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72
underperforming, they each had a very strong sense of urgency to address the problem
based on moral drive or pressure from NCLB, used student data as a starting point, and
finally, delved into their curriculum to see if it was meeting the needs of its students.
At Byron, the founders and the principal of the school deeply understand the
challenges that face students in under resourced areas and strived to create a school from
scratch that directly addressed the special needs and consideration of students in south
Los Angeles. The principal stated that she expects the education that is provided at
Timothy be at a level where any of her students would be able to attend a school such as
Marlborough or Harvard Westlake in seventh grade.
When the principal began her first year at the school, she was given the charge to
reach an API of 800. At that point, the API was 789 with a growth target of one point.
To achieve the goal of 800 API, the school focused on mathematics. They examined
student data, looked at the pacing, key standards, and the blue print of released questions.
The school created alignment between all of those components and prepared their
students similarly to what she described as endurance athletes. Additionally, they
invested heavily in developing their teachers, acknowledging the challenges of teaching
students who may not come prepared or on grade level.
Timothy strives to ensure that all of its students will “never face the achievement
gap.” This network of charter schools, whose original focus was middle schools, began
serving elementary students primarily because it made sense to prevent the achievement
gap. The regional CMO’s website states that in south and east Los Angeles, only 10% of
those who enter high school will attend college and a fraction of those, 4% will earn a
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 80 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 72 underperforming, they each had a very strong sense of urgency to address the problem based on moral drive or pressure from NCLB, used student data as a starting point, and finally, delved into their curriculum to see if it was meeting the needs of its students. At Byron, the founders and the principal of the school deeply understand the challenges that face students in under resourced areas and strived to create a school from scratch that directly addressed the special needs and consideration of students in south Los Angeles. The principal stated that she expects the education that is provided at Timothy be at a level where any of her students would be able to attend a school such as Marlborough or Harvard Westlake in seventh grade. When the principal began her first year at the school, she was given the charge to reach an API of 800. At that point, the API was 789 with a growth target of one point. To achieve the goal of 800 API, the school focused on mathematics. They examined student data, looked at the pacing, key standards, and the blue print of released questions. The school created alignment between all of those components and prepared their students similarly to what she described as endurance athletes. Additionally, they invested heavily in developing their teachers, acknowledging the challenges of teaching students who may not come prepared or on grade level. Timothy strives to ensure that all of its students will “never face the achievement gap.” This network of charter schools, whose original focus was middle schools, began serving elementary students primarily because it made sense to prevent the achievement gap. The regional CMO’s website states that in south and east Los Angeles, only 10% of those who enter high school will attend college and a fraction of those, 4% will earn a |
