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190
teachers to own the school focus, and teachers have reported they are more likely to adopt
strategies if they know someone who has been successful using them in the classroom.
Efficient and effective use of instructional time. As teachers share and learn
best practices among colleagues, they begin to use them in their own practice. Special
Education teachers have met with every department to review how to maximize the block
of classes during periods 2 and 3, separated by a brief snack break, thus concentrating
time on building skills in the target language.
Extending learning time for struggling students. Students requiring additional
help are also programmed into resource classes. Specifically, students who have failing
grades at the middle school, score low on the ELA portion of the CSTs or do not pass the
CAHSEE take the Literacy for Success class in addition to their regular English class.
Students focus on the specific content standards and test-taking skills required for the
ELA portion of the exams. Students struggling in math take the three-semester Algebra
or Geometry courses, which have been in existence since 2005. The three-semester
versions of these classes begin in summer and continue through the rest of the academic
year. The students receive the same content, but it is extended over a longer period to aid
in mastering concepts that otherwise would move at a faster pace. A peer-tutoring
component is also part of these classes where upperclassmen, typically AP students
wishing to earn service hours, work side-by-side with the students during the school day
to provide additional peer support. Currently, no problems exist beyond the regular
school day to assist struggling students. However, 16.0 sections of summer school are
offered as remedial courses to assist students who need additional support in mastering
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 202 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 190 teachers to own the school focus, and teachers have reported they are more likely to adopt strategies if they know someone who has been successful using them in the classroom. Efficient and effective use of instructional time. As teachers share and learn best practices among colleagues, they begin to use them in their own practice. Special Education teachers have met with every department to review how to maximize the block of classes during periods 2 and 3, separated by a brief snack break, thus concentrating time on building skills in the target language. Extending learning time for struggling students. Students requiring additional help are also programmed into resource classes. Specifically, students who have failing grades at the middle school, score low on the ELA portion of the CSTs or do not pass the CAHSEE take the Literacy for Success class in addition to their regular English class. Students focus on the specific content standards and test-taking skills required for the ELA portion of the exams. Students struggling in math take the three-semester Algebra or Geometry courses, which have been in existence since 2005. The three-semester versions of these classes begin in summer and continue through the rest of the academic year. The students receive the same content, but it is extended over a longer period to aid in mastering concepts that otherwise would move at a faster pace. A peer-tutoring component is also part of these classes where upperclassmen, typically AP students wishing to earn service hours, work side-by-side with the students during the school day to provide additional peer support. Currently, no problems exist beyond the regular school day to assist struggling students. However, 16.0 sections of summer school are offered as remedial courses to assist students who need additional support in mastering |
