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70
Instrumentation and Data Collection
In order to maintain a standardization of the data collection among the twelve
researchers collecting data from different schools in California, the researchers received a
full-day training by Lawrence O. Picus in March 2010. Dr. Picus trained the members of
the thematic dissertation group to use protocols and codebooks focusing on data
collection, site visit preparation, interviews, data entry and data analysis. The
instruments were designed to gather detailed information about how the schools used
resources to improve student performance and accomplish the school’s vision.
The University of Southern California Institutional Review Board (IRB) reviewed
information pertaining to this study and concluded that the project did not qualify as
Human Subjects Research. School site principals were then contacted by phone, e-mail
and in person to obtain consent to participate in the study. Because the study centered on
three high schools in the same school district, the researcher made contact with the
Superintendent, Deputy Superintendent and Assistant Superintendent, Educational
Services to secure permission to conduct the study and ensure participation of district
level administrators in interviews.
Quantitative data collection. To better comprehend the decisions made by local
leaders, first, an evaluation of existing documents was completed to gather quantitative
data and develop an initial picture of the priorities of the school. The quantitative data
collected was entered into a secure online data entry system created by Lawrence O.
Picus and Associates. The database houses specific school level resource indicators on
California schools, and it is aligned with the school expenditure structure model
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 82 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 70 Instrumentation and Data Collection In order to maintain a standardization of the data collection among the twelve researchers collecting data from different schools in California, the researchers received a full-day training by Lawrence O. Picus in March 2010. Dr. Picus trained the members of the thematic dissertation group to use protocols and codebooks focusing on data collection, site visit preparation, interviews, data entry and data analysis. The instruments were designed to gather detailed information about how the schools used resources to improve student performance and accomplish the school’s vision. The University of Southern California Institutional Review Board (IRB) reviewed information pertaining to this study and concluded that the project did not qualify as Human Subjects Research. School site principals were then contacted by phone, e-mail and in person to obtain consent to participate in the study. Because the study centered on three high schools in the same school district, the researcher made contact with the Superintendent, Deputy Superintendent and Assistant Superintendent, Educational Services to secure permission to conduct the study and ensure participation of district level administrators in interviews. Quantitative data collection. To better comprehend the decisions made by local leaders, first, an evaluation of existing documents was completed to gather quantitative data and develop an initial picture of the priorities of the school. The quantitative data collected was entered into a secure online data entry system created by Lawrence O. Picus and Associates. The database houses specific school level resource indicators on California schools, and it is aligned with the school expenditure structure model |
