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233
Figure J.3: Cirrus HS API Five-Year Trend by Subgroup
It should be noted that while there have been some dips in scores over the years,
the general trend is an increase in student performance. The rise in student achievement
scores, albeit slow and not markedly dramatic, does indicate some cause for celebration.
The Hispanic/Latino grew from 709 to 730, raising the subgroups API by 21 points over
the past five years. Students classified in the socioeconomically disadvantaged (Low
SES) subgroup experienced a significant improvement in academic achievement across
the school by increasing its API 44 points, from 688 in 2006 to 732 in 2010.
The Special Education (SPED) subgroup experienced the most dramatic
improvement of all the subgroups with an API jump of 74 points over the past five
years—rising from 456 in 2006 to 530 this year. While the staff recognizes the
accomplishments of its special education students, they are still aware of a pressing issue
related to the SPED’s 19-point API decrease between 2009 and 2010. Of equal concern
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 245 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 233 Figure J.3: Cirrus HS API Five-Year Trend by Subgroup It should be noted that while there have been some dips in scores over the years, the general trend is an increase in student performance. The rise in student achievement scores, albeit slow and not markedly dramatic, does indicate some cause for celebration. The Hispanic/Latino grew from 709 to 730, raising the subgroups API by 21 points over the past five years. Students classified in the socioeconomically disadvantaged (Low SES) subgroup experienced a significant improvement in academic achievement across the school by increasing its API 44 points, from 688 in 2006 to 732 in 2010. The Special Education (SPED) subgroup experienced the most dramatic improvement of all the subgroups with an API jump of 74 points over the past five years—rising from 456 in 2006 to 530 this year. While the staff recognizes the accomplishments of its special education students, they are still aware of a pressing issue related to the SPED’s 19-point API decrease between 2009 and 2010. Of equal concern |
