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79
student achievement. In all four of the charter schools studied, multiple assessments and
data derived from assessments were part of a continuous cycle of improvement for a
teacher’s professional development. Information from these assessments directly
impacted and guided the way instruction was delivered to students as well as intervention
services provided. In all of the schools studied, not one specific formative or ongoing
assessment was given. What was common was that assessments were given frequently,
instruction was changed based on assessments, interventions were created for students
whose assessment results indicated additional support was needed, and teachers were
continually developed to become even stronger educators.
At Byron, the school’s continual development is driven by ongoing assessments.
Students who enter during the kindergarten year are given formative assessments starting
in the summer. All students are assessed every Friday through school-wide teacher
created benchmarks. Additionally, after the end of every unit (approximately four to six
weeks), students are given end of unit assessments. The weekly and unit results are
shared with the principal and the data is analyzed through Data Director, an online data
tracking system. The data is then used to directly guide the instruction in the classroom.
Furthermore, students are divided into tiers and teachers are doing instructionally
different things at each tier to differentiate the curriculum. Students who are not
achieving proficiency receive special interventions.
The assessments are also regularly communicated to parents at Byron. Using the
assessment results, goals are set with the students (less formally in kindergarten). By first
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 87 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 79 student achievement. In all four of the charter schools studied, multiple assessments and data derived from assessments were part of a continuous cycle of improvement for a teacher’s professional development. Information from these assessments directly impacted and guided the way instruction was delivered to students as well as intervention services provided. In all of the schools studied, not one specific formative or ongoing assessment was given. What was common was that assessments were given frequently, instruction was changed based on assessments, interventions were created for students whose assessment results indicated additional support was needed, and teachers were continually developed to become even stronger educators. At Byron, the school’s continual development is driven by ongoing assessments. Students who enter during the kindergarten year are given formative assessments starting in the summer. All students are assessed every Friday through school-wide teacher created benchmarks. Additionally, after the end of every unit (approximately four to six weeks), students are given end of unit assessments. The weekly and unit results are shared with the principal and the data is analyzed through Data Director, an online data tracking system. The data is then used to directly guide the instruction in the classroom. Furthermore, students are divided into tiers and teachers are doing instructionally different things at each tier to differentiate the curriculum. Students who are not achieving proficiency receive special interventions. The assessments are also regularly communicated to parents at Byron. Using the assessment results, goals are set with the students (less formally in kindergarten). By first |
