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64
Achievement Data
Standardized Test Results. All of the sample schools studied had a high level of
achievement as measured by standardized tests. Byron, Delano and Amarado student
achievement was analyzed based on their Standardized Testing and Reporting (STAR)
results that are given to students in grades two and above. Timothy, because it is a new
school and only served students in kindergarten and first grade in the 2009-2010 school
year, does not have STAR results and therefore does not have an Academic Performance
Index (API) or simliar schools ranking. Timothy, however, did independently adminster
the Stanford Achievement Test 10 (SAT 10) which will be discussed at the end of this
section.
Byron, Delano, and Amarado all demonstrated growth from 2006-2010 based on
their API scores which are directly calculated from STAR results. The API range is 200-
1,000 with the state goal of 800. According to the California Department of Education
(CDE), only 51% of elementary schools had APIs at or above 800 in 2010. The 2010 API
for Byron, Delano and Amarado were 860, 859, and 874 respectively. From 2006-2010,
Byron grew by 59 points, Delano by 162 points, and Amarado by 20 points. For
Amarado, it is important to note that according to the CDE, because the school was
identified as a small school (having between 11 and 99 valid STAR program test scores
in 2006 and 2007), these numbers are not as reliable as APIs calculated with a larger
student body and should be carefully interpreted. If using API scores for Amarado from
2008-2010, the school demonstrated a gain of 66 points. Figure 4.3 displays the three
schools’ API from 2006-2010.
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 72 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 64 Achievement Data Standardized Test Results. All of the sample schools studied had a high level of achievement as measured by standardized tests. Byron, Delano and Amarado student achievement was analyzed based on their Standardized Testing and Reporting (STAR) results that are given to students in grades two and above. Timothy, because it is a new school and only served students in kindergarten and first grade in the 2009-2010 school year, does not have STAR results and therefore does not have an Academic Performance Index (API) or simliar schools ranking. Timothy, however, did independently adminster the Stanford Achievement Test 10 (SAT 10) which will be discussed at the end of this section. Byron, Delano, and Amarado all demonstrated growth from 2006-2010 based on their API scores which are directly calculated from STAR results. The API range is 200- 1,000 with the state goal of 800. According to the California Department of Education (CDE), only 51% of elementary schools had APIs at or above 800 in 2010. The 2010 API for Byron, Delano and Amarado were 860, 859, and 874 respectively. From 2006-2010, Byron grew by 59 points, Delano by 162 points, and Amarado by 20 points. For Amarado, it is important to note that according to the CDE, because the school was identified as a small school (having between 11 and 99 valid STAR program test scores in 2006 and 2007), these numbers are not as reliable as APIs calculated with a larger student body and should be carefully interpreted. If using API scores for Amarado from 2008-2010, the school demonstrated a gain of 66 points. Figure 4.3 displays the three schools’ API from 2006-2010. |
