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exceeding the EBM (Odden & Picus, 2008), followed by Delano, which allocated
resources less than the EBM recommendation. Both Timothy and Amarado were far
below the recommended resource allocation with no pupil support staff.
Funding. Funding in professional development, technology, Gifted and Talented
Education (GATE) student resources, instructional materials, and student activities varied
greatly among Timothy, Delano, and Amarado. Byron did not provide sufficient
information to compare these resources. At the three schools that did provide this data,
the schools fell short in funding for professional development. For technology, only one
school, Timothy, met the recommended resource allocation and exceeded it by 15%. The
remaining two schools fell far short. None of the schools reporting this information had
funding for GATE student resources. Two of the schools, Timothy and Amarado,
exceeded the suggested funding in instructional materials while Delano funded
instruction materials at 64% of the recommendation. Funding for student activities also
varied amongst the schools. The funding was nonexistent at Timothy, only 27% of the
recommended funding levels at Amarado, and the only school that exceeded the
suggested funding levels was Delano, which has the greatest number of outside partners
and resources.
Table 4.5 provides specific figures at each school studied as well as a comparison
of resource allocation to the EBM (Odden & Picus, 2008) .
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 107 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 99 exceeding the EBM (Odden & Picus, 2008), followed by Delano, which allocated resources less than the EBM recommendation. Both Timothy and Amarado were far below the recommended resource allocation with no pupil support staff. Funding. Funding in professional development, technology, Gifted and Talented Education (GATE) student resources, instructional materials, and student activities varied greatly among Timothy, Delano, and Amarado. Byron did not provide sufficient information to compare these resources. At the three schools that did provide this data, the schools fell short in funding for professional development. For technology, only one school, Timothy, met the recommended resource allocation and exceeded it by 15%. The remaining two schools fell far short. None of the schools reporting this information had funding for GATE student resources. Two of the schools, Timothy and Amarado, exceeded the suggested funding in instructional materials while Delano funded instruction materials at 64% of the recommendation. Funding for student activities also varied amongst the schools. The funding was nonexistent at Timothy, only 27% of the recommended funding levels at Amarado, and the only school that exceeded the suggested funding levels was Delano, which has the greatest number of outside partners and resources. Table 4.5 provides specific figures at each school studied as well as a comparison of resource allocation to the EBM (Odden & Picus, 2008) . |
