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84
Figure 4.5: Sample Schools White Subgroup API Five-Year Trend
The Hispanic/Latino subgroup has demonstrated considerable growth in API
scores from 2006 to 2010. The average API for Hispanic/Latino students across the three
sample schools was 723 in 2006 and rose to 760 in 2010—an average increase of
approximately 37 points. At Stratus HS, the school with the greatest increase (46 points)
in Hispanic/Latino API of the sample schools, this subgroup’s API rose from 785 in 2006
to 831 in 2010. Stratus is the only school in the study whose Hispanic/Latino students
broke the 800 mark. Cumulus High School’s Hispanic/Latino API increased 43 points,
rising from 675 in 2006 to 718 in 2010. Over this same five-year period, the
Hispanic/Latino subgroup at Cirrus HS achieved a 21-point gain—moving from 709 to
730. Figure 4.6 indicates significant API growth for Hispanic/Latino students at each of
the sample schools and suggests that the achievement gap is even wider between this
group of students and the other top performing Asian and White students.
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 96 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 84 Figure 4.5: Sample Schools White Subgroup API Five-Year Trend The Hispanic/Latino subgroup has demonstrated considerable growth in API scores from 2006 to 2010. The average API for Hispanic/Latino students across the three sample schools was 723 in 2006 and rose to 760 in 2010—an average increase of approximately 37 points. At Stratus HS, the school with the greatest increase (46 points) in Hispanic/Latino API of the sample schools, this subgroup’s API rose from 785 in 2006 to 831 in 2010. Stratus is the only school in the study whose Hispanic/Latino students broke the 800 mark. Cumulus High School’s Hispanic/Latino API increased 43 points, rising from 675 in 2006 to 718 in 2010. Over this same five-year period, the Hispanic/Latino subgroup at Cirrus HS achieved a 21-point gain—moving from 709 to 730. Figure 4.6 indicates significant API growth for Hispanic/Latino students at each of the sample schools and suggests that the achievement gap is even wider between this group of students and the other top performing Asian and White students. |
