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78
The focus of the school has been to build a strong literacy foundation—especially
for English language learners, which constitute the majority of its population. Although
most of the instruction is in Spanish during the early years, not all of its students come
with a formal background in Spanish language acquisition and the school has placed an
emphasis on developing Spanish for those students as well as developing their English
skills in later years. The school uses the work of Susana Dutro who created E.L. Achieve
for a focused approach to English language instruction through a systematic ELD
framework. In English language arts, as opposed to relying on a publisher’s curriculum,
the school has instead focused on developing the pedagogy of teachers. The English
curriculum is teacher designed and based on Dr. Patricia Cunningham’s Four Blocks
literacy model, which includes guided reading, self-selected reading, writing, and
working with words.
Although Delano has been historically strong in mathematics, the teachers lacked
the conceptual piece of mathematical development in their instruction and desired a more
rigorous and authentic math program. Additionally, the teachers said that due to the
immersion program, Houghton Mifflin was not meeting the needs of their students and
was thus supplanted by Singapore math.
Formative assessments and data-based decision making. According to Odden
& Archibald (2009), schools that are able to dramatically improve student performance
regularly engage in analyzing data and use it to guide instruction and decision making.
For example, the schools should not just use results from STAR testing, but have multiple
points of data from multiple assessments and use it regularly to assess their progress and
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 86 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 78 The focus of the school has been to build a strong literacy foundation—especially for English language learners, which constitute the majority of its population. Although most of the instruction is in Spanish during the early years, not all of its students come with a formal background in Spanish language acquisition and the school has placed an emphasis on developing Spanish for those students as well as developing their English skills in later years. The school uses the work of Susana Dutro who created E.L. Achieve for a focused approach to English language instruction through a systematic ELD framework. In English language arts, as opposed to relying on a publisher’s curriculum, the school has instead focused on developing the pedagogy of teachers. The English curriculum is teacher designed and based on Dr. Patricia Cunningham’s Four Blocks literacy model, which includes guided reading, self-selected reading, writing, and working with words. Although Delano has been historically strong in mathematics, the teachers lacked the conceptual piece of mathematical development in their instruction and desired a more rigorous and authentic math program. Additionally, the teachers said that due to the immersion program, Houghton Mifflin was not meeting the needs of their students and was thus supplanted by Singapore math. Formative assessments and data-based decision making. According to Odden & Archibald (2009), schools that are able to dramatically improve student performance regularly engage in analyzing data and use it to guide instruction and decision making. For example, the schools should not just use results from STAR testing, but have multiple points of data from multiple assessments and use it regularly to assess their progress and |
