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for student achievement, especially for achievement of ethnic minority and socially and economically disadvantaged students. Under NCLB, states were required to align assessments with content standards and monitor student progress toward proficiency based on the results of standards-based assessments for each subgroup of students. NCLB contained provisions that penalized districts and schools that did not achieve Annual Yearly Progress (AYP) goals over a period of time. NCLB effectively fortified the government‘s influence and command over public schools and districts and mandated accountability for results in the form of student performance measures based on standardized assessment exams (No Child Left Behind Act, 2001).
Even with the emergence of this strengthened legislation, this new mandate did not initially address a void in the practical application of methods and procedures to address the increased demand for improved student achievement. Districts and schools faced a new challenge in identifying strategies that would lead to large scale changes that would result in improvement in student performance, narrow the achievement gap, and meet accountability standards mandated by the new federal regulation.
Consequently, New American Schools (NAS), a private organization, was launched with a targeted effort to assist schools and districts in increasing student achievement on a large scale through whole school reform. This new approach to systemic change deviated significantly from past methods due to its private sector involvement with a venture capitalist influence, whole school design as a reform strategy, and national large scale change approach (Berend, Bodilly & Kirby, 2002).
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 8 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 3 for student achievement, especially for achievement of ethnic minority and socially and economically disadvantaged students. Under NCLB, states were required to align assessments with content standards and monitor student progress toward proficiency based on the results of standards-based assessments for each subgroup of students. NCLB contained provisions that penalized districts and schools that did not achieve Annual Yearly Progress (AYP) goals over a period of time. NCLB effectively fortified the government‘s influence and command over public schools and districts and mandated accountability for results in the form of student performance measures based on standardized assessment exams (No Child Left Behind Act, 2001). Even with the emergence of this strengthened legislation, this new mandate did not initially address a void in the practical application of methods and procedures to address the increased demand for improved student achievement. Districts and schools faced a new challenge in identifying strategies that would lead to large scale changes that would result in improvement in student performance, narrow the achievement gap, and meet accountability standards mandated by the new federal regulation. Consequently, New American Schools (NAS), a private organization, was launched with a targeted effort to assist schools and districts in increasing student achievement on a large scale through whole school reform. This new approach to systemic change deviated significantly from past methods due to its private sector involvement with a venture capitalist influence, whole school design as a reform strategy, and national large scale change approach (Berend, Bodilly & Kirby, 2002). |
