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86
Amarado operates from 8:00-3:30 on a traditional 180 day calendar. The school
day is one hour longer than the traditional school day and this additional hour is devoted
to dance instruction. The remainder of the time is focused on the core curriculum where
teachers try to bring in and integrate movement into their everyday instruction. The
majority of the day is focused on English language arts, where 90-150 instructional
minutes occur daily, and mathematics, where 60-90 instructional minutes take place
daily. Less than 60 minutes daily are spent in each of the two remaining subject areas,
science and social studies
Extending learning time for struggling students. Extended learning time for
struggling students means providing extra help, whether it is through before or after
school, summer school, or intensive support during the day through tutoring students, to
learn the curriculum and to achieve at high standards. All of the schools studied provided
a variation of support mechanisms for the struggling leaner, and all provided extended
learning time.
At Byron, the school utilizes weekly assessments to determine the lowest
performing students in English language arts who are pulled two times a week during non
core instructional periods in grades first through fifth to work on word analysis and
fluency. Additionally, for students not doing well, the school institutes Student Success
Teams to help students and hold parents accountable. Furthermore, during the winter
break, students who are not on grade level attend winter school for one week and starting
in January through the end of May, they attend Saturday school. During the summer, the
students attend a six week long summer school, Monday through Friday for four hours
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 94 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 86 Amarado operates from 8:00-3:30 on a traditional 180 day calendar. The school day is one hour longer than the traditional school day and this additional hour is devoted to dance instruction. The remainder of the time is focused on the core curriculum where teachers try to bring in and integrate movement into their everyday instruction. The majority of the day is focused on English language arts, where 90-150 instructional minutes occur daily, and mathematics, where 60-90 instructional minutes take place daily. Less than 60 minutes daily are spent in each of the two remaining subject areas, science and social studies Extending learning time for struggling students. Extended learning time for struggling students means providing extra help, whether it is through before or after school, summer school, or intensive support during the day through tutoring students, to learn the curriculum and to achieve at high standards. All of the schools studied provided a variation of support mechanisms for the struggling leaner, and all provided extended learning time. At Byron, the school utilizes weekly assessments to determine the lowest performing students in English language arts who are pulled two times a week during non core instructional periods in grades first through fifth to work on word analysis and fluency. Additionally, for students not doing well, the school institutes Student Success Teams to help students and hold parents accountable. Furthermore, during the winter break, students who are not on grade level attend winter school for one week and starting in January through the end of May, they attend Saturday school. During the summer, the students attend a six week long summer school, Monday through Friday for four hours |
