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1
Chapter One
Introduction and Overview
Authored by: Monalisa Hasson in collaboration with Gilda Dixon and Brent Forsee
Background of the Problem
After decades of attempts at educational reforms and failures at achieving the progress that would benefit all students, districts throughout the United States are now in the midst of an educational climate of state and federal mandates requiring research-based reforms aimed at improving standards-based instruction that is coupled with strengthened accountability components. Schools throughout the nation are confronted with increased demands at both the state and the federal levels to improve student achievement in the core content areas of English language arts, mathematics, science, and social science, with an emphasis on improvement in English language arts and mathematics, as assessed by standardized measures of student achievement. This heightened pressure evolved as a result of a broadening achievement gap between minority and non-minority students and a succession of legislative changes aimed at narrowing and eventually eliminating the achievement gap between non-minority students and minority or socially and/or economically disadvantaged students.
Under the administration of former President Bill Clinton, there was a move toward providing districts with a blueprint for a systematic approach in addressing the student achievement gaps with the passage of the Improving America‘s Schools Act (IASA) in 1994. IASA required states to increase effective learning opportunities through changes in curriculum paired with annual assessments. These initiatives,
Object Description
| Title | Comprehensive school reform: Effective implementation |
| Author | Hasson, Monalisa |
| Author email | hasson62@sbcglobal.net; monalish@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-01-19 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-19 |
| Advisor (committee chair) | Rueda, Robert S. |
| Advisor (committee member) |
Marsh, David D. Escalante, Michael F. |
| Abstract | Over the last decade, districts throughout the nation have been challenged with the goal of improving student achievement with the ultimate target of attaining 100% proficiency in the core subject areas across all student subgroups. This is an ambitious endeavor that most would agree should be the ultimate goal regardless of socioeconomic status, primary language, or ethnicity of the students which a district serves. The dilemma schools face is in the implementation of comprehensive school reforms that will move districts toward this goal.; This inquiry-based project investigated the Rowland Unified School District through a collaborative model of research using the gap analysis method developed by Clark and Estes (2002) to identify possible barriers to full and effective implementation of comprehensive reform efforts in the District. The body of literature identified components or elements of effective implementation. The research team used this literature research to inform the study of the District, the research team’s findings, conclusions, and possible solutions. |
| Keyword | comprehensive school reform; program improvement; goal alignment; decentralization; gap analysis |
| Geographic subject | school districts: Rowland Unified School District |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2000/2010 |
| 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-m3758 |
| Contributing entity | University of Southern California |
| Rights | Hasson, Monalisa |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Hasson-4529 |
| Archival file | uscthesesreloadpub_Volume62/etd-Hasson-4529.pdf |
Description
| Title | Page 6 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 1 Chapter One Introduction and Overview Authored by: Monalisa Hasson in collaboration with Gilda Dixon and Brent Forsee Background of the Problem After decades of attempts at educational reforms and failures at achieving the progress that would benefit all students, districts throughout the United States are now in the midst of an educational climate of state and federal mandates requiring research-based reforms aimed at improving standards-based instruction that is coupled with strengthened accountability components. Schools throughout the nation are confronted with increased demands at both the state and the federal levels to improve student achievement in the core content areas of English language arts, mathematics, science, and social science, with an emphasis on improvement in English language arts and mathematics, as assessed by standardized measures of student achievement. This heightened pressure evolved as a result of a broadening achievement gap between minority and non-minority students and a succession of legislative changes aimed at narrowing and eventually eliminating the achievement gap between non-minority students and minority or socially and/or economically disadvantaged students. Under the administration of former President Bill Clinton, there was a move toward providing districts with a blueprint for a systematic approach in addressing the student achievement gaps with the passage of the Improving America‘s Schools Act (IASA) in 1994. IASA required states to increase effective learning opportunities through changes in curriculum paired with annual assessments. These initiatives, |
