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34
Professional judgment approach. The professional judgment approach was a
outgrowth of the Resource Cost Model developed by Jay Chamber and Thomas Parrish in
the 1980s (Rebell, 2007). The professional judgment approach is an example of a bottom-up
study (Baker, et. al., 2008). In this approach, resources that educational professionals
and policy makers deem as important in educating students are combined to determine a
cost (Baker, et. al., 2008; Rebell, 2007; Odden, 2003). A critique of this approach is that
the strategies that the professionals deem as necessary are many times based on their
opinion and not research. Additionally, the participants involved may overstate the actual
strategies and resources needed and fail to identify the minimum level of funding
required to attain the highest results (Hanuscheck & Lindseth, 2007; Odden, 2003).
Evidenced based approach. The foundation for this study will be in the Evidence-
Based Model. The Evidenced-Based Model (Odden & Picus, 2008) is an example of a
bottom-up study (Baker, et. al., 2008). In this type of study, consultants base a cost by
combining necessary research-based methods of improving student performance and
develop a model to reflect these strategies and practices. This approach combines both
staffing needs and educational strategies to determine an adequate level of funding which
is intern developed into a prototypical or model elementary, middle, and high school
(Odden & Picus, 2008). The research used is derived from scientifically sound studies
using randomized experimental studies, sound controls, and best practice research.
(Odden & Picus, 2008; Rebell, 2007) To determine the adequacy level, a total cost is
determined by assigning a cost to each strategy and then adding the aggregate of those
strategies (Odden, 2003; Odden, et al., 2005). This approach, designed by Odden & Picus
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 42 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 34 Professional judgment approach. The professional judgment approach was a outgrowth of the Resource Cost Model developed by Jay Chamber and Thomas Parrish in the 1980s (Rebell, 2007). The professional judgment approach is an example of a bottom-up study (Baker, et. al., 2008). In this approach, resources that educational professionals and policy makers deem as important in educating students are combined to determine a cost (Baker, et. al., 2008; Rebell, 2007; Odden, 2003). A critique of this approach is that the strategies that the professionals deem as necessary are many times based on their opinion and not research. Additionally, the participants involved may overstate the actual strategies and resources needed and fail to identify the minimum level of funding required to attain the highest results (Hanuscheck & Lindseth, 2007; Odden, 2003). Evidenced based approach. The foundation for this study will be in the Evidence- Based Model. The Evidenced-Based Model (Odden & Picus, 2008) is an example of a bottom-up study (Baker, et. al., 2008). In this type of study, consultants base a cost by combining necessary research-based methods of improving student performance and develop a model to reflect these strategies and practices. This approach combines both staffing needs and educational strategies to determine an adequate level of funding which is intern developed into a prototypical or model elementary, middle, and high school (Odden & Picus, 2008). The research used is derived from scientifically sound studies using randomized experimental studies, sound controls, and best practice research. (Odden & Picus, 2008; Rebell, 2007) To determine the adequacy level, a total cost is determined by assigning a cost to each strategy and then adding the aggregate of those strategies (Odden, 2003; Odden, et al., 2005). This approach, designed by Odden & Picus |
