Page 214 |
Save page Remove page | Previous | 214 of 271 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
202
program within the school year. Cumulus HS has 265 students (9.3%) with
Individualized Education Plans (IEPs) as part of the special education program. Table I.1
indicates that the percentage of Cumulus High School’s students participating in special
programs is fairly comparable with the averages at the district, county and state levels.
Table I.1: Cumulus HS Special Program Participation Comparison, 2009-2010
Total
Enrollment
%
ELL
% Free and Reduced-Price
Lunch
% Special
Education
Cumulus HS 2,847 22.2% 54.0% 9.3%
District 26,506 24.0% 43.9% 8.4%
County 1,585,069 26.0% 65.5% 10.7%
State 6,143,159 23.7% 55.9% 10.3%
This case study is designed to provide analysis of school-level data and practices
as they relate to school improvement and higher achievement for all students.
Specifically, the case study will illustrate how the improvement process was initiated at
this school, the common themes that led to successful outcomes and the identification of
resources that were used to achieve the school’s goals.
Assessment data. Cumulus High School has demonstrated impressive growth in
student achievement. Over the past ten years, the schoolwide Academic Performance
Index (API) has increased by 160 points. Yet, the school struggles with two issues:
performance has remained the same two years in a row at 754 and the schoolwide API
still has yet to break the 800 mark—the established statewide target to which all schools
should aspire. Figure I.2 shows Cumulus High School’s API growth from 2001-2010.
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 214 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 202 program within the school year. Cumulus HS has 265 students (9.3%) with Individualized Education Plans (IEPs) as part of the special education program. Table I.1 indicates that the percentage of Cumulus High School’s students participating in special programs is fairly comparable with the averages at the district, county and state levels. Table I.1: Cumulus HS Special Program Participation Comparison, 2009-2010 Total Enrollment % ELL % Free and Reduced-Price Lunch % Special Education Cumulus HS 2,847 22.2% 54.0% 9.3% District 26,506 24.0% 43.9% 8.4% County 1,585,069 26.0% 65.5% 10.7% State 6,143,159 23.7% 55.9% 10.3% This case study is designed to provide analysis of school-level data and practices as they relate to school improvement and higher achievement for all students. Specifically, the case study will illustrate how the improvement process was initiated at this school, the common themes that led to successful outcomes and the identification of resources that were used to achieve the school’s goals. Assessment data. Cumulus High School has demonstrated impressive growth in student achievement. Over the past ten years, the schoolwide Academic Performance Index (API) has increased by 160 points. Yet, the school struggles with two issues: performance has remained the same two years in a row at 754 and the schoolwide API still has yet to break the 800 mark—the established statewide target to which all schools should aspire. Figure I.2 shows Cumulus High School’s API growth from 2001-2010. |
