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106
Change the curriculum program and create a new instructional vision
Formative assessments and data-based decision making
Ongoing, intensive professional development
Using time efficiently and effectively
Extending learning time for struggling students
Collaborative, professional culture
Widespread and distributed instructional leadership
Professional and best practices
At the core of each school studied was a deep understanding by the principal of the
challenges they faced coupled with a laser-like vision for school improvement and a
relentless drive by the teachers to address the needs of their students. Schools created a
sense of urgency in driving toward their improvement efforts by setting extraordinarily
high student achievement goals . The schools were not satisfied with being one of the
best schools when compared to similar schools, but aimed to be in the top decile for all
schools within the state. Schools then also regularly assessed progress to their goal based
on their students’ achievement. The data analysis went beyond individual teachers
looking at individual results, but rather there was a great deal of transparency in student
results and how data was utilized. Teachers and administrators collaboratively analyzed
it, and the schools had multiple systems in place to address the needs of struggling
students. Decisions were routinely made based on this data and instructional plans,
curriculum, and additional support was adjusted to meet the needs of the students. Not
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 114 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 106 Change the curriculum program and create a new instructional vision Formative assessments and data-based decision making Ongoing, intensive professional development Using time efficiently and effectively Extending learning time for struggling students Collaborative, professional culture Widespread and distributed instructional leadership Professional and best practices At the core of each school studied was a deep understanding by the principal of the challenges they faced coupled with a laser-like vision for school improvement and a relentless drive by the teachers to address the needs of their students. Schools created a sense of urgency in driving toward their improvement efforts by setting extraordinarily high student achievement goals . The schools were not satisfied with being one of the best schools when compared to similar schools, but aimed to be in the top decile for all schools within the state. Schools then also regularly assessed progress to their goal based on their students’ achievement. The data analysis went beyond individual teachers looking at individual results, but rather there was a great deal of transparency in student results and how data was utilized. Teachers and administrators collaboratively analyzed it, and the schools had multiple systems in place to address the needs of struggling students. Decisions were routinely made based on this data and instructional plans, curriculum, and additional support was adjusted to meet the needs of the students. Not |
