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A reduction or narrowing of District reform initiatives has a higher probability of greater success in attaining reform goals. Foley (2001) believes government mandates create a reform bureaucracy forcing organizations to take on too many reforms. This seems evident in RUSD as interview data indicates confusion over, ―which reform are we on now?‖ (RUSD Interview, 5-9-10). As the multiple reforms receive superficial implementation, they become less and less effective. This effort is further hampered by a lack of effective feedback throughout the organization. Timely and specific feedback can increase understanding, therefore; increasing the speed and effectiveness of the reform (Mayer, 2008). Furthermore, the use of a multitude of reform movements can have the unintended effect of dispersing scarce resources. As the budgetary woes of RUSD and the state as a whole persist, the incorporation of multiple reform movements within a district can lead to an unintended, but tangible consequence of draining valuable resources whether it is time or money (Au & Valencia, 2010). Studies indicate a narrow and consistent focus is maintained at schools that demonstrate success in raising student achievement levels (Cambone, 1995) (Lipson, Mosenthal, Mekkelson, & Russ, 2004).
The aim is to build on the current foundation while fine tuning the work already in progress. These proposed solutions take into consideration the limitations of our inquiry: limited number of interviewees, limited time to conduct interviews, tumultuous timing of the inquiry process, and lack of representation of all stakeholders in the interview process. Additionally, the team understands and has taken into account the fact that reform efforts evolve over time and that current findings capture a snapshot of where the District is at this particular moment. The team also understands the current budgetary
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 83 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 78 A reduction or narrowing of District reform initiatives has a higher probability of greater success in attaining reform goals. Foley (2001) believes government mandates create a reform bureaucracy forcing organizations to take on too many reforms. This seems evident in RUSD as interview data indicates confusion over, ―which reform are we on now?‖ (RUSD Interview, 5-9-10). As the multiple reforms receive superficial implementation, they become less and less effective. This effort is further hampered by a lack of effective feedback throughout the organization. Timely and specific feedback can increase understanding, therefore; increasing the speed and effectiveness of the reform (Mayer, 2008). Furthermore, the use of a multitude of reform movements can have the unintended effect of dispersing scarce resources. As the budgetary woes of RUSD and the state as a whole persist, the incorporation of multiple reform movements within a district can lead to an unintended, but tangible consequence of draining valuable resources whether it is time or money (Au & Valencia, 2010). Studies indicate a narrow and consistent focus is maintained at schools that demonstrate success in raising student achievement levels (Cambone, 1995) (Lipson, Mosenthal, Mekkelson, & Russ, 2004). The aim is to build on the current foundation while fine tuning the work already in progress. These proposed solutions take into consideration the limitations of our inquiry: limited number of interviewees, limited time to conduct interviews, tumultuous timing of the inquiry process, and lack of representation of all stakeholders in the interview process. Additionally, the team understands and has taken into account the fact that reform efforts evolve over time and that current findings capture a snapshot of where the District is at this particular moment. The team also understands the current budgetary |
