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36
Figure 2.2 represents the fundamental components of Odden & Picus’ (2008)
Evidenced-Based Model and each component of this model is research based. The
following will describe the rationale for the core, specialists, extended support,
specialized education, and professional development components and will provide
evidence and research as it relates to the elementary prototype.
Core. At the core of the model is the low student to teacher ratio, which calls for
15 students to one teacher in grades kindergarten through third and 25 students to one
teacher in grades fourth through twelfth. This aspect of the model is the most costly, but
as research has indicated, students in kindergarten through third grade who have a ratio of
15 to 1, have greater achievement in both mathematics and literacy (Odden & Picus,
2008). Additionally, the positive impact of lower class size is magnified when
implemented with students from low-income or minority backgrounds (Odden & Picus,
2008). This assertion was made partly based on Tennessee’s STAR study in which a
randomized experimental design was utilized in testing a student teacher ratio of 15:1.
The study controlled for socioeconomic status, and this lower ratio produced significant
academic results for the students (Odden & Picus, 2008).
Specialists. In order to meet the needs of educating all students and developing
teachers, Odden & Picus (2008) propose an additional 20% of core teachers as specialist
teachers. This equates to 4.8 full time equivalents (FTE) for the prototypical elementary
school. Instructional trainers and coaches are built into the model at one coach for every
200 students and they would develop and implement the instructional program and
support teachers in their continual development (Odden & Picus. (2008).
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 44 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 36 Figure 2.2 represents the fundamental components of Odden & Picus’ (2008) Evidenced-Based Model and each component of this model is research based. The following will describe the rationale for the core, specialists, extended support, specialized education, and professional development components and will provide evidence and research as it relates to the elementary prototype. Core. At the core of the model is the low student to teacher ratio, which calls for 15 students to one teacher in grades kindergarten through third and 25 students to one teacher in grades fourth through twelfth. This aspect of the model is the most costly, but as research has indicated, students in kindergarten through third grade who have a ratio of 15 to 1, have greater achievement in both mathematics and literacy (Odden & Picus, 2008). Additionally, the positive impact of lower class size is magnified when implemented with students from low-income or minority backgrounds (Odden & Picus, 2008). This assertion was made partly based on Tennessee’s STAR study in which a randomized experimental design was utilized in testing a student teacher ratio of 15:1. The study controlled for socioeconomic status, and this lower ratio produced significant academic results for the students (Odden & Picus, 2008). Specialists. In order to meet the needs of educating all students and developing teachers, Odden & Picus (2008) propose an additional 20% of core teachers as specialist teachers. This equates to 4.8 full time equivalents (FTE) for the prototypical elementary school. Instructional trainers and coaches are built into the model at one coach for every 200 students and they would develop and implement the instructional program and support teachers in their continual development (Odden & Picus. (2008). |
