strategies to improve student learning. Because the trend toward adequacy requires the pooling together of multiple resources to reach desired educational goals, it seems only appropriate to identify additional research-based elements that contribute to environments that support learning. Odden (2009) and Marzano (2003) have synthesized nearly four decades of educational research and practical evidence from school sites, presenting clear guidance as to the steps schools can take to be highly effective. Their findings are summarized in this section. Odden’s 10 Strategies. Odden’s (2009) 10 Strategies to Doubling Student Performance provides a comprehensive set of strategies for school improvement. This book was written based on information obtained from numerous studies and reports by prominent educators and researchers. The lessons learned as part of Odden’s (2009) study of the literature and successful schools’ practice are even more relevant since they have been reviewed since the inception of NCLB and can be applied to the Act’s accountability requirements. Further, the 10 Strategies aligns with the Evidence-Based Model (Odden & Picus, 2008) of school finance adequacy by focusing resources in such a way that producing a positive change in student performance is a reality. Odden (2009) defines “doubling” performance as making “large, quantum, absolute gains in student achievement” (p. ix). As districts and schools have restructured, |
