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organizational culture. Interview respondents overwhelmingly addressed the lack of accountability toward the central office. Based on the information collected by the team, the organizational culture is such that each principal has the ability to do whatever they want at their school. Seemingly, RUSD‘s status as a PI district may be rooted in this organizational gap that lacks direction or sound educational alignment as referenced in the literature review. The saturation of the Ball influence that was felt during the professional development day was not evident during the school site visits. There was little if any observational evidence one could use to support Ball‘s effect at the school site level. While much was celebrated at the professional development day, there was little evidence in the form of student achievement data or in feedback from school site personnel present to support Ball‘s effect at the school site level. One interview respondent supported this assessment by saying, ―The principals smile and nod at the meetings and then come back to the school site and do their own thing. If you have a strong principal then you probably have a strong school, but if you don‘t, there is no accountability to the D.O. [District Office]. Half the District is PI now so realistically what is the D.O. going to do?‖ This brings into question whether the capacity exists within RUSD to solve its problems. Harkening back to a few years ago when people within the District largely did what they wanted, it would seem difficult to build a democratic foundation. District leadership supports the desire to remain decentralized despite the barriers this may cause in developing District-wide continuity. ―Keeping the COPs [Communities of Practice] in place is a high priority. I believe these will be the lever through which we will achieve our goals. COPs are aligned with our decentralized
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 63 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 58 organizational culture. Interview respondents overwhelmingly addressed the lack of accountability toward the central office. Based on the information collected by the team, the organizational culture is such that each principal has the ability to do whatever they want at their school. Seemingly, RUSD‘s status as a PI district may be rooted in this organizational gap that lacks direction or sound educational alignment as referenced in the literature review. The saturation of the Ball influence that was felt during the professional development day was not evident during the school site visits. There was little if any observational evidence one could use to support Ball‘s effect at the school site level. While much was celebrated at the professional development day, there was little evidence in the form of student achievement data or in feedback from school site personnel present to support Ball‘s effect at the school site level. One interview respondent supported this assessment by saying, ―The principals smile and nod at the meetings and then come back to the school site and do their own thing. If you have a strong principal then you probably have a strong school, but if you don‘t, there is no accountability to the D.O. [District Office]. Half the District is PI now so realistically what is the D.O. going to do?‖ This brings into question whether the capacity exists within RUSD to solve its problems. Harkening back to a few years ago when people within the District largely did what they wanted, it would seem difficult to build a democratic foundation. District leadership supports the desire to remain decentralized despite the barriers this may cause in developing District-wide continuity. ―Keeping the COPs [Communities of Practice] in place is a high priority. I believe these will be the lever through which we will achieve our goals. COPs are aligned with our decentralized |
