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167
A. Current Student Enrollment: Headcount of students enrolled at the school on
the day of the site visit minus any pre-kindergarten students.
B. Pre-kindergarten Student Enrollment: Headcount of students enrolled in any
pre-kindergarten programs at the school on the day of the site visit. These
students should not be included in the previous category, Current Student
Enrollment. Make sure to also ask this question at secondary schools.
C. Grade Span: Range of grades that the school provides instruction in. (E.g. K-
5)
D. Number of ELL/Bilingual Students: As of the day of the site visit, the number
of students eligible for services as an English language learner (ELL) as
defined by the federal No Child Left Behind Act of 2001
E. Number of Students Eligible for Free- or Reduced-Price Lunch (FRL):
Number of enrolled students who are eligible for the federal free- and
reduced-price lunch program.
F. Total number of Special Education Students (IEPs): As of the day of the site
visit, number of students in the school with an Individualized Education
Program (IEP) indicating their eligibility for special education services. (This
will most likely be a larger number than the number of students who are in a
self-contained special education classroom.) Does not include gifted and
talented students.
G. Number of Special Education Students (self-contained): Number of students
in the school with an Individualized Education Program (IEP) indicating their
eligibility for special education services.
H. Total Length of School Day: Number of minutes per day that students are
required to be present at school. If multiple grade spans are present for
different amounts of time, report the average length. (e.g. If the school day
begins at 8:30 am and ends at 3:15pm, then the total length of the school day
is 405 minutes.)
I. Length of Instructional Day: Number of minutes per day that students are
present for instruction. This information should be available from the school
bell schedule or a school staff member. Subtract recess, lunch, and passing
periods time from the total minutes in the school day. This calculation is
different from how the state measures the “instructional day.” (E.g. If the
length of the school day is 405 minutes, and the students have 20 minutes for
lunch and 25 minutes for recess, then the length of the instructional day is 360
minutes.)
J. Length of Mathematics Class: Number of minutes of mathematics class
periods per day. These include periods when students are specially grouped
for extended mathematics instruction. Report an average per day length.
K. Length of Reading/English/LA Class: Number of minutes of reading, English,
and language arts (LA) class periods. These include periods when students
are specially grouped for extended literacy instruction. (E.g. reading, writing,
comprehension) Report an average per day length.
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 179 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 167 A. Current Student Enrollment: Headcount of students enrolled at the school on the day of the site visit minus any pre-kindergarten students. B. Pre-kindergarten Student Enrollment: Headcount of students enrolled in any pre-kindergarten programs at the school on the day of the site visit. These students should not be included in the previous category, Current Student Enrollment. Make sure to also ask this question at secondary schools. C. Grade Span: Range of grades that the school provides instruction in. (E.g. K- 5) D. Number of ELL/Bilingual Students: As of the day of the site visit, the number of students eligible for services as an English language learner (ELL) as defined by the federal No Child Left Behind Act of 2001 E. Number of Students Eligible for Free- or Reduced-Price Lunch (FRL): Number of enrolled students who are eligible for the federal free- and reduced-price lunch program. F. Total number of Special Education Students (IEPs): As of the day of the site visit, number of students in the school with an Individualized Education Program (IEP) indicating their eligibility for special education services. (This will most likely be a larger number than the number of students who are in a self-contained special education classroom.) Does not include gifted and talented students. G. Number of Special Education Students (self-contained): Number of students in the school with an Individualized Education Program (IEP) indicating their eligibility for special education services. H. Total Length of School Day: Number of minutes per day that students are required to be present at school. If multiple grade spans are present for different amounts of time, report the average length. (e.g. If the school day begins at 8:30 am and ends at 3:15pm, then the total length of the school day is 405 minutes.) I. Length of Instructional Day: Number of minutes per day that students are present for instruction. This information should be available from the school bell schedule or a school staff member. Subtract recess, lunch, and passing periods time from the total minutes in the school day. This calculation is different from how the state measures the “instructional day.” (E.g. If the length of the school day is 405 minutes, and the students have 20 minutes for lunch and 25 minutes for recess, then the length of the instructional day is 360 minutes.) J. Length of Mathematics Class: Number of minutes of mathematics class periods per day. These include periods when students are specially grouped for extended mathematics instruction. Report an average per day length. K. Length of Reading/English/LA Class: Number of minutes of reading, English, and language arts (LA) class periods. These include periods when students are specially grouped for extended literacy instruction. (E.g. reading, writing, comprehension) Report an average per day length. |
