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48
that the days of a principal being the top-down manager of the school should and are
giving way to a principal that is an instructional leader who embraces collaborative and
distributive leadership. However, the principal as the sole instructional leader does not
invest teachers in the process of collaboratively improving student outcomes (Abbott &
McNight, 2010). It is vitally important to invest teachers in their own learning because it
enhances their effectives as well as develops them as teachers. This is crucial because
teachers are the great lever in student achievement (Birman, et al., 2000). There are
several approaches to developing this collaborative partnership, but one of the most well-known
is the professional learning community (Dufour, et al., 2006). This type of
professional development, meets the six criteria that Garet, et al. (2001) uses to evaluate a
high quality professional development program, especially in regards to duration, focus
on content, ability to promote coherence, and the provision of active learning
opportunities. Additionally, research has shown that if teachers and school leadership are
provided with a systematic way of working together with agreed upon structures to
collaborate, use inquiry, and be coached by peer facilitators, there is a demonstrated and
significant impact on student achievement (Abbott & McNight, 2010). Collaborative and
distributive leadership are key components to ensuring the success of and fostering
school-wide high expectations, setting ambitious goals, utilizing data, and guaranteeing
effective instructional practices are supported and coached (Dufour, et. al., 2006; Abbott
& McNight, 2010).
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 56 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 48 that the days of a principal being the top-down manager of the school should and are giving way to a principal that is an instructional leader who embraces collaborative and distributive leadership. However, the principal as the sole instructional leader does not invest teachers in the process of collaboratively improving student outcomes (Abbott & McNight, 2010). It is vitally important to invest teachers in their own learning because it enhances their effectives as well as develops them as teachers. This is crucial because teachers are the great lever in student achievement (Birman, et al., 2000). There are several approaches to developing this collaborative partnership, but one of the most well-known is the professional learning community (Dufour, et al., 2006). This type of professional development, meets the six criteria that Garet, et al. (2001) uses to evaluate a high quality professional development program, especially in regards to duration, focus on content, ability to promote coherence, and the provision of active learning opportunities. Additionally, research has shown that if teachers and school leadership are provided with a systematic way of working together with agreed upon structures to collaborate, use inquiry, and be coached by peer facilitators, there is a demonstrated and significant impact on student achievement (Abbott & McNight, 2010). Collaborative and distributive leadership are key components to ensuring the success of and fostering school-wide high expectations, setting ambitious goals, utilizing data, and guaranteeing effective instructional practices are supported and coached (Dufour, et. al., 2006; Abbott & McNight, 2010). |
