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28
special needs such as English language learners, and finally programs that are not
encompassed by the block grant or discretionary fund (EdSource, 2010d; 2009c; Perez,
et. al., 2007). The general purpose block grant is comparable to a traditional school’s
general funding in terms of amount of funds received and how the resources are utilized
(EdSource, 2010d). The other portion of funds charter schools receive come in the form
of a categorical block grant, currently at $500 per student, which combines multiple
categorical programs. Charter schools are not eligible to request individual categorical
funding that are encompassed in the block grant, but can and do request money for
programs not included (EdSource, 2010d; 2009b). Charter schools also receive similar
types of federal funding and the same proportion of lottery funds, and funds for students
with special needs. Charter schools are required to belong to a Special Education Local
Plan Area (SELPA) where special education funds and additional fees (encroachment of
block grant funding) go to cover the full cost of students’ special education needs
(Anand, et al,.2006). Additional funding, instead of EIA funding, is also is derived from
extra general purpose money in which schools receive extra money for students identified
as English language learners or low-income. In 2008-2009, the amount was $319 per
student and doubled if a student falls into both categories (EdSource, 2009b). Charter
schools can receive the funding directly or through their local education agency (Perez,
et.al, 2007). As Anand, et. al., (2006) noted, charter schools should receive generally the
same amount of funding as their traditional public school counterparts, however many
researchers disagree that this occurs and argue that charter schools actually receive less
funding than traditional public schools. Charter schools, like their traditional public
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 36 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 28 special needs such as English language learners, and finally programs that are not encompassed by the block grant or discretionary fund (EdSource, 2010d; 2009c; Perez, et. al., 2007). The general purpose block grant is comparable to a traditional school’s general funding in terms of amount of funds received and how the resources are utilized (EdSource, 2010d). The other portion of funds charter schools receive come in the form of a categorical block grant, currently at $500 per student, which combines multiple categorical programs. Charter schools are not eligible to request individual categorical funding that are encompassed in the block grant, but can and do request money for programs not included (EdSource, 2010d; 2009b). Charter schools also receive similar types of federal funding and the same proportion of lottery funds, and funds for students with special needs. Charter schools are required to belong to a Special Education Local Plan Area (SELPA) where special education funds and additional fees (encroachment of block grant funding) go to cover the full cost of students’ special education needs (Anand, et al,.2006). Additional funding, instead of EIA funding, is also is derived from extra general purpose money in which schools receive extra money for students identified as English language learners or low-income. In 2008-2009, the amount was $319 per student and doubled if a student falls into both categories (EdSource, 2009b). Charter schools can receive the funding directly or through their local education agency (Perez, et.al, 2007). As Anand, et. al., (2006) noted, charter schools should receive generally the same amount of funding as their traditional public school counterparts, however many researchers disagree that this occurs and argue that charter schools actually receive less funding than traditional public schools. Charter schools, like their traditional public |
