Page 99 |
Save page Remove page | Previous | 99 of 271 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
87
increased their API from the mid-600s to the 700s, and Stratus High School’s Low SES
subgroup broke the 800 mark. Figure 4.7 illustrates the trend of improvement exhibited
by the Low SES subgroup at the sample schools from 2006-2010.
Figure 4.7: Sample Schools Low SES Subgroup API Five-Year Trend
Of all the sample schools, the Low SES subgroup at Cumulus HS improved its API score
by the greatest factor—rising from 658 in 2006 to 711 in 2010. This represents a growth
of 53 points. Cirrus High School’s Low SES subgroup API grew by 44 points, from 688
to 732. Stratus High School serves far fewer Low SES students, but still made growth: a
38-point jump from 773 in 2006 to 811 in 2010. These data are evidence that students
coming from impoverished backgrounds are capable of achieving at high levels.
The one subgroup that struggled to make consistent academic progress was the
English Language Learners. At all the sample schools, the ELL subgroup API scores
fluctuated. This past year, the ELL subgroup’s API at each sample school site dropped.
At Stratus HS, where ELL students were making positive gains, the subgroup’s API fell
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 99 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 87 increased their API from the mid-600s to the 700s, and Stratus High School’s Low SES subgroup broke the 800 mark. Figure 4.7 illustrates the trend of improvement exhibited by the Low SES subgroup at the sample schools from 2006-2010. Figure 4.7: Sample Schools Low SES Subgroup API Five-Year Trend Of all the sample schools, the Low SES subgroup at Cumulus HS improved its API score by the greatest factor—rising from 658 in 2006 to 711 in 2010. This represents a growth of 53 points. Cirrus High School’s Low SES subgroup API grew by 44 points, from 688 to 732. Stratus High School serves far fewer Low SES students, but still made growth: a 38-point jump from 773 in 2006 to 811 in 2010. These data are evidence that students coming from impoverished backgrounds are capable of achieving at high levels. The one subgroup that struggled to make consistent academic progress was the English Language Learners. At all the sample schools, the ELL subgroup API scores fluctuated. This past year, the ELL subgroup’s API at each sample school site dropped. At Stratus HS, where ELL students were making positive gains, the subgroup’s API fell |
