Page 16 |
Save page Remove page | Previous | 16 of 126 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
11
of its comprehensive District-level school reform efforts as it relates to establishing benchmarks, meeting student performance goals, and closing the achievement gap to address its current PI status. The team study was comprised of the following: 1) an examination into what key stakeholders in the District perceived to be the root of the problem, goals, and possible solutions related to effective District-level school reform strategies implementation; 2) identification of root causes and gaps; and 3) proposal of solutions and how the stakeholders (clients) in the District responded to the proposed solutions.
Significance of the Project
The era of NCLB brings with it the overall goal of ensuring that educational systems provide appropriate and effective education for all the nation‘s students, as demonstrated by a system of accountability and data-driven decision-making. At state and local levels, effective implementation of comprehensive school reform is a necessity for any school or district in program improvement status. Districts failing to meet federal and/or state mandates in terms of student achievement and adequate yearly progress not only results in some students entering post-secondary-school life unprepared or less prepared than other students but districts can be penalized in their funding allocations if student achievement gaps persist. As a result, districts must make every effort to ensure that district-level comprehensive reform strategies are effective in meeting measureable goals for student performance and must develop systems for evaluation of progress and identification of barriers to 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 16 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 11 of its comprehensive District-level school reform efforts as it relates to establishing benchmarks, meeting student performance goals, and closing the achievement gap to address its current PI status. The team study was comprised of the following: 1) an examination into what key stakeholders in the District perceived to be the root of the problem, goals, and possible solutions related to effective District-level school reform strategies implementation; 2) identification of root causes and gaps; and 3) proposal of solutions and how the stakeholders (clients) in the District responded to the proposed solutions. Significance of the Project The era of NCLB brings with it the overall goal of ensuring that educational systems provide appropriate and effective education for all the nation‘s students, as demonstrated by a system of accountability and data-driven decision-making. At state and local levels, effective implementation of comprehensive school reform is a necessity for any school or district in program improvement status. Districts failing to meet federal and/or state mandates in terms of student achievement and adequate yearly progress not only results in some students entering post-secondary-school life unprepared or less prepared than other students but districts can be penalized in their funding allocations if student achievement gaps persist. As a result, districts must make every effort to ensure that district-level comprehensive reform strategies are effective in meeting measureable goals for student performance and must develop systems for evaluation of progress and identification of barriers to implementation. |
