Page 220 |
Save page Remove page | Previous | 220 of 271 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
208
Of particular concern is the fact that half of the White, Hispanic/Latino and
socioeconomically disadvantaged subgroups are not proficient in English. The reality is
much more bleak for ELLs, where 76% of the subgroup did not meet the proficiency
target for English. In addition, 75% of SPED students are not proficient in English. On
the Math portion of the CAHSEE, White students met the AMO with 62.6% proficient,
but the Hispanic/Latino and socioeconomically disadvantaged subgroups remained
around 50% proficient. ELLs and SPED students have 60.8% and 76.6% of their
subgroup who have not met proficiency as indicated by AYP measures in mathematics.
The Asian and Filipino subgroups at Cumulus High School are not only meeting
the AMOs each year. They are far exceeding them and are on track to move more and
more students toward proficiency. While the school has relied on Safe Harbor to help
meet AYP requirements, there is still a major achievement gap that cannot be ignored.
This became clear in 2010 when Cumulus High School was labeled a Program
Improvement (PI) school, meeting only 18 of 22 AYP criteria. The level of
accountability increased and the urgency to address learning gaps became more apparent
at the beginning of this school year.
Taking into account all the available student achievement data, an area that has
shown significant growth and promise is Cumulus High School’s participation and
performance in the College Board’s Advanced Placement (AP) program. In five years,
the number of tests given to Cumulus HS students has nearly doubled, indicating that
more students are attempting a rigorous academic schedule by attempting these courses
and exams. As Figure I.5 indicates, in the 2007-2008 school year, barriers to program
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 220 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 208 Of particular concern is the fact that half of the White, Hispanic/Latino and socioeconomically disadvantaged subgroups are not proficient in English. The reality is much more bleak for ELLs, where 76% of the subgroup did not meet the proficiency target for English. In addition, 75% of SPED students are not proficient in English. On the Math portion of the CAHSEE, White students met the AMO with 62.6% proficient, but the Hispanic/Latino and socioeconomically disadvantaged subgroups remained around 50% proficient. ELLs and SPED students have 60.8% and 76.6% of their subgroup who have not met proficiency as indicated by AYP measures in mathematics. The Asian and Filipino subgroups at Cumulus High School are not only meeting the AMOs each year. They are far exceeding them and are on track to move more and more students toward proficiency. While the school has relied on Safe Harbor to help meet AYP requirements, there is still a major achievement gap that cannot be ignored. This became clear in 2010 when Cumulus High School was labeled a Program Improvement (PI) school, meeting only 18 of 22 AYP criteria. The level of accountability increased and the urgency to address learning gaps became more apparent at the beginning of this school year. Taking into account all the available student achievement data, an area that has shown significant growth and promise is Cumulus High School’s participation and performance in the College Board’s Advanced Placement (AP) program. In five years, the number of tests given to Cumulus HS students has nearly doubled, indicating that more students are attempting a rigorous academic schedule by attempting these courses and exams. As Figure I.5 indicates, in the 2007-2008 school year, barriers to program |
