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225
Table I.4, continued
School Element
Evidence-Based
Model Prototype
High School
CHS Actual
Resource Allocation
Comparison of CHS
Resources to EBM
Prototype
18. Professional
Development
Included above:
Instructional coaches
Planning & prep time
10 summer days
Additional:
$50/pupil for other
PD expenses—
trainers, conferences,
travel, etc.
3 days of professional
development,
$105,000 for other
PD expenses
EBM suggests 10
days intensive
professional
development and
$142,350 for other
PD expenses
19. Technology $250/student Use of Title I funds,
as needed
EBM suggests
$711,750
20. Instructional materials $175/student Varies EBM suggests
$498,225
21. Student activities $250/student 0.4 ASB adviser EBM suggests
$711,750
It is perhaps expected that the large high schools typical of many urban and
suburban school districts in California are staffed differently from what is suggested in
the Evidence-Based Model. The most glaring difference is the size of the student body.
The Evidence-Based Model’s prototype high school comprises grades 9-12 and serves
600 students. Cumulus High School is the second largest school in the study with an
enrollment of 2,847 students. After prorating accordingly based on the size of this
school, it is evident that the resources in use at Cumulus HS are far lower than what the
EBM generates. Yet the school has still been able to produce some positive trends in
student achievement results. One of the differences in the current allocation of resources
and what the EBM suggests can be noted in the dedication of 70.9% of the class sections
(71.2 FTE) to core academic subjects with electives at 29.1%, or 29.2 FTE. This is
slightly under the 75-25 approach used in the EBM. A greater emphasis on electives
takes away from moving students toward proficiency in the core subject areas.
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 237 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 225 Table I.4, continued School Element Evidence-Based Model Prototype High School CHS Actual Resource Allocation Comparison of CHS Resources to EBM Prototype 18. Professional Development Included above: Instructional coaches Planning & prep time 10 summer days Additional: $50/pupil for other PD expenses— trainers, conferences, travel, etc. 3 days of professional development, $105,000 for other PD expenses EBM suggests 10 days intensive professional development and $142,350 for other PD expenses 19. Technology $250/student Use of Title I funds, as needed EBM suggests $711,750 20. Instructional materials $175/student Varies EBM suggests $498,225 21. Student activities $250/student 0.4 ASB adviser EBM suggests $711,750 It is perhaps expected that the large high schools typical of many urban and suburban school districts in California are staffed differently from what is suggested in the Evidence-Based Model. The most glaring difference is the size of the student body. The Evidence-Based Model’s prototype high school comprises grades 9-12 and serves 600 students. Cumulus High School is the second largest school in the study with an enrollment of 2,847 students. After prorating accordingly based on the size of this school, it is evident that the resources in use at Cumulus HS are far lower than what the EBM generates. Yet the school has still been able to produce some positive trends in student achievement results. One of the differences in the current allocation of resources and what the EBM suggests can be noted in the dedication of 70.9% of the class sections (71.2 FTE) to core academic subjects with electives at 29.1%, or 29.2 FTE. This is slightly under the 75-25 approach used in the EBM. A greater emphasis on electives takes away from moving students toward proficiency in the core subject areas. |
