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Table J.2: Cirrus HS CAHSEE First Attempt Pass Rates by Subgroup, 2006-2010
Math % Passed English-Language Arts % Passed
2006
n=644
2007
n=555
2008
n=562
2009
n=514
2010
n=481
2006
n=645
2007
n=553
2008
n=573
2009
n=515
2010
n=488
All 10th Grade 89% 86% 88% 86% 89% 83% 81% 82% 81% 83%
Asian 97% 93% 97% 98% 97% 88% 80% 95% 91% 88%
Hispanic/Latino 82% 76% 82% 79% 76% 77% 76% 75% 84% 76%
White 91% 89% 88% 87% 93% 84% 83% 83% 77% 82%
SPED 39% 29% 22% 66% 45% 24% 39% 27% 48% 32%
ELL 80% 75% 72% 74% 76% 58% 57% 55% 51% 56%
Low SES 84% 83% 86% 80% 85% 72% 76% 77% 74% 75%
CAHSEE scores, which are a factor in the overall determination of Adequate
Yearly Progress (AYP), have been a major point of concern for the staff at Cirrus High
School. A CAHSEE scale score of 350 is considered passing, but 380 is the minimum
that can be scored to be considered proficient for AYP. While there is evidence that the
pass rate on both sections of the exam has remained fairly constant over time, it is the
percentage of students scoring proficient that is an indicator requiring major attention.
Schoolwide 57.8% of students have met the proficiency requirement for ELA and 70.1%
have met the proficiency requirement for Math. In 2009-2010, the Annual Measurable
Objective (AMO) for English was 55.6%, and for Math it was 54.8%. This percent
proficient increases dramatically every year until 100% proficiency is reached in 2014.
While the schoolwide proficiency rate exceeded the AMO for 2009-2010, several
of the school’s subgroups did not come close to meeting the AMO. Of particular concern
is the fact that half of Hispanic/Latino and socioeconomically disadvantaged students are
not proficient in English. The reality is more bleak for ELLs, where 71% of the subgroup
did not meet the proficiency target for English. In addition, 85% of SPED students are
not proficient in English. On the Math portion of the CAHSEE, White and
socioeconomically disadvantaged students met the AMO with 74.3% and 64.5%
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 248 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 236 Table J.2: Cirrus HS CAHSEE First Attempt Pass Rates by Subgroup, 2006-2010 Math % Passed English-Language Arts % Passed 2006 n=644 2007 n=555 2008 n=562 2009 n=514 2010 n=481 2006 n=645 2007 n=553 2008 n=573 2009 n=515 2010 n=488 All 10th Grade 89% 86% 88% 86% 89% 83% 81% 82% 81% 83% Asian 97% 93% 97% 98% 97% 88% 80% 95% 91% 88% Hispanic/Latino 82% 76% 82% 79% 76% 77% 76% 75% 84% 76% White 91% 89% 88% 87% 93% 84% 83% 83% 77% 82% SPED 39% 29% 22% 66% 45% 24% 39% 27% 48% 32% ELL 80% 75% 72% 74% 76% 58% 57% 55% 51% 56% Low SES 84% 83% 86% 80% 85% 72% 76% 77% 74% 75% CAHSEE scores, which are a factor in the overall determination of Adequate Yearly Progress (AYP), have been a major point of concern for the staff at Cirrus High School. A CAHSEE scale score of 350 is considered passing, but 380 is the minimum that can be scored to be considered proficient for AYP. While there is evidence that the pass rate on both sections of the exam has remained fairly constant over time, it is the percentage of students scoring proficient that is an indicator requiring major attention. Schoolwide 57.8% of students have met the proficiency requirement for ELA and 70.1% have met the proficiency requirement for Math. In 2009-2010, the Annual Measurable Objective (AMO) for English was 55.6%, and for Math it was 54.8%. This percent proficient increases dramatically every year until 100% proficiency is reached in 2014. While the schoolwide proficiency rate exceeded the AMO for 2009-2010, several of the school’s subgroups did not come close to meeting the AMO. Of particular concern is the fact that half of Hispanic/Latino and socioeconomically disadvantaged students are not proficient in English. The reality is more bleak for ELLs, where 71% of the subgroup did not meet the proficiency target for English. In addition, 85% of SPED students are not proficient in English. On the Math portion of the CAHSEE, White and socioeconomically disadvantaged students met the AMO with 74.3% and 64.5% |
