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95
In all of the schools studied, all schools were engaged, to varied extents, the 10
strategies for doubling student performance. Table 4.3 shows the implementation level of
Odden and Archibald’s (2009) 10 Steps for Doubling Student Performance at each of the
four sample school sites.
Table 4.3: 10 Steps for Doubling Student Performance at Four Sample Schools
Odden & Archibald’s 10 Strategies Byron Timothy Delano Amarado
Understanding performance problem
and challenge
Strong Strong Strong Strong
Set ambitious goals Strong Strong Strong Moderate
Change curriculum program/create
new instructional vision
Strong Strong Strong Strong
Formative assessments/data-based
decisions
Strong Strong Strong Strong
Ongoing PD
Strong Moderate Strong Moderate
Using time efficiently & effectively Moderate Strong Moderate Moderate
Extended learning time for struggling
students
Strong Strong Moderate Moderate
Collaborative, professional culture Moderate Strong Strong Strong
Widespread and distributed
instructional leadership
Moderate Strong Strong Strong
Professional and best practices Strong Strong Strong Moderate
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 103 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 95 In all of the schools studied, all schools were engaged, to varied extents, the 10 strategies for doubling student performance. Table 4.3 shows the implementation level of Odden and Archibald’s (2009) 10 Steps for Doubling Student Performance at each of the four sample school sites. Table 4.3: 10 Steps for Doubling Student Performance at Four Sample Schools Odden & Archibald’s 10 Strategies Byron Timothy Delano Amarado Understanding performance problem and challenge Strong Strong Strong Strong Set ambitious goals Strong Strong Strong Moderate Change curriculum program/create new instructional vision Strong Strong Strong Strong Formative assessments/data-based decisions Strong Strong Strong Strong Ongoing PD Strong Moderate Strong Moderate Using time efficiently & effectively Moderate Strong Moderate Moderate Extended learning time for struggling students Strong Strong Moderate Moderate Collaborative, professional culture Moderate Strong Strong Strong Widespread and distributed instructional leadership Moderate Strong Strong Strong Professional and best practices Strong Strong Strong Moderate |
