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90
Figure 4.9: Sample Schools English-Language Arts CST Summary, 2006-2010
The Math CST data indicate small improvement for the sample schools. While
Stratus and Cumulus High Schools experienced some degree of growth over the past five
years, Cirrus High School’s performance on the Math CSTs has been slightly erratic.
Cumulus HS experienced a period of stagnation between 2006 and 2008 before making
small, but positive growth in 2009 and 2010. Cumulus High School has grown by two
percentage points each year over between 2006 and 2010. Although this represents
steady progress, the overall proficiency rate in Math at Cumulus is only 35.6% across all
courses. Cirrus High School experienced a period of decreasing proficiency from 2006-
2008, but has seen some growth in the past two years. This growth is limited, however,
and there are still concerns that only 38.1% of Cirrus HS students are proficient in Math.
Figure 4.10 charts the trends for all students who scored proficient or advanced on the
Math CST between 2006 and 2010.
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 102 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 90 Figure 4.9: Sample Schools English-Language Arts CST Summary, 2006-2010 The Math CST data indicate small improvement for the sample schools. While Stratus and Cumulus High Schools experienced some degree of growth over the past five years, Cirrus High School’s performance on the Math CSTs has been slightly erratic. Cumulus HS experienced a period of stagnation between 2006 and 2008 before making small, but positive growth in 2009 and 2010. Cumulus High School has grown by two percentage points each year over between 2006 and 2010. Although this represents steady progress, the overall proficiency rate in Math at Cumulus is only 35.6% across all courses. Cirrus High School experienced a period of decreasing proficiency from 2006- 2008, but has seen some growth in the past two years. This growth is limited, however, and there are still concerns that only 38.1% of Cirrus HS students are proficient in Math. Figure 4.10 charts the trends for all students who scored proficient or advanced on the Math CST between 2006 and 2010. |
