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112
Bridge program are identified between middle and high school and take the Literacy for
Success course, an additional support class for students not showing proficiency on the
English standards.
Cirrus HS has become increasingly concerned with its ELL population, which
continues to underperform in comparison with the rest of the student body. Specific
interventions have been designed with these students in mind. ELD sections are
organized by grade level to target ninth graders and build school culture and expectations
early on. Cirrus also collaborates with a local university whose Masters students provide
guidance counseling service and work to get the “Hot 36” struggling students plugged in
to the school. The intervention efforts of Stratus HS and Cirrus HS show a solid level of
implementation, but Cumulus HS continues to struggle with teacher morale issues and to
what level they are invested in assisting students who need additional support.
Collaborative, professional culture and distributed leadership. The
Superintendent asserts: “If you build it, they will come.” His belief is that Cloud Unified
has a reputation and the goal of the District must be to prepare and support those who
aspire to work in CUSD. Naturally, what complicates efforts to build a collaborative,
professional culture are human and interpersonal dimensions. Stratus HS is much further
along in developing a positive, professional culture. The establishment of an ILT nearly
six years before the other schools in the study put Stratus on track to creating a more
collaborative culture far earlier. By expanding its ILT to up to 30 members this year, the
principal has made a conscious effort to extend leadership to many teachers across many
disciplines while also increasing the reach of the ILT’s school improvement message. A
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 124 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 112 Bridge program are identified between middle and high school and take the Literacy for Success course, an additional support class for students not showing proficiency on the English standards. Cirrus HS has become increasingly concerned with its ELL population, which continues to underperform in comparison with the rest of the student body. Specific interventions have been designed with these students in mind. ELD sections are organized by grade level to target ninth graders and build school culture and expectations early on. Cirrus also collaborates with a local university whose Masters students provide guidance counseling service and work to get the “Hot 36” struggling students plugged in to the school. The intervention efforts of Stratus HS and Cirrus HS show a solid level of implementation, but Cumulus HS continues to struggle with teacher morale issues and to what level they are invested in assisting students who need additional support. Collaborative, professional culture and distributed leadership. The Superintendent asserts: “If you build it, they will come.” His belief is that Cloud Unified has a reputation and the goal of the District must be to prepare and support those who aspire to work in CUSD. Naturally, what complicates efforts to build a collaborative, professional culture are human and interpersonal dimensions. Stratus HS is much further along in developing a positive, professional culture. The establishment of an ILT nearly six years before the other schools in the study put Stratus on track to creating a more collaborative culture far earlier. By expanding its ILT to up to 30 members this year, the principal has made a conscious effort to extend leadership to many teachers across many disciplines while also increasing the reach of the ILT’s school improvement message. A |
