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corresponding assessments, which led to an increase in the percent proficient or advanced
in History by 11% since 2007.
California High School Exit Exam (CAHSEE) scores have remained strong since
2006 with over 97% of all students passing both the Math and English portions of the test
on their first attempt. As Table H.2 shows, the most impressive gains have been with
Low SES students with an 89% pass rate on the English portion, up from 69% in 2006.
In addition, the ELL pass rate has improved for the English portion of the exam with
scores growing from lows around 69% to near 80%. The fluctuations in CAHSEE scores
for the English Learner group are likely due to the small number of students in the ELL
category as an individual student’s performance has more of an effect on the whole
group.
Table H.2: Stratus HS CAHSEE First Attempt Pass Rates by Subgroup, 2006-2010
Math % Passed English-Language Arts % Passed
2006
n=729
2007
n=718
2008
n=774
2009
n=710
2010
n=703
2006
n=738
2007
n=730
2008
n=786
2009
n=716
2010
n=703
All 10th Grade 97% 97% 98% 98% 99% 95% 96% 95% 96% 97%
Asian 100% 99% 100% 100% 100% 95% 94% 96% 95% 95%
Hispanic/Latino 90% 87% 95% 89% 96% 86% 92% 90% 93% 95%
White 98% 98% 98% 98% 99% 96% 98% 95% 97% 98%
SPED 79% 82% 77% 82% 82% 66% 79% 60% 91% 73%
ELL 95% 93% 98% 94% 98% 69% 82% 41% 67% 78%
Low SES 89% 94% 95% 94% 97% 72% 91% 85% 49% 89%
CAHSEE scores, which are a factor in the overall determination of Adequate
Yearly Progress (AYP), have been a point of concern for the staff at Stratus High School.
A CAHSEE scale score of 350 is considered passing, but 380 is the minimum that can be
scored to be considered proficient for AYP. While there is evidence that the pass rate on
both sections of the exam has improved over time, it is the percentage of students scoring
proficient that is an indicator requiring closer attention. Schoolwide 86.1% of students
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 192 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 180 corresponding assessments, which led to an increase in the percent proficient or advanced in History by 11% since 2007. California High School Exit Exam (CAHSEE) scores have remained strong since 2006 with over 97% of all students passing both the Math and English portions of the test on their first attempt. As Table H.2 shows, the most impressive gains have been with Low SES students with an 89% pass rate on the English portion, up from 69% in 2006. In addition, the ELL pass rate has improved for the English portion of the exam with scores growing from lows around 69% to near 80%. The fluctuations in CAHSEE scores for the English Learner group are likely due to the small number of students in the ELL category as an individual student’s performance has more of an effect on the whole group. Table H.2: Stratus HS CAHSEE First Attempt Pass Rates by Subgroup, 2006-2010 Math % Passed English-Language Arts % Passed 2006 n=729 2007 n=718 2008 n=774 2009 n=710 2010 n=703 2006 n=738 2007 n=730 2008 n=786 2009 n=716 2010 n=703 All 10th Grade 97% 97% 98% 98% 99% 95% 96% 95% 96% 97% Asian 100% 99% 100% 100% 100% 95% 94% 96% 95% 95% Hispanic/Latino 90% 87% 95% 89% 96% 86% 92% 90% 93% 95% White 98% 98% 98% 98% 99% 96% 98% 95% 97% 98% SPED 79% 82% 77% 82% 82% 66% 79% 60% 91% 73% ELL 95% 93% 98% 94% 98% 69% 82% 41% 67% 78% Low SES 89% 94% 95% 94% 97% 72% 91% 85% 49% 89% CAHSEE scores, which are a factor in the overall determination of Adequate Yearly Progress (AYP), have been a point of concern for the staff at Stratus High School. A CAHSEE scale score of 350 is considered passing, but 380 is the minimum that can be scored to be considered proficient for AYP. While there is evidence that the pass rate on both sections of the exam has improved over time, it is the percentage of students scoring proficient that is an indicator requiring closer attention. Schoolwide 86.1% of students |
