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22
History. The charter schools movement is an offshoot of school reforms such as
privations, school-based management, alternative and magnet schools (Perez, et al.,
2007). The idea of charter schools can be traced back to Ray Budde and the earliest
semblance of a charter school was in Philadelphia when they tried schools within schools
in the 1980s (Perez, et. al., 2007). After Minnesota, California was the second state to
pass legislation to allow for charter schools, and currently has the greatest number of
charters of any state with over 20% of students attending a charter school nationwide in
California (Perez, et. al., 2007). The impetus for charter schools in California was Gary
Hart who introduced Senate Bill 1448 in response to mounting calls for school choice. To
appease advocators of choice and the increasing calls for the use of vouchers in
California, Hart proposed the bill in an effort to stop vouchers. Since the initial Charter
School Act of 1992, there have been numerous legislative bills enacted such as Assembly
Bill 544 (Lempert), Assembly Bill 1137 (Reyes), and Assembly Bill 740 (Huff) to add
clarification to the initially ambiguous act (EdSource, 2010d.).
The underlying purpose of the Charter School Act, according to Education Code
47601, is to improve student achievement, to reach a diverse set and array of students,
encourage innovation, new opportunities for school staff, and finally to provide choice to
parents seeking schools that best meet their child’s need (Perez, et.al., 2007; EdSource,
2009c). Since the Charter School Act of 1992, the number of charter schools has
increased steadily and are bucking the trend of declining enrollment in traditional public
schools (EdSource, 2009b; 2009c; Perez, et. al., 2007). In 2008-2009, approximately
Object Description
| Title | Allocation of educational resources to improve student achievement: Case studies of four California charter schools |
| Author | Patrick, Ramona Kay |
| Author email | rpatrick@usc.edu; ramonakaypatrick@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-03-28 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-05-04 |
| Advisor (committee chair) | Picus, Lawrence O. |
| Advisor (committee member) |
Hentschke, Guilbert C. Nelson, John L. |
| Abstract | Charter schools are growing at a rapid pace have significantly more flexibility in their allocation of resources in comparison to their traditional public school counterparts in California. Because of this, it is important to study how successful charter schools, with this increased flexibility, are utilizing their resources to achieve high results with their students in a time of fiscal constraint. There is a plethora of data and research on effective school practices to improve student achievement, but a dearth of research on the effective allocation of resources at charter schools. The purpose of this study is to analyze how four high performing charter schools, with high percentages of socioeconomically disadvantaged students in Los Angeles, California, are implementing school improvement strategies and utilizing resources at their school site to impact student achievement. The Evidenced-Based Model, (Odden & Picus, 2008) along with Odden and Archibald’s (2009) Ten Strategies for Doubling Student Performance were used as a lens in this study to compare resource allocation as well as school improvement strategies to best support student achievement at the schools. This study will describe each schools’ instructional vision and improvement strategy, how resources are utilized to implement their instructional improvement plan, how the current fiscal crisis is affecting their allocation of resources, and how actual resource patterns are aligned with the Evidence Based Model (Odden & Picus, 2008). |
| Keyword | charter schools; resource allocation; evidenced-based model |
| 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-m3815 |
| Contributing entity | University of Southern California |
| Rights | Patrick, Ramona Kay |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Patrick-4438 |
| Archival file | uscthesesreloadpub_Volume51/etd-Patrick-4438.pdf |
Description
| Title | Page 30 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 22 History. The charter schools movement is an offshoot of school reforms such as privations, school-based management, alternative and magnet schools (Perez, et al., 2007). The idea of charter schools can be traced back to Ray Budde and the earliest semblance of a charter school was in Philadelphia when they tried schools within schools in the 1980s (Perez, et. al., 2007). After Minnesota, California was the second state to pass legislation to allow for charter schools, and currently has the greatest number of charters of any state with over 20% of students attending a charter school nationwide in California (Perez, et. al., 2007). The impetus for charter schools in California was Gary Hart who introduced Senate Bill 1448 in response to mounting calls for school choice. To appease advocators of choice and the increasing calls for the use of vouchers in California, Hart proposed the bill in an effort to stop vouchers. Since the initial Charter School Act of 1992, there have been numerous legislative bills enacted such as Assembly Bill 544 (Lempert), Assembly Bill 1137 (Reyes), and Assembly Bill 740 (Huff) to add clarification to the initially ambiguous act (EdSource, 2010d.). The underlying purpose of the Charter School Act, according to Education Code 47601, is to improve student achievement, to reach a diverse set and array of students, encourage innovation, new opportunities for school staff, and finally to provide choice to parents seeking schools that best meet their child’s need (Perez, et.al., 2007; EdSource, 2009c). Since the Charter School Act of 1992, the number of charter schools has increased steadily and are bucking the trend of declining enrollment in traditional public schools (EdSource, 2009b; 2009c; Perez, et. al., 2007). In 2008-2009, approximately |
