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168
L. Length of Science Class: Number of minutes of science class periods per day.
These include periods when students are specially grouped for extended
science instruction. Report an average per day length.
M. Length of Social Studies Class: Number of minutes of social studies and
history class periods per day. These include periods when students are
specially grouped for extended history or social studies instruction. Report an
average per day length.
N. AYP: This is a measure as to whether the school made Adequate Yearly
Progress (AYP) during the previous school year (2007-08). Enter “Y” or “N”
or “NA.”
O. API
VI. Core Academic Teachers
The classroom teachers primarily responsible for teaching a school’s core
academic subjects of reading/English/language arts, mathematics, science,
history/social studies, and foreign language. In elementary schools, core
academic teachers consist of the teachers in the self-contained regular education
classrooms. Some elementary schools may also departmentalize certain core
subjects such as math or science, especially in the upper grades. These teachers
are also to be included as core teachers. In middle schools, high schools, or any
other departmentalized school, core teachers consist of those teachers who are
members of the English/language arts, mathematics, science, social studies, and
foreign language departments along with special education or ESL/bilingual
teachers who provide classes in these subjects. The teachers should be entered as
full-time equivalents (FTEs), which may include decimals. (E.g. a half-time
teacher would be entered as 0.5) If teachers are assigned to multiage classrooms,
divide up the FTEs weighted by students per each grade. Enter each teacher’s
name that corresponds to the FTEs entered in the corresponding notes fields.
Indicate in parentheses if the teacher is not a 1.0 FTE in that category.
Example:
Grade 1: Matthew Perry (0.5), Lisa Kudrow, Jennifer Aniston;
Grade 2: David Schwimmer (0.25), Courtney Cox (0.33), Matt LeBlanc
A. Grades K-12: Number of FTE licensed grade-level teachers who teach the
core subjects. The FTEs should not duplicate those in the individual subject
categories.
B. English/Reading/LA, History/Social Studies, Mathematics, Science, and
Foreign Language: Number of FTE licensed subject-specific teachers who
teach the core subjects. The FTEs should not duplicate those in the grade
categories.
VII. Specialist and Elective Teachers
This expenditure element consists of teachers who teach non-core academic
classes, and usually provide planning and preparation time for core academic
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 180 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 168 L. Length of Science Class: Number of minutes of science class periods per day. These include periods when students are specially grouped for extended science instruction. Report an average per day length. M. Length of Social Studies Class: Number of minutes of social studies and history class periods per day. These include periods when students are specially grouped for extended history or social studies instruction. Report an average per day length. N. AYP: This is a measure as to whether the school made Adequate Yearly Progress (AYP) during the previous school year (2007-08). Enter “Y” or “N” or “NA.” O. API VI. Core Academic Teachers The classroom teachers primarily responsible for teaching a school’s core academic subjects of reading/English/language arts, mathematics, science, history/social studies, and foreign language. In elementary schools, core academic teachers consist of the teachers in the self-contained regular education classrooms. Some elementary schools may also departmentalize certain core subjects such as math or science, especially in the upper grades. These teachers are also to be included as core teachers. In middle schools, high schools, or any other departmentalized school, core teachers consist of those teachers who are members of the English/language arts, mathematics, science, social studies, and foreign language departments along with special education or ESL/bilingual teachers who provide classes in these subjects. The teachers should be entered as full-time equivalents (FTEs), which may include decimals. (E.g. a half-time teacher would be entered as 0.5) If teachers are assigned to multiage classrooms, divide up the FTEs weighted by students per each grade. Enter each teacher’s name that corresponds to the FTEs entered in the corresponding notes fields. Indicate in parentheses if the teacher is not a 1.0 FTE in that category. Example: Grade 1: Matthew Perry (0.5), Lisa Kudrow, Jennifer Aniston; Grade 2: David Schwimmer (0.25), Courtney Cox (0.33), Matt LeBlanc A. Grades K-12: Number of FTE licensed grade-level teachers who teach the core subjects. The FTEs should not duplicate those in the individual subject categories. B. English/Reading/LA, History/Social Studies, Mathematics, Science, and Foreign Language: Number of FTE licensed subject-specific teachers who teach the core subjects. The FTEs should not duplicate those in the grade categories. VII. Specialist and Elective Teachers This expenditure element consists of teachers who teach non-core academic classes, and usually provide planning and preparation time for core academic |
