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91
school improvement efforts are both widely distributed and implemented. At all of the
schools studied, there was widespread and distributed instructional leadership.
At Byron, the principal is very clear in setting and creating the vision for the
school, but teachers are given the authority to make decisions and to propose solutions in
the best interests of their students. For example, it was the teachers who indicated they
were not satisfied with the writing program relative to other components of Open Court
Reading and took it upon themselves to design, develop, and seek out professional
development with the help of the principal. Teachers have also taken the lead, with the
principal’s support, for doing an early adoption of Singapore math. Originally, the school
utilized Harcourt Brace and was rolling out Singapore math by grade levels starting with
kindergarten and first grade. Teachers wanted to utilize the program because of its
effectiveness and rolled out second and third grade simultaneously and have committed
to the professional development necessary to adding Singapore math early. This example
highlights that teachers are leaders within the classroom and are empowered to make the
decisions in the best interests of students. They are continuously encouraged to utilize
every tool to help their students and the expectation is that they are not required to follow
a textbook curriculum with fidelity. Teachers are trained to become pedagogical experts
through coaches, their peers, and are expected to use that knowledge to deliver effective
standards based instruction.
At Timothy, the principal stated that she gives the teachers freedom and
flexibility, but with accountability. The school takes significant steps to successfully
onboard their staff so that the teachers can take on instructional leadership roles. As
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 99 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 91 school improvement efforts are both widely distributed and implemented. At all of the schools studied, there was widespread and distributed instructional leadership. At Byron, the principal is very clear in setting and creating the vision for the school, but teachers are given the authority to make decisions and to propose solutions in the best interests of their students. For example, it was the teachers who indicated they were not satisfied with the writing program relative to other components of Open Court Reading and took it upon themselves to design, develop, and seek out professional development with the help of the principal. Teachers have also taken the lead, with the principal’s support, for doing an early adoption of Singapore math. Originally, the school utilized Harcourt Brace and was rolling out Singapore math by grade levels starting with kindergarten and first grade. Teachers wanted to utilize the program because of its effectiveness and rolled out second and third grade simultaneously and have committed to the professional development necessary to adding Singapore math early. This example highlights that teachers are leaders within the classroom and are empowered to make the decisions in the best interests of students. They are continuously encouraged to utilize every tool to help their students and the expectation is that they are not required to follow a textbook curriculum with fidelity. Teachers are trained to become pedagogical experts through coaches, their peers, and are expected to use that knowledge to deliver effective standards based instruction. At Timothy, the principal stated that she gives the teachers freedom and flexibility, but with accountability. The school takes significant steps to successfully onboard their staff so that the teachers can take on instructional leadership roles. As |
