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75
who are proficient or advanced in mathematics from 81% to 85% and increasing the level
in English language arts from 55% to 67%. The posers also display an API growth target
from 851 to 870 and also a one and a half grade level growth in reading. The
administration, teachers, and students all understand and internalize the ambitious goals
being set for achievement.
In addition to numeric goals, there are goals for the quality of education that is
delivered. At Timothy, the principal demands excellence from everyone and strives for
Timothy to be the best elementary school in the city—one that all should be proud to
send their children to. Timothy also has long term goals for its students—that 100% of its
students will graduate from college.
At Amarado, there was not a specific numeric goal given, rather the school has the
ambitious goal of continuing an upward API trajectory while also nearly doubling the
number of students it serves. This is particularly ambitious since many of the new
students to the school are behind several grade levels. The school expressly states that its
expectations are that its students should perform comparably to their more
socioeconomically advantaged peers.
Change the curriculum program and create a new instructional vision. In all
four of the schools studied, the school changed curriculum or teaching approach, without
hesitation, to meet the needs of the students. These schools also developed a vision
regarding quality instruction and instructional practices. A commonality at all of the
schools studied is that the school responded to the teachers’ feedback as well as student
performance in changing and supplementing the curriculum.
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 83 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 75 who are proficient or advanced in mathematics from 81% to 85% and increasing the level in English language arts from 55% to 67%. The posers also display an API growth target from 851 to 870 and also a one and a half grade level growth in reading. The administration, teachers, and students all understand and internalize the ambitious goals being set for achievement. In addition to numeric goals, there are goals for the quality of education that is delivered. At Timothy, the principal demands excellence from everyone and strives for Timothy to be the best elementary school in the city—one that all should be proud to send their children to. Timothy also has long term goals for its students—that 100% of its students will graduate from college. At Amarado, there was not a specific numeric goal given, rather the school has the ambitious goal of continuing an upward API trajectory while also nearly doubling the number of students it serves. This is particularly ambitious since many of the new students to the school are behind several grade levels. The school expressly states that its expectations are that its students should perform comparably to their more socioeconomically advantaged peers. Change the curriculum program and create a new instructional vision. In all four of the schools studied, the school changed curriculum or teaching approach, without hesitation, to meet the needs of the students. These schools also developed a vision regarding quality instruction and instructional practices. A commonality at all of the schools studied is that the school responded to the teachers’ feedback as well as student performance in changing and supplementing the curriculum. |
