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94
Figure 4.13: Sample Schools NCLB Science CST Summary, 2006-2010
Overall, each of the sample schools has had success moving more students toward
proficiency in each of the core subjects. Stratus High School students continue to
outperform their counterparts in the CUSD with proficiency rates 20% to 30% higher on
almost every CST. Cirrus HS students have struggled the most of the three sample
schools, as indicated by their fluctuating proficiency rates on almost every test. While
gains in proficiency at Cumulus HS have been slow, there is sustained growth from year
to year. One area where all three of the District’s high schools show significant room for
improvement is in Math. Between 35.6% and 62.0% of students score proficient or
advanced on the Math CSTs. Achievement varies between schools, and it also varies in
each individual school.
California High School Exit Exam. A look at the California High School Exit
Exam (CAHSEE) scores of the sample schools indicates that, on average, approximately
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 106 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 94 Figure 4.13: Sample Schools NCLB Science CST Summary, 2006-2010 Overall, each of the sample schools has had success moving more students toward proficiency in each of the core subjects. Stratus High School students continue to outperform their counterparts in the CUSD with proficiency rates 20% to 30% higher on almost every CST. Cirrus HS students have struggled the most of the three sample schools, as indicated by their fluctuating proficiency rates on almost every test. While gains in proficiency at Cumulus HS have been slow, there is sustained growth from year to year. One area where all three of the District’s high schools show significant room for improvement is in Math. Between 35.6% and 62.0% of students score proficient or advanced on the Math CSTs. Achievement varies between schools, and it also varies in each individual school. California High School Exit Exam. A look at the California High School Exit Exam (CAHSEE) scores of the sample schools indicates that, on average, approximately |
