Page 93 |
Save page Remove page | Previous | 93 of 271 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
81
Figure 4.2: CUSD District API Trend, 2002-2010
Likewise, the three sample high schools have followed suit, raising their schoolwide API
scores significantly over the last decade. Cumulus High School has seen the largest
growth of all the high schools by gaining 160 points since 2001. The API at Cumulus
started at 594 in 2001 and steadied at 754 the past two years. Cirrus High School has yet
to see a leveling off in its schoolwide API score, but has suffered a couple of dips over
the years. Still, the 138-point growth schoolwide since 2001 has put Cirrus High School
closer to the state target of 800. Stratus High School started off much higher than its
counterparts in the district with an API of 754 in 2001. While schools with higher API
scores tend to make smaller gains from year to year, Stratus has had success in raising the
schoolwide API to 883 in 2010—an overall growth of 129 points. Figure 4.3 illustrates
the growth of API scores made by the sample schools over a ten-year period.
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 93 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 81 Figure 4.2: CUSD District API Trend, 2002-2010 Likewise, the three sample high schools have followed suit, raising their schoolwide API scores significantly over the last decade. Cumulus High School has seen the largest growth of all the high schools by gaining 160 points since 2001. The API at Cumulus started at 594 in 2001 and steadied at 754 the past two years. Cirrus High School has yet to see a leveling off in its schoolwide API score, but has suffered a couple of dips over the years. Still, the 138-point growth schoolwide since 2001 has put Cirrus High School closer to the state target of 800. Stratus High School started off much higher than its counterparts in the district with an API of 754 in 2001. While schools with higher API scores tend to make smaller gains from year to year, Stratus has had success in raising the schoolwide API to 883 in 2010—an overall growth of 129 points. Figure 4.3 illustrates the growth of API scores made by the sample schools over a ten-year period. |
