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66
seven during this same period, and its simliar schools ranking increased from four to 10.
Because Amarado was a new school in 2005, there is not a similar school or state-wide
ranking in 2006 available. Its current state-wide ranking is an eight and simliar schools
ranking a 10. Table 4.2 displays both the state-wide and similar schools ranking for
Byron, Delano, and Amarado.
Table 4.2: Similar School & Statewide Ranking of the Sample Schools
School Byron Delano Amarado
Year 2006 2010 2006 2010 2006 2010
State-wide
Ranking 7 6 2 7 N/A 8
Similar
Schools
Ranking
10 10 4 10 N/A 10
Adequate yearly progress. The goal of No Child Left Behind (NCLB) is that by
2013-2014, all students will have 100% proficiency in mathematics and English
language arts. States must meet adequate yearly progress (AYP) toward this goal.
California has set benchmarks toward meeting this goal and in order to meet the federal
law’s requirement of AYP, students must meet Annual Measurable Objectives (AMO)
which are derived from STAR results. The 2009-2010 targets were 56.8% proficient or
advanced in English and 58% proficient or advanced in mathematics. Byron, Delano, and
Amarado met the statewide target in both English language arts and mathematics based
on schoolwide percent of students scoring proficient or advanced. In all three of these
schools, the students were either overhwelming African American or Latino. The
significant subgroups, 15% of the student population as defined by the CDE, at these
schools were either socioeconomically disadvataged, English language learners or both.
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 74 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 66 seven during this same period, and its simliar schools ranking increased from four to 10. Because Amarado was a new school in 2005, there is not a similar school or state-wide ranking in 2006 available. Its current state-wide ranking is an eight and simliar schools ranking a 10. Table 4.2 displays both the state-wide and similar schools ranking for Byron, Delano, and Amarado. Table 4.2: Similar School & Statewide Ranking of the Sample Schools School Byron Delano Amarado Year 2006 2010 2006 2010 2006 2010 State-wide Ranking 7 6 2 7 N/A 8 Similar Schools Ranking 10 10 4 10 N/A 10 Adequate yearly progress. The goal of No Child Left Behind (NCLB) is that by 2013-2014, all students will have 100% proficiency in mathematics and English language arts. States must meet adequate yearly progress (AYP) toward this goal. California has set benchmarks toward meeting this goal and in order to meet the federal law’s requirement of AYP, students must meet Annual Measurable Objectives (AMO) which are derived from STAR results. The 2009-2010 targets were 56.8% proficient or advanced in English and 58% proficient or advanced in mathematics. Byron, Delano, and Amarado met the statewide target in both English language arts and mathematics based on schoolwide percent of students scoring proficient or advanced. In all three of these schools, the students were either overhwelming African American or Latino. The significant subgroups, 15% of the student population as defined by the CDE, at these schools were either socioeconomically disadvataged, English language learners or both. |
