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181
have met the proficiency requirement for ELA and 87.3% have met the proficiency
requirement for Math, far above the Annual Measurable Objectives (AMO) for 2009-
2010. The AMO for ELA was 55.6%, and for Math it was 54.8% for 2009-2010. This
percent proficient increases dramatically every year until 100% proficiency is reached in
2014. Forty-two percent of the English Language Learners and 46% of Special
Education students have not met proficiency goals as indicated by AYP measures in
English-Language Arts. In addition, 47.8% of SPED students have not met proficiency
as indicated by AYP measures in mathematics. This is a cause for concern because these
two subgroups have not met the AMO for 2009-2010.
Despite these challenges, it should be noted that the school met all 18 of its AYP
criteria in 2009-2010, and since it is not a Title I school, Stratus High School is not
eligible for Program Improvement.
Taking into account all the available student achievement data, perhaps the most
impressive is the participation and performance of students in the College Board’s
Advanced Placement (AP) program. In five years, the number of tests given to Stratus
High School students has increased by 400 exams, indicating that more students are
attempting a rigorous academic schedule by attempting these courses and exams. As the
participation rate has increased, the pass rate has remained constant—around 72%.
Often, as barriers to an AP program are removed the pass rate decreases, but this trend
has not held true at Stratus High School.
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 193 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 181 have met the proficiency requirement for ELA and 87.3% have met the proficiency requirement for Math, far above the Annual Measurable Objectives (AMO) for 2009- 2010. The AMO for ELA was 55.6%, and for Math it was 54.8% for 2009-2010. This percent proficient increases dramatically every year until 100% proficiency is reached in 2014. Forty-two percent of the English Language Learners and 46% of Special Education students have not met proficiency goals as indicated by AYP measures in English-Language Arts. In addition, 47.8% of SPED students have not met proficiency as indicated by AYP measures in mathematics. This is a cause for concern because these two subgroups have not met the AMO for 2009-2010. Despite these challenges, it should be noted that the school met all 18 of its AYP criteria in 2009-2010, and since it is not a Title I school, Stratus High School is not eligible for Program Improvement. Taking into account all the available student achievement data, perhaps the most impressive is the participation and performance of students in the College Board’s Advanced Placement (AP) program. In five years, the number of tests given to Stratus High School students has increased by 400 exams, indicating that more students are attempting a rigorous academic schedule by attempting these courses and exams. As the participation rate has increased, the pass rate has remained constant—around 72%. Often, as barriers to an AP program are removed the pass rate decreases, but this trend has not held true at Stratus High School. |
