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40
Rational for using the evidence based model. The Evidenced-Based approach
(Odden & Picus, 2008) will be utilized in this study because it is the only approach based
on research and proven strategies to increase student performance. As Loeb, Bryke, &
Hanuscheck (2007) have asserted, the most important factor is how the money will be
utilized. Although there are distracters such as Hanusheck & Lindseth (2007), who state
that it is it is impossible to assume that this model would work because there is no
guarantee that implementing all of these strategies would lead to results. A counter
argument to this would be that there are no other models in which specific research-based
strategies are the foundation of the study. Additionally, the richness of the research that
supports the strategies linked to this method is well documented. The next section will
further support this approach by discussing the literature supporting the effective
practices of improving student achievement.
Effective-Practices for Improving Student Achievement
Improving student performance is the primary focus of schools in California.
This focus has been driven by The No Child Left Behind Act (2001), which increased
systems of accountability, and has placed pressure on utilizing best practices that work
(Odden & Picus, 2008). Despite the increased level of accountability, students in
California and the nation are failing to succeed (Hanusheck, 2006). According to Loeb, et
al., (2007), California continues to not achieve at the same levels as other states and
according to National Assessment of Education Progress, the state ranks seventh lowest
in math, third lowest in reading, and second lowest in science. (p.1). However, there are
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 48 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 40 Rational for using the evidence based model. The Evidenced-Based approach (Odden & Picus, 2008) will be utilized in this study because it is the only approach based on research and proven strategies to increase student performance. As Loeb, Bryke, & Hanuscheck (2007) have asserted, the most important factor is how the money will be utilized. Although there are distracters such as Hanusheck & Lindseth (2007), who state that it is it is impossible to assume that this model would work because there is no guarantee that implementing all of these strategies would lead to results. A counter argument to this would be that there are no other models in which specific research-based strategies are the foundation of the study. Additionally, the richness of the research that supports the strategies linked to this method is well documented. The next section will further support this approach by discussing the literature supporting the effective practices of improving student achievement. Effective-Practices for Improving Student Achievement Improving student performance is the primary focus of schools in California. This focus has been driven by The No Child Left Behind Act (2001), which increased systems of accountability, and has placed pressure on utilizing best practices that work (Odden & Picus, 2008). Despite the increased level of accountability, students in California and the nation are failing to succeed (Hanusheck, 2006). According to Loeb, et al., (2007), California continues to not achieve at the same levels as other states and according to National Assessment of Education Progress, the state ranks seventh lowest in math, third lowest in reading, and second lowest in science. (p.1). However, there are |
