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mandates for all subgroups over a period of five or more years. AYP was developed as a way to disaggregate student achievement by subgroups within schools and districts. While RUSD maintains many high performing schools, the lack of subgroup achievement, a focus of AYP, has been a major factor to its placement in PI status. The District‘s designation as a program improvement district emphasizes the importance of reducing the District-wide achievement gap and increasing the urgency to make systematic changes to achieve its goals. Producing consistent student achievement gains across subgroups regardless of which school or classroom the child attends provides a clear lens to the challenge RUSD faces and one which the District willingly sought to address in correlation with its vision of creating opportunities for students to reach his or her full potential. In an effort to address these challenges, the RUSD has implemented District-level reform efforts for improved student learning. Through this inquiry project study, the District sought to evaluate its current reform efforts as a means to improve student achievement. The inquiry project team assigned to this study served in the role of outside evaluators charged with the task of identifying gaps in the areas of intent and implementation of reform efforts while considering practical and actionable solutions for the RUSD leadership. Practical and actionable solutions are important in the political environment of a school district (Bolman & Deal, 2002). This study stretched the boundaries of action research by suggesting solutions that are actionable in a political environment as opposed to a theoretical environment. Working collaboratively with the District leadership, the team had access to information, data, and personnel that served vital to the study and its investigation of root causes of gaps in reform implementation,
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 14 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 9 mandates for all subgroups over a period of five or more years. AYP was developed as a way to disaggregate student achievement by subgroups within schools and districts. While RUSD maintains many high performing schools, the lack of subgroup achievement, a focus of AYP, has been a major factor to its placement in PI status. The District‘s designation as a program improvement district emphasizes the importance of reducing the District-wide achievement gap and increasing the urgency to make systematic changes to achieve its goals. Producing consistent student achievement gains across subgroups regardless of which school or classroom the child attends provides a clear lens to the challenge RUSD faces and one which the District willingly sought to address in correlation with its vision of creating opportunities for students to reach his or her full potential. In an effort to address these challenges, the RUSD has implemented District-level reform efforts for improved student learning. Through this inquiry project study, the District sought to evaluate its current reform efforts as a means to improve student achievement. The inquiry project team assigned to this study served in the role of outside evaluators charged with the task of identifying gaps in the areas of intent and implementation of reform efforts while considering practical and actionable solutions for the RUSD leadership. Practical and actionable solutions are important in the political environment of a school district (Bolman & Deal, 2002). This study stretched the boundaries of action research by suggesting solutions that are actionable in a political environment as opposed to a theoretical environment. Working collaboratively with the District leadership, the team had access to information, data, and personnel that served vital to the study and its investigation of root causes of gaps in reform implementation, |
