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123
Table 4.7: Comparison of Sample Schools and Evidence-Based Model Allocations of
Core and Elective/Specialist Teachers (FTEs)
Core Teachers
FTE Allocations
Specialist/Elective Teachers
FTE Allocations
School Actual EBM Suggestion School Actual EBM Suggestion
Stratus HS 73.2 117.6 22.6 39.2
Cumulus HS 71.2 112.8 29.2 37.6
Cirrus HS 50.8 82.3 21.6 27.4
Total 195.2 312.7 73.4 104.2
Comparing the distribution of core and specialist/elective classes across the
sample schools presents an interesting phenomenon: Stratus allocates a larger percentage
of its teaching staff to core instruction than Cumulus and Cirrus. For example, at Stratus
HS 73.2 FTE teachers instruct core classes, representing 76.4% of the total sections
offered at the school. Specialist/elective FTE at Stratus number 22.6 FTE, or 23.6% of
the total sections. This breakdown even exceeds the 75-25 allocation of core to specialist
FTE evidenced in the EBM. Cumulus HS dedicates fewer resources to core classes, with
70.9% of the total class sections being core and 29.1% being specialist/elective classes.
Cirrus HS runs a similar master schedule with 70.2% of its class sections dedicated to
core and 29.8% dedicated to specialist/elective.
Library staff. Each of the sample high schools provides one librarian, but only
Cirrus High School adds a library aide/technician. The librarian is certificated and is
credentialed to instruct library media classes. The library aide is considered a classified
position that does not allow for student instruction. The aide assists the librarian in the
daily functions of the library, as well as supports students using the library. The
Evidence-Based Model provides 1.0 FTE librarian and 1.0 FTE library aide/technician
for the 600-student prototype high school. Prorating this up to the size of the sample
schools, the EBM would suggest 5.0 librarians and library aides for Stratus, 4.7 librarians
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 135 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 123 Table 4.7: Comparison of Sample Schools and Evidence-Based Model Allocations of Core and Elective/Specialist Teachers (FTEs) Core Teachers FTE Allocations Specialist/Elective Teachers FTE Allocations School Actual EBM Suggestion School Actual EBM Suggestion Stratus HS 73.2 117.6 22.6 39.2 Cumulus HS 71.2 112.8 29.2 37.6 Cirrus HS 50.8 82.3 21.6 27.4 Total 195.2 312.7 73.4 104.2 Comparing the distribution of core and specialist/elective classes across the sample schools presents an interesting phenomenon: Stratus allocates a larger percentage of its teaching staff to core instruction than Cumulus and Cirrus. For example, at Stratus HS 73.2 FTE teachers instruct core classes, representing 76.4% of the total sections offered at the school. Specialist/elective FTE at Stratus number 22.6 FTE, or 23.6% of the total sections. This breakdown even exceeds the 75-25 allocation of core to specialist FTE evidenced in the EBM. Cumulus HS dedicates fewer resources to core classes, with 70.9% of the total class sections being core and 29.1% being specialist/elective classes. Cirrus HS runs a similar master schedule with 70.2% of its class sections dedicated to core and 29.8% dedicated to specialist/elective. Library staff. Each of the sample high schools provides one librarian, but only Cirrus High School adds a library aide/technician. The librarian is certificated and is credentialed to instruct library media classes. The library aide is considered a classified position that does not allow for student instruction. The aide assists the librarian in the daily functions of the library, as well as supports students using the library. The Evidence-Based Model provides 1.0 FTE librarian and 1.0 FTE library aide/technician for the 600-student prototype high school. Prorating this up to the size of the sample schools, the EBM would suggest 5.0 librarians and library aides for Stratus, 4.7 librarians |
