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46
knowledge/skills, motivation, and organizational root causes at all levels that may be barriers to effective reform implementation.
Participants
Initially, our team met with the District superintendent and its leadership staff in order to gain an overarching sense of the District‘s history, its efforts at school reform, its financial outlook, and the goals for improved student achievement. Along with these key pieces of information, District personnel provided information on the District‘s current strategic plan, goals for the District, possible challenges to meeting its District reform goals, and District administration‘s response to these challenges. This informational meeting allowed our team to ask broad questions to gain an understanding of the District‘s desired focus and it also provided an opportunity to meet key informants.
Key Informants
After gathering other information from available public records as well as those provided by the District leadership such as strategic plans; demographic information; financial support; AYP; and API scores for the District, key informants were identified. Our team met with one of the District‘s assistant superintendents to conduct the first scanning interview. The assistant superintendent was chosen as the first contact because the team believed he would be able to provide insight into the history of the RUSD school reform efforts from a high-level administrative perspective, ease access into the organization, and provide a global picture of the current District efforts. He would also be instrumental in providing access to school personnel who would participate in the interviews required to gain insight into the potential root causes associated with school
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 51 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 46 knowledge/skills, motivation, and organizational root causes at all levels that may be barriers to effective reform implementation. Participants Initially, our team met with the District superintendent and its leadership staff in order to gain an overarching sense of the District‘s history, its efforts at school reform, its financial outlook, and the goals for improved student achievement. Along with these key pieces of information, District personnel provided information on the District‘s current strategic plan, goals for the District, possible challenges to meeting its District reform goals, and District administration‘s response to these challenges. This informational meeting allowed our team to ask broad questions to gain an understanding of the District‘s desired focus and it also provided an opportunity to meet key informants. Key Informants After gathering other information from available public records as well as those provided by the District leadership such as strategic plans; demographic information; financial support; AYP; and API scores for the District, key informants were identified. Our team met with one of the District‘s assistant superintendents to conduct the first scanning interview. The assistant superintendent was chosen as the first contact because the team believed he would be able to provide insight into the history of the RUSD school reform efforts from a high-level administrative perspective, ease access into the organization, and provide a global picture of the current District efforts. He would also be instrumental in providing access to school personnel who would participate in the interviews required to gain insight into the potential root causes associated with school |
