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70
other two schools and has had the greatest amount of growth during this period. All three
schools have consistently exceeded the AYP targets from 2006-2010. Figure 4.5 displays
all three schools’ performance in mathematics from 2006-2010 as well as the AYP target
during this period.
Figure 4.5: Math – Schoolwide Percent Students Scoring Proficient or Advanced
Stanford Achievement Test. Because 2010-2011 will be the first year that
Timothy will have a class of second grade students, there will not be STAR data until the
summer of 2011. Consequently, there are no API or AYP results. However, the school
had independently administered standardized tests, namely the SAT-10 subject test to its
kindergarten and first grade students and the results in both mathematics and reading
have been significant. Measured against first grade standards, 69% of kindergarten
students scored at or above the national average in mathematics and 93% at or above the
national average in reading. At the end of first grade, high results continued with 88%
scoring at or above the national average in math and 95% for reading. Furthermore,
0
10
20
30
40
50
60
70
80
90
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 78 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 70 other two schools and has had the greatest amount of growth during this period. All three schools have consistently exceeded the AYP targets from 2006-2010. Figure 4.5 displays all three schools’ performance in mathematics from 2006-2010 as well as the AYP target during this period. Figure 4.5: Math – Schoolwide Percent Students Scoring Proficient or Advanced Stanford Achievement Test. Because 2010-2011 will be the first year that Timothy will have a class of second grade students, there will not be STAR data until the summer of 2011. Consequently, there are no API or AYP results. However, the school had independently administered standardized tests, namely the SAT-10 subject test to its kindergarten and first grade students and the results in both mathematics and reading have been significant. Measured against first grade standards, 69% of kindergarten students scored at or above the national average in mathematics and 93% at or above the national average in reading. At the end of first grade, high results continued with 88% scoring at or above the national average in math and 95% for reading. Furthermore, 0 10 20 30 40 50 60 70 80 90 2006 2007 2008 2009 2010 Percentage Proficient or Advanced AYP Target Byron Delano Amarado |
