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12
This inquiry project, through the use of the Clark and Estes (2002) model, assisted RUSD in evaluating the effectiveness of its District-level school reform efforts and implementation. Importantly, this approach served useful in identifying the challenges to achieving the District‘s goal of closing the achievement gaps for subgroups not meeting state and federal targets needed to move out of PI status across all schools. In collaboration, results of this project, in the form of recommendations for practice, provided a starting point from which to continue to implement change that will effectively address achievement goals.
As RUSD faces increased pressure to comply with state and federal mandates of accountability by meeting student performance targets and improving student learning within all of its subgroups, District-level comprehensive school reform strategies have been launched. The Rowland Unified School District has been creative in its design of district-level school reform, modeling its efforts after scientifically-based CSR programs and designing its own strategies to address its particular needs while incorporating major components of effective comprehensive school reform as described in the literature. However, like other districts, RUSD faces challenges in implementation.
Comprehensive School Reform Strategies and Programs
Research literature recognizes specific features of comprehensive school reform from a scientifically-based standpoint proven to have a positive effect on student performance and models that incorporate these components are clearly presented (Tushnet, et al, 2004) (Levin and Wiens, 2003).
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 17 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 12 This inquiry project, through the use of the Clark and Estes (2002) model, assisted RUSD in evaluating the effectiveness of its District-level school reform efforts and implementation. Importantly, this approach served useful in identifying the challenges to achieving the District‘s goal of closing the achievement gaps for subgroups not meeting state and federal targets needed to move out of PI status across all schools. In collaboration, results of this project, in the form of recommendations for practice, provided a starting point from which to continue to implement change that will effectively address achievement goals. As RUSD faces increased pressure to comply with state and federal mandates of accountability by meeting student performance targets and improving student learning within all of its subgroups, District-level comprehensive school reform strategies have been launched. The Rowland Unified School District has been creative in its design of district-level school reform, modeling its efforts after scientifically-based CSR programs and designing its own strategies to address its particular needs while incorporating major components of effective comprehensive school reform as described in the literature. However, like other districts, RUSD faces challenges in implementation. Comprehensive School Reform Strategies and Programs Research literature recognizes specific features of comprehensive school reform from a scientifically-based standpoint proven to have a positive effect on student performance and models that incorporate these components are clearly presented (Tushnet, et al, 2004) (Levin and Wiens, 2003). |
