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87
Background
No Child Left Behind Act of 2001 has placed an
emphasis on student achievement across all
subgroups
Rowland has taken steps to address the needs of all
students
Collaborative relationships with all stakeholders
Research-Based Professional Development
External Partnerships
Instructional Cabinet
Family Resource Center
Problem
Proficiency levels in English and Language Arts (ELA) are below
the target of 45% for Hispanic, Socioeconomically
Disadvantaged (SES), English learners (EL), and Students with
Disabilities (SWD) subgroups based on 2009 data
Students with Disabilities did not meet the Math proficiency
target of 45.5; Hispanic, SES, and EL subgroups were just
above the target of 45.5
Six elementary schools were placed in program improvement
status in 2009 for a total of 11 schools or more than half of
its 21 schools
The target will increase to 56% and 56.4% respectively in ELA
and Math in 2010
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 92 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 87 Background No Child Left Behind Act of 2001 has placed an emphasis on student achievement across all subgroups Rowland has taken steps to address the needs of all students Collaborative relationships with all stakeholders Research-Based Professional Development External Partnerships Instructional Cabinet Family Resource Center Problem Proficiency levels in English and Language Arts (ELA) are below the target of 45% for Hispanic, Socioeconomically Disadvantaged (SES), English learners (EL), and Students with Disabilities (SWD) subgroups based on 2009 data Students with Disabilities did not meet the Math proficiency target of 45.5; Hispanic, SES, and EL subgroups were just above the target of 45.5 Six elementary schools were placed in program improvement status in 2009 for a total of 11 schools or more than half of its 21 schools The target will increase to 56% and 56.4% respectively in ELA and Math in 2010 |
