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76
Teachers at Timothy are given the autonomy to create and implement a curriculum
that will allow their students to succeed. Open Court Reading was the school’s adopted
English language arts curriculum, but after feedback from the teachers, only the most
effective parts of the program are utilized and it is accelerated and condensed in order to
meet the pacing required to ensure their students meet the school’s high expectations.
Another example of changing the curriculum at Timothy is evident in
mathematics. During the school’s first year, California Math was used, but during the
second year the school switched to Envision math and supplemented it with the research
and work of Kathy Richardson. Again, the teachers are given a great deal of autonomy to
make instructional decisions in the best interests of their students and the curriculum is
only used as a base and is heavily supplemented. Even though teachers are given a
significant amount of leeway to design and create their lessons, there is also a high level
of accountability. Lessons created are not only peer evaluated, they must show all eight
steps of a lesson plan, and are continually and regularly evaluated by the principal.
At Amarado, Houghton Mifflin, Harcourt Brace and FOSS science kits were used
as the curriculum/publishers. However, teachers have been given autonomy to utilize the
curriculum to best meet the needs of their students. Because of this, English language arts
has evolved and the school, like Byron, utilizes Lucy Caulkins’ writer’s workshop model.
Additionally, the school reached a very high level of math proficiency and desired a more
rigorous curriculum and has now transitioned to Singapore math.
At Byron, the overall instructional vision of the school is that a teacher starts from
the standards and then builds from them as opposed to teaching a set publisher’s
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 84 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 76 Teachers at Timothy are given the autonomy to create and implement a curriculum that will allow their students to succeed. Open Court Reading was the school’s adopted English language arts curriculum, but after feedback from the teachers, only the most effective parts of the program are utilized and it is accelerated and condensed in order to meet the pacing required to ensure their students meet the school’s high expectations. Another example of changing the curriculum at Timothy is evident in mathematics. During the school’s first year, California Math was used, but during the second year the school switched to Envision math and supplemented it with the research and work of Kathy Richardson. Again, the teachers are given a great deal of autonomy to make instructional decisions in the best interests of their students and the curriculum is only used as a base and is heavily supplemented. Even though teachers are given a significant amount of leeway to design and create their lessons, there is also a high level of accountability. Lessons created are not only peer evaluated, they must show all eight steps of a lesson plan, and are continually and regularly evaluated by the principal. At Amarado, Houghton Mifflin, Harcourt Brace and FOSS science kits were used as the curriculum/publishers. However, teachers have been given autonomy to utilize the curriculum to best meet the needs of their students. Because of this, English language arts has evolved and the school, like Byron, utilizes Lucy Caulkins’ writer’s workshop model. Additionally, the school reached a very high level of math proficiency and desired a more rigorous curriculum and has now transitioned to Singapore math. At Byron, the overall instructional vision of the school is that a teacher starts from the standards and then builds from them as opposed to teaching a set publisher’s |
