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94
leaders who have been successful at their school. When initially deciding to improve the
English language arts curriculum, the principal consulted with a nationally recognized
turnaround school principal who had extensive experience and success working with a
similar population.
At Timothy, the curriculum decisions and staff development all are based on the
foremost thinkers in teaching pedagogy. The school looks at what is working and strives
to not only replicate it, but make it better. New teachers are referred to as apprentice
teachers and are given the time to develop their pedagogical skills prior to having their
own classroom. Lucy Calkins, Fountas and Pinnell, Kathy Richardson are just some of
the experts whose work and research have been consulted and are directly reflected in the
classrooms at Timothy.
At Delano, in addition to helping parents and engaging families, the school places
a high emphasis on using research-based and proven methods to increase student
achievement in all 10 of the instructional strategies for improving student performance.
The school uses the work of Susana Dutro, Rick Dufour, and Patricia Cunningham to
guide the work and the professional development that is utilized at the school site.
At Amarado, in addition to supplementing the curriculum with research based
best practices, the school is also trying to actively engage the community. The school has
community advisory breakfasts to help the community understand the school’s vision and
mission as well as to engage students, teachers, and members of the school in which they
share a campus.
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 102 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 94 leaders who have been successful at their school. When initially deciding to improve the English language arts curriculum, the principal consulted with a nationally recognized turnaround school principal who had extensive experience and success working with a similar population. At Timothy, the curriculum decisions and staff development all are based on the foremost thinkers in teaching pedagogy. The school looks at what is working and strives to not only replicate it, but make it better. New teachers are referred to as apprentice teachers and are given the time to develop their pedagogical skills prior to having their own classroom. Lucy Calkins, Fountas and Pinnell, Kathy Richardson are just some of the experts whose work and research have been consulted and are directly reflected in the classrooms at Timothy. At Delano, in addition to helping parents and engaging families, the school places a high emphasis on using research-based and proven methods to increase student achievement in all 10 of the instructional strategies for improving student performance. The school uses the work of Susana Dutro, Rick Dufour, and Patricia Cunningham to guide the work and the professional development that is utilized at the school site. At Amarado, in addition to supplementing the curriculum with research based best practices, the school is also trying to actively engage the community. The school has community advisory breakfasts to help the community understand the school’s vision and mission as well as to engage students, teachers, and members of the school in which they share a campus. |
