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schools located on the northern side of the District are in program improvement. There are ten schools located on the south side. Two of the ten schools on the southern side of the District are in program improvement. Of the two southern schools in program improvement, one is the District‘s alternative education high school. Based on these statistics, a conclusion could be made that the northern schools represent a higher proportion of students with extraordinary economical and or language barriers within the District, reinforcing the belief that the areas in greatest educational need have fewer community resources when measured by District performance data and comparisons in SES state data.
Also, as noted by Desimone (2003), a major element of effective comprehensive school reform in addressing achievement gaps is the fidelity of implementation of reform strategies not only within the district but also within schools and by the different stakeholders. Spillane, et al (2002) adds that local implementation can be difficult as the process and concepts may challenge deeply rooted beliefs about teaching and learning. Fidelity can be further compromised when there is no alignment in priorities or goals from the district to the site and from the site to the classroom (Elmore, 2002). The fact that RUSD has been successful meeting state and federal targets in some of its schools warranted a closer examination into the District-level school reform implementation process at all levels that identified possible challenges it faces within schools placed in program improvement status. The current reforms are structural (Strategic Plan), and based on federal mandates (program improvement addendum), supported by professional development models to build capacity in leadership and practice (Ball Foundation). The
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 12 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 7 schools located on the northern side of the District are in program improvement. There are ten schools located on the south side. Two of the ten schools on the southern side of the District are in program improvement. Of the two southern schools in program improvement, one is the District‘s alternative education high school. Based on these statistics, a conclusion could be made that the northern schools represent a higher proportion of students with extraordinary economical and or language barriers within the District, reinforcing the belief that the areas in greatest educational need have fewer community resources when measured by District performance data and comparisons in SES state data. Also, as noted by Desimone (2003), a major element of effective comprehensive school reform in addressing achievement gaps is the fidelity of implementation of reform strategies not only within the district but also within schools and by the different stakeholders. Spillane, et al (2002) adds that local implementation can be difficult as the process and concepts may challenge deeply rooted beliefs about teaching and learning. Fidelity can be further compromised when there is no alignment in priorities or goals from the district to the site and from the site to the classroom (Elmore, 2002). The fact that RUSD has been successful meeting state and federal targets in some of its schools warranted a closer examination into the District-level school reform implementation process at all levels that identified possible challenges it faces within schools placed in program improvement status. The current reforms are structural (Strategic Plan), and based on federal mandates (program improvement addendum), supported by professional development models to build capacity in leadership and practice (Ball Foundation). The |
