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108
This effort extended well-beyond the traditional back to school nights, PTAs, or what
schools in affluent communities commonly rely on. Rather, the schools proactively
reached out to involve parents, offering a multitude of ways to be involved in the school.
The schools also provided opportunities for parental development of knowledge and
skills in how to support their students. Workshops regarding improving student fluency
or math skills, or how to best prepare the student for high school and college are only
some of the examples of programming in place for the parents.
Resource allocation. Because there is a great deal of flexibility in how charter
schools allocate resources, there were more differences than commonalities in resource
allocation at the four schools studied. Even so, the resource allocation decisions made by
the school were purposeful and in alignment in supporting current school improvement
strategies although the resource allocation as a whole did not meet EBM (Odden & Picus,
2008) recommendations.
Resource allocations that met or exceeded EBM (Odden & Picus, 2008)
recommendations at all schools included full-day kindergarten, school administration,
and specialist teachers. Areas that did not consistently meet the EBM (Odden & Picus,
2008) recommendation at all school sites, yet still supported the school improvement
efforts, included utilization of instructional mentors/coaches, lower class sizes, and
increased learning time through extended day, year and before and after school programs.
The schools used other support resources, such as librarians, instructional aides,
non instructional aides, and tutors differently or not at all. Additionally, funding in
professional development, technology, Gifted and Talented Education (GATE) student
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 116 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 108 This effort extended well-beyond the traditional back to school nights, PTAs, or what schools in affluent communities commonly rely on. Rather, the schools proactively reached out to involve parents, offering a multitude of ways to be involved in the school. The schools also provided opportunities for parental development of knowledge and skills in how to support their students. Workshops regarding improving student fluency or math skills, or how to best prepare the student for high school and college are only some of the examples of programming in place for the parents. Resource allocation. Because there is a great deal of flexibility in how charter schools allocate resources, there were more differences than commonalities in resource allocation at the four schools studied. Even so, the resource allocation decisions made by the school were purposeful and in alignment in supporting current school improvement strategies although the resource allocation as a whole did not meet EBM (Odden & Picus, 2008) recommendations. Resource allocations that met or exceeded EBM (Odden & Picus, 2008) recommendations at all schools included full-day kindergarten, school administration, and specialist teachers. Areas that did not consistently meet the EBM (Odden & Picus, 2008) recommendation at all school sites, yet still supported the school improvement efforts, included utilization of instructional mentors/coaches, lower class sizes, and increased learning time through extended day, year and before and after school programs. The schools used other support resources, such as librarians, instructional aides, non instructional aides, and tutors differently or not at all. Additionally, funding in professional development, technology, Gifted and Talented Education (GATE) student |
