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74
also provide for the needs and services of its incoming students at the upper grade levels.
In addition to the increased number of students, the school will also add more staff. The
school recognizes this challenge and is placing a significant amount of resources into
culture building and ensuring both new students and teachers reflect its high standards for
academic achievement.
Set ambitious goals. The strategy of setting very high and ambitious goals was
seen at all four charter schools studied. The goals at Byron, Timothy, and Delano
exceeded anything considered marginal or incremental improvements, and none of the
schools expressed that meeting their AYP was a goal, but rather they strived to be the
very best schools in Los Angeles. At Byron, Timothy, and Delano, specific numeric goals
were set and the staff was deeply invested in meeting those goals. Specific API goals at
the schools include 900 for Byron and Timothy, and 870 for Delano.
At Byron, the school has extremely high performance standards for their students,
where students’ work is scaled and a three out of four is considered 80% (bare minimum
to pass) and a four is 93%, which they consider mastery of grade level materials.
Children who are not proficient by the end of first grade are retained. This similar high
expectation is at Byron, where the expectation is that all students are proficient and that
the teachers and the school do whatever it takes to ensure that the student reaches this
level.
At Delano, they celebrate their goals very publicly with posters displayed
throughout the school and on the doors. These posters, displayed as School Wide
Academic Achievement Goals, show targets such as increasing the percentage of students
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 82 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 74 also provide for the needs and services of its incoming students at the upper grade levels. In addition to the increased number of students, the school will also add more staff. The school recognizes this challenge and is placing a significant amount of resources into culture building and ensuring both new students and teachers reflect its high standards for academic achievement. Set ambitious goals. The strategy of setting very high and ambitious goals was seen at all four charter schools studied. The goals at Byron, Timothy, and Delano exceeded anything considered marginal or incremental improvements, and none of the schools expressed that meeting their AYP was a goal, but rather they strived to be the very best schools in Los Angeles. At Byron, Timothy, and Delano, specific numeric goals were set and the staff was deeply invested in meeting those goals. Specific API goals at the schools include 900 for Byron and Timothy, and 870 for Delano. At Byron, the school has extremely high performance standards for their students, where students’ work is scaled and a three out of four is considered 80% (bare minimum to pass) and a four is 93%, which they consider mastery of grade level materials. Children who are not proficient by the end of first grade are retained. This similar high expectation is at Byron, where the expectation is that all students are proficient and that the teachers and the school do whatever it takes to ensure that the student reaches this level. At Delano, they celebrate their goals very publicly with posters displayed throughout the school and on the doors. These posters, displayed as School Wide Academic Achievement Goals, show targets such as increasing the percentage of students |
