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107
only was classroom instruction changed to meet the struggling students’ needs, but also
all the schools created more learning opportunities for their students.
Additionally, the schools quickly responded to teacher feedback and student results
and changed the curriculum. Whereas traditional schools may have been bogged down by
a myriad of complications to quickly adopting a new curriculum or textbook, these
schools took quick and decisive action. Also noteworthy, was that the schools invested
heavily in professional development that did not focus on implementing the textbook or
adopted curriculum with fidelity, but rather research-based pedagogical practices of the
teacher. At more than one school, the principal expressed that the teachers do not say
they teach a particular textbook such as Open Court or Harcourt Brace, but rather, they
teach the standards. The textbooks, just like other strategies, are used as one of the tools.
This strong professional development practice was further supported by a collaborative
culture at the school sites and by widespread and distributed leadership.
All of the schools focused on the core curriculum and protecting instructional time as
well as allowing for and providing common planning time during the school day. Schools
also increased and extended learning time through either before and after school
programs and extended day or year to provide additional support to their struggling
students. The curriculum taught during this extended time was closely aligned with the
curriculum taught during the regular school day.
One of the strongest aspects of each school included utilizing research-based best
practices and in particular, increasing and sustaining parental involvement. In all of the
schools studied, the sites made a great effort to involve parents in their child’s education.
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 115 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 107 only was classroom instruction changed to meet the struggling students’ needs, but also all the schools created more learning opportunities for their students. Additionally, the schools quickly responded to teacher feedback and student results and changed the curriculum. Whereas traditional schools may have been bogged down by a myriad of complications to quickly adopting a new curriculum or textbook, these schools took quick and decisive action. Also noteworthy, was that the schools invested heavily in professional development that did not focus on implementing the textbook or adopted curriculum with fidelity, but rather research-based pedagogical practices of the teacher. At more than one school, the principal expressed that the teachers do not say they teach a particular textbook such as Open Court or Harcourt Brace, but rather, they teach the standards. The textbooks, just like other strategies, are used as one of the tools. This strong professional development practice was further supported by a collaborative culture at the school sites and by widespread and distributed leadership. All of the schools focused on the core curriculum and protecting instructional time as well as allowing for and providing common planning time during the school day. Schools also increased and extended learning time through either before and after school programs and extended day or year to provide additional support to their struggling students. The curriculum taught during this extended time was closely aligned with the curriculum taught during the regular school day. One of the strongest aspects of each school included utilizing research-based best practices and in particular, increasing and sustaining parental involvement. In all of the schools studied, the sites made a great effort to involve parents in their child’s education. |
