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Table 4.6: CUSD Cost-Saving Strategies and Budget Reductions, 2010-2011
Reduction Savings Realized
Administration Reorganization (10 FTE) $1,100,000
Reduction in Maintenance Workers (7 FTE) $450,000
Reductions in Special Education (7.4 FTE) $500,000
School Safety Grants Sweep (one-time) $1,200,000
Restricted Lottery Utilization $500,000
Charge Food Services Department an Indirect Cost $350,000
Middle School FTE Reduction (1 FTE/1,000 students = 3 FTE) $300,000
High School FTE Reduction (1 FTE/1,000 students = 9 FTE) $900,000
Magnet School Adjusted to a Six-period Day (4 FTE) $400,000
Reduction in High School Administrative Secretary (3 FTE) $168,750
Reduce Continuation High School Counseling (1 FTE) $100,000
Eliminate Summer School Advancement Courses $1,000,000
Payments Shifted to Capital Fund $1,270,000
Redesign Current Health Insurance Plans $900,000
Savings from Contribution Cap on Health Insurance $4,400,000
Restructure Workers Comp Benefits $1,400,000
Increase Class Size Ratio in K-3 to 24.95:1 $3,400,000
TOTAL $18,338,750
Going forward, the CUSD is expected to lose an additional $26 million over the
next three years based on the current budget situation in California.
The certificated, classified and management bargaining units in the District have
worked to contain costs as much as possible. Administrators have nine rolling furlough
days in 2010-2011. Classified has five furlough days this year, while teachers were
spared furlough days due to one-time federal monies. In the next two years, furlough
days for teachers are expected to increase to three or four days.
In an effort to minimize the impact of the financial crisis, the CUSD board of
education has placed a $270 million General Obligation Bond measure on the April 5,
2011 ballot. The bond would extend the current property tax rate still in effect from the
previous bond measure passed ten years ago. The funds would be used to upgrade school
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 132 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 120 Table 4.6: CUSD Cost-Saving Strategies and Budget Reductions, 2010-2011 Reduction Savings Realized Administration Reorganization (10 FTE) $1,100,000 Reduction in Maintenance Workers (7 FTE) $450,000 Reductions in Special Education (7.4 FTE) $500,000 School Safety Grants Sweep (one-time) $1,200,000 Restricted Lottery Utilization $500,000 Charge Food Services Department an Indirect Cost $350,000 Middle School FTE Reduction (1 FTE/1,000 students = 3 FTE) $300,000 High School FTE Reduction (1 FTE/1,000 students = 9 FTE) $900,000 Magnet School Adjusted to a Six-period Day (4 FTE) $400,000 Reduction in High School Administrative Secretary (3 FTE) $168,750 Reduce Continuation High School Counseling (1 FTE) $100,000 Eliminate Summer School Advancement Courses $1,000,000 Payments Shifted to Capital Fund $1,270,000 Redesign Current Health Insurance Plans $900,000 Savings from Contribution Cap on Health Insurance $4,400,000 Restructure Workers Comp Benefits $1,400,000 Increase Class Size Ratio in K-3 to 24.95:1 $3,400,000 TOTAL $18,338,750 Going forward, the CUSD is expected to lose an additional $26 million over the next three years based on the current budget situation in California. The certificated, classified and management bargaining units in the District have worked to contain costs as much as possible. Administrators have nine rolling furlough days in 2010-2011. Classified has five furlough days this year, while teachers were spared furlough days due to one-time federal monies. In the next two years, furlough days for teachers are expected to increase to three or four days. In an effort to minimize the impact of the financial crisis, the CUSD board of education has placed a $270 million General Obligation Bond measure on the April 5, 2011 ballot. The bond would extend the current property tax rate still in effect from the previous bond measure passed ten years ago. The funds would be used to upgrade school |
