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104
yet literature regarding the best ways of allocating resources in charter schools is severely
limited.
The purpose of this study was to analyze how four high performing charter
schools, with high percentages of socioeconomically disadvantaged students in Los
Angeles, California, were implementing school improvement strategies and utilizing
resources at their school site to impact student achievement. The Evidenced-Based Model
(EBM), (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. These combined, provided a researched-based framework to examine
school improvement strategies and resource allocation.
Summary of Findings
The original design of the study set out to examine four high performing and four
lower performing charter schools in Los Angeles, as measured by standardized
assessments, and analyze how they were utilizing their resources to impact student
achievement. However, five, mainly lower performing schools either submitted
incomplete information or did not respond to requests to participate. An additional school
was contacted and agreed to participate in order to increase the number of schools
studied. Because of this, the study evolved to become an examination of four high
performing charter schools with high percentages of socioeconomically disadvantaged
students. Three of the schools studied had APIs above 850 points and had exceeded
adequate yearly progress targets in both English language arts and mathematics. The one
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 112 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 104 yet literature regarding the best ways of allocating resources in charter schools is severely limited. The purpose of this study was to analyze how four high performing charter schools, with high percentages of socioeconomically disadvantaged students in Los Angeles, California, were implementing school improvement strategies and utilizing resources at their school site to impact student achievement. The Evidenced-Based Model (EBM), (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. These combined, provided a researched-based framework to examine school improvement strategies and resource allocation. Summary of Findings The original design of the study set out to examine four high performing and four lower performing charter schools in Los Angeles, as measured by standardized assessments, and analyze how they were utilizing their resources to impact student achievement. However, five, mainly lower performing schools either submitted incomplete information or did not respond to requests to participate. An additional school was contacted and agreed to participate in order to increase the number of schools studied. Because of this, the study evolved to become an examination of four high performing charter schools with high percentages of socioeconomically disadvantaged students. Three of the schools studied had APIs above 850 points and had exceeded adequate yearly progress targets in both English language arts and mathematics. The one |
