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42
of performance, or demographics. Finally, even if the schools or districts do not
reach their very ambitious goals, they still have made considerable progress that
drives them to the ultimate goal of ensuring all students are making significant
gains.
3. Effective curriculum and instructional program. Odden & Archibald (2009)
suggest that that districts adopt a new and effective curriculum citing that of the
districts studied, none made improvements simply by “working harder” at their
current curriculum and instruction. Once the new curriculum and instructional
program has been developed, schools must support collaborative development
amongst its teachers in its implementation through continual professional
development. By ensuring that the curriculum is systemic, schools and districts
can best support teachers in their instructional program.
4. Effective use of data and continual improvement. Odden & Archibald (2009)
stress the importance of utilizing benchmark and formative assessments and data-based
decision making because it is at the core of continual improvement. These
assessments guide a teachers’ instruction and add additional information about the
student, which allow teachers and schools to target their needs.
5. Ongoing and intensive professional development. The key resources required in
order to have an effective and ongoing professional development program include
pupil-free days, training funds, instructional coaches, and collaborative time
embedded into the school day (Odden & Archibald, 2009).
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 50 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 42 of performance, or demographics. Finally, even if the schools or districts do not reach their very ambitious goals, they still have made considerable progress that drives them to the ultimate goal of ensuring all students are making significant gains. 3. Effective curriculum and instructional program. Odden & Archibald (2009) suggest that that districts adopt a new and effective curriculum citing that of the districts studied, none made improvements simply by “working harder” at their current curriculum and instruction. Once the new curriculum and instructional program has been developed, schools must support collaborative development amongst its teachers in its implementation through continual professional development. By ensuring that the curriculum is systemic, schools and districts can best support teachers in their instructional program. 4. Effective use of data and continual improvement. Odden & Archibald (2009) stress the importance of utilizing benchmark and formative assessments and data-based decision making because it is at the core of continual improvement. These assessments guide a teachers’ instruction and add additional information about the student, which allow teachers and schools to target their needs. 5. Ongoing and intensive professional development. The key resources required in order to have an effective and ongoing professional development program include pupil-free days, training funds, instructional coaches, and collaborative time embedded into the school day (Odden & Archibald, 2009). |
