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102
all were in the highest decile when compared to similar schools. The lone school without
an API score or similar schools ranking due to its new school status, had achievement
results that surpassed the grade level equivalency of its students on the SAT-10. Each of
the schools studied employed at moderate to high levels, Odden and Archibald’s (2009)
10 Strategies to Doubling Student Performance, and all of the schools studied had clear
visions and strategies for continued achievement.
When examining resource allocation, in comparison to the EBM (Odden & Picus,
2008), the resource allocation levels were varied. In many cases, such as core teachers,
librarians/media specialists, teachers for English learners and the learning disabled, the
resource allocations levels were much lower than recommended. However, areas such as
administration stood out as having much higher than a prototypical EBM school.
Although there were pockets of meeting recommended resource allocation, overall none
of the schools entirely met the recommended resource allocation of the EBM.
The budget crisis does not seem to be impacting these schools as significantly as
their traditional public school counterparts, but it is halting or making schools cautious in
their approach to spending. This trepidation is having its greatest impact on spending for
professional development. Although the budget crisis is unlikely to dissipate in the
coming year and the schools do have healthy reserves, it is unlikely that these reserves
will be significantly tapped to increase funding to be on par with the EBM (Odden &
Picus, 2008) because of the great deal of uncertainty surrounding California’s fiscal
health. Chapter 5 will further discuss this issue, provide conclusions, and suggestions for
future research.
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 110 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 102 all were in the highest decile when compared to similar schools. The lone school without an API score or similar schools ranking due to its new school status, had achievement results that surpassed the grade level equivalency of its students on the SAT-10. Each of the schools studied employed at moderate to high levels, Odden and Archibald’s (2009) 10 Strategies to Doubling Student Performance, and all of the schools studied had clear visions and strategies for continued achievement. When examining resource allocation, in comparison to the EBM (Odden & Picus, 2008), the resource allocation levels were varied. In many cases, such as core teachers, librarians/media specialists, teachers for English learners and the learning disabled, the resource allocations levels were much lower than recommended. However, areas such as administration stood out as having much higher than a prototypical EBM school. Although there were pockets of meeting recommended resource allocation, overall none of the schools entirely met the recommended resource allocation of the EBM. The budget crisis does not seem to be impacting these schools as significantly as their traditional public school counterparts, but it is halting or making schools cautious in their approach to spending. This trepidation is having its greatest impact on spending for professional development. Although the budget crisis is unlikely to dissipate in the coming year and the schools do have healthy reserves, it is unlikely that these reserves will be significantly tapped to increase funding to be on par with the EBM (Odden & Picus, 2008) because of the great deal of uncertainty surrounding California’s fiscal health. Chapter 5 will further discuss this issue, provide conclusions, and suggestions for future research. |
