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69
Amarado a slight decline. Currently, the school’s achievement results are within five
percentage points of each other with 75.5%, 80%, and 79.1% of students scoring
proficient or advanced at Byron, Delano, and Amarado respectively.
Byron’s growth in mathematics from 2006-2010 was 7.5%. From 2006 to 2007,
the school grew from 61.1% to 70% and then held steady at 70.2% in 2008. The school
then experienced a slight decline in 2009 to 68.6% and then increased by 8.9% to 77.5%
in 2010.
Delano’s growth in mathematics is similar to their growth in English language
arts. From 2006-2010, the school has grown by 36.7% and demonstrated growth in each
year. In 2006, the school’s percentage of proficient or advanced students in mathematics
was 43.3%, and increased to 52%, 56.7%, 67.5% each year thereafter and surged in 2010
to 80%.
Amarado has experienced a 4.7% decline in the percentage of students scoring
proficient or advanced in mathematics and currently 79.1% of students are proficient or
advanced. As mentioned previously, the school was considered a small school in 2006
and 2007, and the number of students tested during this period is much lower than the
number of students tested in 2010. In 2006, 83.8% scored proficient or advanced, this
number declined sharply in 2007 to 63.3%, increased in 2008 to 80.7%, and increased
again in 2009 to 85.2%. The school experienced a slight decline in 2010, with 79.1% of
students being proficient or advanced in mathematics.
Similar to English language arts, both Byron and Delano had periods of growth
and decline, but Amarado grew consistently. Amarado also started much lower than the
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 77 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 69 Amarado a slight decline. Currently, the school’s achievement results are within five percentage points of each other with 75.5%, 80%, and 79.1% of students scoring proficient or advanced at Byron, Delano, and Amarado respectively. Byron’s growth in mathematics from 2006-2010 was 7.5%. From 2006 to 2007, the school grew from 61.1% to 70% and then held steady at 70.2% in 2008. The school then experienced a slight decline in 2009 to 68.6% and then increased by 8.9% to 77.5% in 2010. Delano’s growth in mathematics is similar to their growth in English language arts. From 2006-2010, the school has grown by 36.7% and demonstrated growth in each year. In 2006, the school’s percentage of proficient or advanced students in mathematics was 43.3%, and increased to 52%, 56.7%, 67.5% each year thereafter and surged in 2010 to 80%. Amarado has experienced a 4.7% decline in the percentage of students scoring proficient or advanced in mathematics and currently 79.1% of students are proficient or advanced. As mentioned previously, the school was considered a small school in 2006 and 2007, and the number of students tested during this period is much lower than the number of students tested in 2010. In 2006, 83.8% scored proficient or advanced, this number declined sharply in 2007 to 63.3%, increased in 2008 to 80.7%, and increased again in 2009 to 85.2%. The school experienced a slight decline in 2010, with 79.1% of students being proficient or advanced in mathematics. Similar to English language arts, both Byron and Delano had periods of growth and decline, but Amarado grew consistently. Amarado also started much lower than the |
