Page 105 |
Save page Remove page | Previous | 105 of 217 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
97
Staffing resources. There was a great deal of variation amongst the charter
schools studied and in comparison to the EBM (Odden & Picus, 2008) when examining
staffing resources. Having larger class sizes directly impacts the number of teachers, and
at all of the schools studied, the schools had fewer core teachers than the recommended
allocation.
The schools were closer in alignment to the EBM (Odden & Picus, 2008) when
looking at the full time equivalent (FTE) of specialists teachers. Delano, exceeds the
recommendation and receives additional support from outside partners for their
specialists teachers. Amarado, employs three additional FTEs to provide two hours of
dance instruction to every student at the school. Byron and Timothy, had slightly fewer
specialist teachers than the recommendation, but still had nearly 90% of the FTE
recommendation.
All of the schools utilized instructional mentors/coaches, although not to the FTE
recommendation in the model, and at two of the schools, Delano and Amarado, these
instructional facilitators also had administrative duties and acted as assistant principals.
One noteworthy area of resource allocation that was higher than the EBM (Odden &
Picus, 2008) recommendation was site administration. All of the schools studied had at
least double the recommendation with two or more site-based administrators.
Staff areas where there was a notable absence of or significantly lower resources
include tutors, librarian/media specialists, teachers for the learning disabled, and teachers
for English learners. Although there is no specified allocation of teachers for English
learners at any of the school sites, because the English learner populations for the schools
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 105 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 97 Staffing resources. There was a great deal of variation amongst the charter schools studied and in comparison to the EBM (Odden & Picus, 2008) when examining staffing resources. Having larger class sizes directly impacts the number of teachers, and at all of the schools studied, the schools had fewer core teachers than the recommended allocation. The schools were closer in alignment to the EBM (Odden & Picus, 2008) when looking at the full time equivalent (FTE) of specialists teachers. Delano, exceeds the recommendation and receives additional support from outside partners for their specialists teachers. Amarado, employs three additional FTEs to provide two hours of dance instruction to every student at the school. Byron and Timothy, had slightly fewer specialist teachers than the recommendation, but still had nearly 90% of the FTE recommendation. All of the schools utilized instructional mentors/coaches, although not to the FTE recommendation in the model, and at two of the schools, Delano and Amarado, these instructional facilitators also had administrative duties and acted as assistant principals. One noteworthy area of resource allocation that was higher than the EBM (Odden & Picus, 2008) recommendation was site administration. All of the schools studied had at least double the recommendation with two or more site-based administrators. Staff areas where there was a notable absence of or significantly lower resources include tutors, librarian/media specialists, teachers for the learning disabled, and teachers for English learners. Although there is no specified allocation of teachers for English learners at any of the school sites, because the English learner populations for the schools |
