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121
facilities and purchase instructional technology for classrooms. Ultimately, the goal is to
free up general funds to protect core academic instructional programs, retain qualified
teachers and maintain smaller class sizes. Should the measure pass, the District has
projected that it could save $20 million in ongoing cuts to CUSD schools. With the
realized savings, the Superintendent has three priorities: (1) No Additional Layoffs to the
base staffing, (2) reduce or eliminate furlough days in the future and (3) maintain K-3
staff at 24:1.
The sample schools used for this study have had to make some adjustments, but
overall not much changed over the course of time for students as the priorities of the
District have been to “keep the cuts away from the classroom.” Cumulus and Cirrus
High Schools have made strategic use of their Title I funds to backfill any reductions.
Plus, the financial support of the local educational foundation has offered considerable
relief to schools through programs and major donations. Over the last six years, the
Cloud Educational Foundation has raised $1 million and invested almost all of it back
into Cloud schools. This year alone, a record $750,000 will be donated back to CUSD.
Comparison of School Resources to the Evidence-Based Model. The resource
allocation model presented by the Evidence-Based Model (Odden & Picus, 2008) will be
used to analyze resource allocation at the sample schools. Staffing allocations will be
reported in actual totals and Full Time Equivalencies (FTEs). The Evidence-Based
Model (EBM) uses a prototype high school with an enrollment of 600 students to
estimate resource needs. Because the three high schools in this study range from 2,000 to
3,000 students, the EBM recommendations will be prorated accordingly based on the size
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 133 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 121 facilities and purchase instructional technology for classrooms. Ultimately, the goal is to free up general funds to protect core academic instructional programs, retain qualified teachers and maintain smaller class sizes. Should the measure pass, the District has projected that it could save $20 million in ongoing cuts to CUSD schools. With the realized savings, the Superintendent has three priorities: (1) No Additional Layoffs to the base staffing, (2) reduce or eliminate furlough days in the future and (3) maintain K-3 staff at 24:1. The sample schools used for this study have had to make some adjustments, but overall not much changed over the course of time for students as the priorities of the District have been to “keep the cuts away from the classroom.” Cumulus and Cirrus High Schools have made strategic use of their Title I funds to backfill any reductions. Plus, the financial support of the local educational foundation has offered considerable relief to schools through programs and major donations. Over the last six years, the Cloud Educational Foundation has raised $1 million and invested almost all of it back into Cloud schools. This year alone, a record $750,000 will be donated back to CUSD. Comparison of School Resources to the Evidence-Based Model. The resource allocation model presented by the Evidence-Based Model (Odden & Picus, 2008) will be used to analyze resource allocation at the sample schools. Staffing allocations will be reported in actual totals and Full Time Equivalencies (FTEs). The Evidence-Based Model (EBM) uses a prototype high school with an enrollment of 600 students to estimate resource needs. Because the three high schools in this study range from 2,000 to 3,000 students, the EBM recommendations will be prorated accordingly based on the size |
