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26
students in charter schools did significantly worse than if they were in a traditional public
school, and only 17% of students would have done better. The report continued to state
that charter school students also showed statistically significant decreases in reading as
well. Also noted in research is that charter schools perform substantially below their
traditional public schools in their first year of existence. According to Perez, et. al (2007),
EdSource, (2009c), and Zimmer, et. al., (2009), new charter schools do not perform as
well as charter schools who have been in existence for at least five years. Zimmer, et al.,
(2009) report showed that after a first year decline in growth, charter schools do better in
their second and third year of existence and increase their impact over time.
There is also research that indicates charters have very little impact or mixed
results. RAND (2009) conducted a study in using student data longitudinally and also
found that of the districts they studied, charter schools had not had a statistically
significant impact on student achievement (Zimmer, et. al., 2009). In the CREDO (2009)
report, concluded that California had mixed results in comparison to their traditional
school peers, which was earlier noted in a study by Budden’s (2005) analysis of the Los
Angeles Unified School District and charter schools.
There is also research stating that charter schools have a positive impact on
students. In a 2010 Mathematica study, KIPP middle schools were shown to have a
statistically significant higher performance than traditional public schools. It also goes on
to state that KIPP, as it continues to make significant gains each year, is reducing the
achievement gap. Solomon, Paark and Garcia (2001), in a study of Arizona charter
schools, noted that students attending a charter school for at least one year had greater
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 34 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 26 students in charter schools did significantly worse than if they were in a traditional public school, and only 17% of students would have done better. The report continued to state that charter school students also showed statistically significant decreases in reading as well. Also noted in research is that charter schools perform substantially below their traditional public schools in their first year of existence. According to Perez, et. al (2007), EdSource, (2009c), and Zimmer, et. al., (2009), new charter schools do not perform as well as charter schools who have been in existence for at least five years. Zimmer, et al., (2009) report showed that after a first year decline in growth, charter schools do better in their second and third year of existence and increase their impact over time. There is also research that indicates charters have very little impact or mixed results. RAND (2009) conducted a study in using student data longitudinally and also found that of the districts they studied, charter schools had not had a statistically significant impact on student achievement (Zimmer, et. al., 2009). In the CREDO (2009) report, concluded that California had mixed results in comparison to their traditional school peers, which was earlier noted in a study by Budden’s (2005) analysis of the Los Angeles Unified School District and charter schools. There is also research stating that charter schools have a positive impact on students. In a 2010 Mathematica study, KIPP middle schools were shown to have a statistically significant higher performance than traditional public schools. It also goes on to state that KIPP, as it continues to make significant gains each year, is reducing the achievement gap. Solomon, Paark and Garcia (2001), in a study of Arizona charter schools, noted that students attending a charter school for at least one year had greater |
