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47
development, support, and implementation of these practices (Elmore, 2003; Marzano,
2003). Collaborative and distributive leadership allow for the development, support, and
implementation of these practices on a school-wide scale.
Extended Learning Opportunities. Even with the most effective strategies being
implemented, there are students who will not grasp the material the first time given the
degree of prior knowledge and special needs. Because of this, students must be given
multiple opportunities to master the material (Odden & Archibald, 2009). Students in
California come from a variety of backgrounds and many have special needs and may be
English language learners or at-risk based on their socioeconomic status. Many times,
these students are not achieving at grade level and need not only additional support
structures but many times, a longer day and longer school year. Research has indicated
that if additional time is spent ensuring that students reach mastery it impacts students
positively (Silva, 2007; Bransford, Brown, & Cocking, 1999). Extended day or year
programs, as implemented by some charter schools in Los Angeles, are reflective of an
extended opportunity. Other ways of extending learning opportunities include tutoring
and summer school. However, these opportunities must be implemented in a systematic
way with a focus on academic instruction in order for it to be effective (Odden & Picus,
2008).
Collaborative and Distributive Leadership. In order to effectively implement
the aforementioned strategies, collaborative and distributive leadership is essential to
ensuring that improvements made are durable and school-wide. Elmore (2000), Odden.
et. al., (2004), Abbot & McNight, (2010) and Bolman & Deal, (1994, 2003) have stated
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 55 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 47 development, support, and implementation of these practices (Elmore, 2003; Marzano, 2003). Collaborative and distributive leadership allow for the development, support, and implementation of these practices on a school-wide scale. Extended Learning Opportunities. Even with the most effective strategies being implemented, there are students who will not grasp the material the first time given the degree of prior knowledge and special needs. Because of this, students must be given multiple opportunities to master the material (Odden & Archibald, 2009). Students in California come from a variety of backgrounds and many have special needs and may be English language learners or at-risk based on their socioeconomic status. Many times, these students are not achieving at grade level and need not only additional support structures but many times, a longer day and longer school year. Research has indicated that if additional time is spent ensuring that students reach mastery it impacts students positively (Silva, 2007; Bransford, Brown, & Cocking, 1999). Extended day or year programs, as implemented by some charter schools in Los Angeles, are reflective of an extended opportunity. Other ways of extending learning opportunities include tutoring and summer school. However, these opportunities must be implemented in a systematic way with a focus on academic instruction in order for it to be effective (Odden & Picus, 2008). Collaborative and Distributive Leadership. In order to effectively implement the aforementioned strategies, collaborative and distributive leadership is essential to ensuring that improvements made are durable and school-wide. Elmore (2000), Odden. et. al., (2004), Abbot & McNight, (2010) and Bolman & Deal, (1994, 2003) have stated |
