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73
college degree. The CMO estimates that they will increase the annual college going rate
by 50% when its middle school alumni reach college. Timothy Charter Elementary
School is built around the principle of a results-driven education.
The organization that founded Delano is based on the premise that community
members’ needs were not being met and one of those needs is education. The school was
founded with the mindset that to overcome the reality of severe social and economic
issues that plague communities in poverty, community based services must be created to
meet the immense needs of its residents. This community empowerment approach is
reflected by the actions of the school and is seen in their decision-making processes. With
this type of founding ideology, the school understands and recognizes that its scope must
be broader than traditional schools and that it must take numerous steps to continually
address the needs of students and their families.
Amarado, which is located in a diverse community, understands the challenges of
serving a highly diverse population of students in which the majority are English
language learners and socioeconomically disadvantaged. In addition to this inherent
challenge, the school has the additional task of growing at a rapid pace, and is keenly
aware of the challenges of not only maintaining student performance but also increasing
it. As discussed in a previous section, the school has consistently scored above 800 API
since its founding. With the addition of upper grades, and the increase in class sizes for
the upper grades, new students have entered the school. Of the new students entering fifth
and sixth grade, many are behind two to three grade levels. Because of this, the school’s
administration knows that it must not only continue to challenge its current students, but
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 81 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 73 college degree. The CMO estimates that they will increase the annual college going rate by 50% when its middle school alumni reach college. Timothy Charter Elementary School is built around the principle of a results-driven education. The organization that founded Delano is based on the premise that community members’ needs were not being met and one of those needs is education. The school was founded with the mindset that to overcome the reality of severe social and economic issues that plague communities in poverty, community based services must be created to meet the immense needs of its residents. This community empowerment approach is reflected by the actions of the school and is seen in their decision-making processes. With this type of founding ideology, the school understands and recognizes that its scope must be broader than traditional schools and that it must take numerous steps to continually address the needs of students and their families. Amarado, which is located in a diverse community, understands the challenges of serving a highly diverse population of students in which the majority are English language learners and socioeconomically disadvantaged. In addition to this inherent challenge, the school has the additional task of growing at a rapid pace, and is keenly aware of the challenges of not only maintaining student performance but also increasing it. As discussed in a previous section, the school has consistently scored above 800 API since its founding. With the addition of upper grades, and the increase in class sizes for the upper grades, new students have entered the school. Of the new students entering fifth and sixth grade, many are behind two to three grade levels. Because of this, the school’s administration knows that it must not only continue to challenge its current students, but |
