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teachers who set goals, observe each other, hold each other accountable, and engage in a
cycle of continuous improvement. Pods meet for approximately two hours weekly. Each
pod focuses on a specific content area such as math and science or English language arts
and comprehension. The school’s leadership team works together to guide pods. Each
pod is led by a teacher leader who has additional time set aside each month for planning
and organizing the group’s activities.
Professional and best practices. In all of the strategies discussed above, what
the school engages in must be grounded in professional and best practices. As noted in
Odden and Archibald (2009), schools did not improve based solely on their own
experience or knowledge, but actively sought other schools’ best practices, current
research, and continuously engaged the educational community.
One area that stood out at all of the schools were the efforts to involve parents.
These schools not only wanted parental involvement, but also provided a myriad of ways
to engage, support, and develop parental participation. Additionally, all schools
incorporated research-based best practices into their school improvement strategies.
At Byron, the school is continually looking for the best method to increase student
performance based on research. Instead of investing heavily on implementing a
curriculum with fidelity, they have invested their teachers’ professional development on
learning how to become effective teachers based on research. The school has delved into
brain-based research, effective ways of instructing math, and most recently is attending
seminars in writing, their current area of focus, to learn the best research-based practices
for instructing their students. Furthermore, the principal has sought out advice from other
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 101 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 93 teachers who set goals, observe each other, hold each other accountable, and engage in a cycle of continuous improvement. Pods meet for approximately two hours weekly. Each pod focuses on a specific content area such as math and science or English language arts and comprehension. The school’s leadership team works together to guide pods. Each pod is led by a teacher leader who has additional time set aside each month for planning and organizing the group’s activities. Professional and best practices. In all of the strategies discussed above, what the school engages in must be grounded in professional and best practices. As noted in Odden and Archibald (2009), schools did not improve based solely on their own experience or knowledge, but actively sought other schools’ best practices, current research, and continuously engaged the educational community. One area that stood out at all of the schools were the efforts to involve parents. These schools not only wanted parental involvement, but also provided a myriad of ways to engage, support, and develop parental participation. Additionally, all schools incorporated research-based best practices into their school improvement strategies. At Byron, the school is continually looking for the best method to increase student performance based on research. Instead of investing heavily on implementing a curriculum with fidelity, they have invested their teachers’ professional development on learning how to become effective teachers based on research. The school has delved into brain-based research, effective ways of instructing math, and most recently is attending seminars in writing, their current area of focus, to learn the best research-based practices for instructing their students. Furthermore, the principal has sought out advice from other |
