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41
islands of excellence that demonstrate all students can learn and there has been plethora
of research conducted on what works in schools.
The best way to achieve this goal is to implement proven, research-based
practices. This study will utilize Odden and Archibald’s (2009) 10 Strategies for
Doubling Student Performance as a framework for examining and comparing how
schools are implementing effective resource allocation. A brief description of each
strategy will be described below. Additionally, The literature reviewed in this section will
support these best practices and contain a broad overview of research in best practices
such as setting high expectations for student learning, data-based decision making,
professional development, effective instruction, extended learning opportunities for
struggling learners, and collaborative and distributive leadership.
Ten Strategies for Doubling Student Performance. The following is an
overview of Odden and Archibald’s (2009) Ten Strategies for Doubling Student
Performance and will be used as a framework for evaluating and understanding best
practices at each school site.
1. Understanding the performance challenge. Odden & Archibald (2009) state that
the drive towards student performance is driven by five elements: NCLB,
standards-based reform movement, expectations of the business community, the
“moral” drive of educators, and competition.
2. Setting high and ambitious goals. Odden & Archibald (2009) contends that
educators must set high and ambitious goals in order to drive “quantum
improvements.” This must be done irrespective of students’ current aptitude, level
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 49 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 41 islands of excellence that demonstrate all students can learn and there has been plethora of research conducted on what works in schools. The best way to achieve this goal is to implement proven, research-based practices. This study will utilize Odden and Archibald’s (2009) 10 Strategies for Doubling Student Performance as a framework for examining and comparing how schools are implementing effective resource allocation. A brief description of each strategy will be described below. Additionally, The literature reviewed in this section will support these best practices and contain a broad overview of research in best practices such as setting high expectations for student learning, data-based decision making, professional development, effective instruction, extended learning opportunities for struggling learners, and collaborative and distributive leadership. Ten Strategies for Doubling Student Performance. The following is an overview of Odden and Archibald’s (2009) Ten Strategies for Doubling Student Performance and will be used as a framework for evaluating and understanding best practices at each school site. 1. Understanding the performance challenge. Odden & Archibald (2009) state that the drive towards student performance is driven by five elements: NCLB, standards-based reform movement, expectations of the business community, the “moral” drive of educators, and competition. 2. Setting high and ambitious goals. Odden & Archibald (2009) contends that educators must set high and ambitious goals in order to drive “quantum improvements.” This must be done irrespective of students’ current aptitude, level |
