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126
fiscal resources necessary to support professional growth. The Evidence-Based Model
allocates a total of ten days of intensive summer training, in addition to $100 per pupil for
other professional development expenses such as trainers, conferences, travel and other
elements.
For the sample schools in the CUSD, all certificated staff are required to attend
three professional development days—two during summer and one during the school
year. The District covers a significant portion of professional development expenses in
its efforts to support the Focus on Results process. Schools support the District’s efforts
by covering additional substitutes to attend Focus on Results collaboration days through
site funds. Title I and other categorical funds are used to pay for additional professional
development expenses. It became clear in the document analysis and interviews that
there are not reliable accounting controls in place to help schools accurately track their
professional development expenditures at the site level.
In comparison to the EBM, all sample schools provided seven days less than the
suggested number of professional development days. Additionally, the EBM suggested
an average expenditure of $130,000 to fund professional development opportunities for
certificated staff. This amount is nearly triple the amount Stratus HS has allocated and
$30,000 to $40,000 more than what Cumulus and Cirrus respective contribute to
professional development activities.
The Evidence-Based Model also calls for the allocation of one instructional coach
for every 200 students in its prototype high school to support teacher instruction and
student learning. Of the sample schools, only Stratus HS had instructional coaches
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 138 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 126 fiscal resources necessary to support professional growth. The Evidence-Based Model allocates a total of ten days of intensive summer training, in addition to $100 per pupil for other professional development expenses such as trainers, conferences, travel and other elements. For the sample schools in the CUSD, all certificated staff are required to attend three professional development days—two during summer and one during the school year. The District covers a significant portion of professional development expenses in its efforts to support the Focus on Results process. Schools support the District’s efforts by covering additional substitutes to attend Focus on Results collaboration days through site funds. Title I and other categorical funds are used to pay for additional professional development expenses. It became clear in the document analysis and interviews that there are not reliable accounting controls in place to help schools accurately track their professional development expenditures at the site level. In comparison to the EBM, all sample schools provided seven days less than the suggested number of professional development days. Additionally, the EBM suggested an average expenditure of $130,000 to fund professional development opportunities for certificated staff. This amount is nearly triple the amount Stratus HS has allocated and $30,000 to $40,000 more than what Cumulus and Cirrus respective contribute to professional development activities. The Evidence-Based Model also calls for the allocation of one instructional coach for every 200 students in its prototype high school to support teacher instruction and student learning. Of the sample schools, only Stratus HS had instructional coaches |
