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68
which the school had student achievement results, 61.1% of students scored proficient
or advanced. This number declined to 55.9% in 2007, rose to 61.1% in 2008, declined
slightly to 59.3% and rose again to 62.4% in in 2010.
From 2006-2010, each of the aforementioned schools grew in English language
arts, but in different patterns. Two of the schools, Byron and Amarado, had both periods
of decline and growth. Delano was the only school that grew every year. All schools
exceeded the AYP targets for every year from 2006-2010. Currently, all schools are
achieving similarly in English language arts with 65.2% of Byron, 62.3% of Delano, and
62.4% of Amarado students scoring proficient or advanced. Figure 4.4 compares the
2006-2010 schoolwide percent of students scoring proficient or advanced at each of these
three schools to the AYP target set by the state.
Figure 4.4: ELA – Schoolwide Percent of Students Scoring Proficient or Advanced
In mathematics, the overall performance of these three schools was higher than in
English language arts. From 2006-2010, Byron and Delano demonstrated growth and
0
10
20
30
40
50
60
70
2006 2007 2008 2009 2010
Percentage Proficient or Advanced
AYP Target
Byron
Delano
Amarado
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 76 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 68 which the school had student achievement results, 61.1% of students scored proficient or advanced. This number declined to 55.9% in 2007, rose to 61.1% in 2008, declined slightly to 59.3% and rose again to 62.4% in in 2010. From 2006-2010, each of the aforementioned schools grew in English language arts, but in different patterns. Two of the schools, Byron and Amarado, had both periods of decline and growth. Delano was the only school that grew every year. All schools exceeded the AYP targets for every year from 2006-2010. Currently, all schools are achieving similarly in English language arts with 65.2% of Byron, 62.3% of Delano, and 62.4% of Amarado students scoring proficient or advanced. Figure 4.4 compares the 2006-2010 schoolwide percent of students scoring proficient or advanced at each of these three schools to the AYP target set by the state. Figure 4.4: ELA – Schoolwide Percent of Students Scoring Proficient or Advanced In mathematics, the overall performance of these three schools was higher than in English language arts. From 2006-2010, Byron and Delano demonstrated growth and 0 10 20 30 40 50 60 70 2006 2007 2008 2009 2010 Percentage Proficient or Advanced AYP Target Byron Delano Amarado |
