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102
leadership has committed to using a $500 million grant to supporting the FOR process.
Two teacher substitutes are provided to each school site for these collaboration days, and
the schools pick up the remaining cost from site funds. This is a shared value.
It has become common practice for teachers and principals to start the year by
analyzing the state test scores in the opening faculty meeting. This year, each of the
sample schools followed a FOR protocol while looking at 2010 API, CST, CAHSEE and
AP data. They first identified the good news emerging from the data. Then, they
identified the urgent message, or the critical needs the data revealed. Finally, teachers
and staff drafted bold steps—the next logical moves, aligned with current resources, to
tackle the challenges revealed by the performance data. This model has been used at the
school sites throughout the year to tackle various challenges.
All members of the faculty have been trained to use the data analysis model
illustrated above, but at Stratus HS, the level of implementation is deeper. That is,
teachers use the model on their own in departments without prompting from site
leadership. Cumulus and Cirrus High Schools’ teachers continue to require support in
understanding data and how to act on its implications. In 2009, the Western Association
of Schools and Colleges (WASC) accreditation process helped Cumulus High School
become more comfortable with data analysis, and this process will be repeated for both
Stratus and Cirrus this coming year. In addition, data analysis continues to be used to set
goals published in the Single Plan for Student Achievement.
Setting ambitious goals. As the sample schools have become more accustomed to
using data to drive instruction, they also have used the urgent messages coming out of
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 114 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 102 leadership has committed to using a $500 million grant to supporting the FOR process. Two teacher substitutes are provided to each school site for these collaboration days, and the schools pick up the remaining cost from site funds. This is a shared value. It has become common practice for teachers and principals to start the year by analyzing the state test scores in the opening faculty meeting. This year, each of the sample schools followed a FOR protocol while looking at 2010 API, CST, CAHSEE and AP data. They first identified the good news emerging from the data. Then, they identified the urgent message, or the critical needs the data revealed. Finally, teachers and staff drafted bold steps—the next logical moves, aligned with current resources, to tackle the challenges revealed by the performance data. This model has been used at the school sites throughout the year to tackle various challenges. All members of the faculty have been trained to use the data analysis model illustrated above, but at Stratus HS, the level of implementation is deeper. That is, teachers use the model on their own in departments without prompting from site leadership. Cumulus and Cirrus High Schools’ teachers continue to require support in understanding data and how to act on its implications. In 2009, the Western Association of Schools and Colleges (WASC) accreditation process helped Cumulus High School become more comfortable with data analysis, and this process will be repeated for both Stratus and Cirrus this coming year. In addition, data analysis continues to be used to set goals published in the Single Plan for Student Achievement. Setting ambitious goals. As the sample schools have become more accustomed to using data to drive instruction, they also have used the urgent messages coming out of |
