Page 65 |
Save page Remove page | Previous | 65 of 217 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
57
Following the interview, data collected from the visit was entered into an online
database. A draft of the case study was sent to the principal to ensure that information
was accurately captured and represented.
Analyzing Data
Once data collection was complete, quantitative data was compared to the
Evidenced-Based Model (Odden & Picus, 2008) for each site. The Evidence Based
Model was used as a point of comparison to examine resource allocation to determine if
schools were meeting adequacy standards. The model takes into account both the school
profile and resources. The data collected was compared to the Evidenced-Based Model’s
prototypical school. The Evidence-Based Model provides guidelines for the school’s
profile in the following areas: school configuration, enrollment, class size for
kindergarten through third grade and fourth through eighth grade, availability of full day
kindergarten, number of teacher work days, number of students with disabilities, number
of students in poverty, English language students, and minority students. The model
compares resource allocation using these indicators: number of core and specialist
teachers, instructional facilitators and/or mentors, tutors, teachers designated specifically
for English learners, extended days, summer school, teachers for learning disabled
students, substitutes, pupil support, non instructional aids, librarians, principals and
school site secretaries. Additionally, funds directed toward GATE students, professional
development, technology, instructional materials, and student activities were examined.
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 65 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 57 Following the interview, data collected from the visit was entered into an online database. A draft of the case study was sent to the principal to ensure that information was accurately captured and represented. Analyzing Data Once data collection was complete, quantitative data was compared to the Evidenced-Based Model (Odden & Picus, 2008) for each site. The Evidence Based Model was used as a point of comparison to examine resource allocation to determine if schools were meeting adequacy standards. The model takes into account both the school profile and resources. The data collected was compared to the Evidenced-Based Model’s prototypical school. The Evidence-Based Model provides guidelines for the school’s profile in the following areas: school configuration, enrollment, class size for kindergarten through third grade and fourth through eighth grade, availability of full day kindergarten, number of teacher work days, number of students with disabilities, number of students in poverty, English language students, and minority students. The model compares resource allocation using these indicators: number of core and specialist teachers, instructional facilitators and/or mentors, tutors, teachers designated specifically for English learners, extended days, summer school, teachers for learning disabled students, substitutes, pupil support, non instructional aids, librarians, principals and school site secretaries. Additionally, funds directed toward GATE students, professional development, technology, instructional materials, and student activities were examined. |
