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42
(2009) and other researchers, extending the school day or the school year was not
necessary because they simply restructured time in class to focus on core subjects like
English-language arts and math. As part of this restructuring process, Odden (2009)
finds that successful schools embed extra help for struggling students through individual
and small-group tutoring during the regular school day. Often schools will offer a rich
set of extra-help strategies that include double periods, tutoring, extended-day and
summer school classes. It should be noted that, in addition to changing instructional
blocks, successful schools also integrate collaboration time for teachers.
To implement each of the strategies described thus far requires a shift in culture
for many schools. To best achieve this, Odden (2009) finds that successful schools have
three things in common: a professional school culture, a collaborative culture and
distributed leadership. Schools that work in groups to develop curriculum, plan
instruction, analyze data, provide interventions, reflect on their work and modify their
practice are often called professional learning communities, or PLCs (Odden, 2009). As
Odden (2009) explains, there is a “density” of instructional leaders in effective
educational organizations that use current, research-based strategies. These organizations
double their performance by seeking out new ideas in order to improve.
In his final strategy, Odden (2009) indicates that an element of school
improvement that receives insufficient attention is that of human capital. The strategies
profiled here cannot be successfully employed without excellent teachers and
administrators to lead the process. Odden (2009) recommends recruiting top talent far
earlier than during the summer months and being focused on developing that talent.
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 54 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 42 (2009) and other researchers, extending the school day or the school year was not necessary because they simply restructured time in class to focus on core subjects like English-language arts and math. As part of this restructuring process, Odden (2009) finds that successful schools embed extra help for struggling students through individual and small-group tutoring during the regular school day. Often schools will offer a rich set of extra-help strategies that include double periods, tutoring, extended-day and summer school classes. It should be noted that, in addition to changing instructional blocks, successful schools also integrate collaboration time for teachers. To implement each of the strategies described thus far requires a shift in culture for many schools. To best achieve this, Odden (2009) finds that successful schools have three things in common: a professional school culture, a collaborative culture and distributed leadership. Schools that work in groups to develop curriculum, plan instruction, analyze data, provide interventions, reflect on their work and modify their practice are often called professional learning communities, or PLCs (Odden, 2009). As Odden (2009) explains, there is a “density” of instructional leaders in effective educational organizations that use current, research-based strategies. These organizations double their performance by seeking out new ideas in order to improve. In his final strategy, Odden (2009) indicates that an element of school improvement that receives insufficient attention is that of human capital. The strategies profiled here cannot be successfully employed without excellent teachers and administrators to lead the process. Odden (2009) recommends recruiting top talent far earlier than during the summer months and being focused on developing that talent. |
