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54
2005. Timothy, which does not have API scores due its new status, scored well above
grade level expectations on the Stanford Achievement Test. Table 3.2 displays the
longitudinal API scores for the four highest performing sample schools with API scores
in 2008-2009.
Table 3.2: Longitudinal API Scores for Schools Above 800
Schoola 2004-2005
API
2005-2006
API
2006-2007
API
2007-2008
API
2008-2009
API
Delano 651 697 740 779 817
Amarado n/ab 854c 814c 808 852
Byron 789 801 819 825 813
West 822 810 788 813 853
Source: California Department of Education (2010). aTimothy not included in chart due to lack of API
score. bNo data available for the year. cAmarado was considered a small school in these years as defined by
the California Department of Education and therefore these API scores are less reliable.
Four of the proposed sample schools, Oliver, Kellogg, Tyler, and Ridge had less than
an 750 API for the 2008-2009 school year. Like many of the higher performing schools
discussed earlier, these schools had fluctuations in their API scores. Oliver had been
relatively stagnant from 2004-2009, with scores that oscillated up and down nearly every
year, and overall decreased its API by one point during this time period. Kellogg had
steady growth for most years, and an 81 point growth spike in 2007-2008 and a 24 point
drop in 2008-2009. Tyler has had a steady growth every year but a drop in 2009. Finally,
Ridge’s scores have gone up and down nearly every year, but from 2004-2009 have
grown by 88 points. Table 3.3 displays longitudinal API scores from 2004-2009 for the
four proposed school who had below a 750 API in the 2008-2009 school year.
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 62 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 54 2005. Timothy, which does not have API scores due its new status, scored well above grade level expectations on the Stanford Achievement Test. Table 3.2 displays the longitudinal API scores for the four highest performing sample schools with API scores in 2008-2009. Table 3.2: Longitudinal API Scores for Schools Above 800 Schoola 2004-2005 API 2005-2006 API 2006-2007 API 2007-2008 API 2008-2009 API Delano 651 697 740 779 817 Amarado n/ab 854c 814c 808 852 Byron 789 801 819 825 813 West 822 810 788 813 853 Source: California Department of Education (2010). aTimothy not included in chart due to lack of API score. bNo data available for the year. cAmarado was considered a small school in these years as defined by the California Department of Education and therefore these API scores are less reliable. Four of the proposed sample schools, Oliver, Kellogg, Tyler, and Ridge had less than an 750 API for the 2008-2009 school year. Like many of the higher performing schools discussed earlier, these schools had fluctuations in their API scores. Oliver had been relatively stagnant from 2004-2009, with scores that oscillated up and down nearly every year, and overall decreased its API by one point during this time period. Kellogg had steady growth for most years, and an 81 point growth spike in 2007-2008 and a 24 point drop in 2008-2009. Tyler has had a steady growth every year but a drop in 2009. Finally, Ridge’s scores have gone up and down nearly every year, but from 2004-2009 have grown by 88 points. Table 3.3 displays longitudinal API scores from 2004-2009 for the four proposed school who had below a 750 API in the 2008-2009 school year. |
