Page 118 |
Save page Remove page | Previous | 118 of 217 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
110
interviews with principals, part of their improvement strategy was to attracted, hire, and
retain excellent teachers. The personnel in place at the schools were ready and willing to
take on the challenge of rapidly improving student performance and willing to implement
research based strategies without delay. Simply put, these schools hired extremely strong
teachers and had very talented administrators to execute school improvement strategies at
a very high level.
Challenges to continued improvement. Each of the schools studied execute at a
very high level and have achieved significant results in student achievement. However,
each of the schools studied face considerable and unique challenges as their schools
evolve and expand. At Delano, many of their students are leaving after the fourth grade to
enroll at a nearby high performing charter school for middle school that begins in the
fifth grade. The impact of this has been a significant number of new students entering the
school in fifth grade to replace the students who have left. These students are multiple
grade levels behind and have just a year to meet grade level standards before naturally
exiting from the elementary school to another middle school. Timothy is a new school
that is rapidly growing, adding an additional grade level each year. With this rapid
growth, means the rapid expansion of students as well as adding at least five new teachers
every year. Amarado’s current school leader, under whom its current success as been
shepherded, is transitioning into a higher leadership role, as chief academic officer for the
CMO, and the school will have a new school leader in the upcoming year.
In addition to these challenges, funding at the schools remains a concern.
California’s fiscal crisis does not appear to be subsiding in the near future. Although the
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 118 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 110 interviews with principals, part of their improvement strategy was to attracted, hire, and retain excellent teachers. The personnel in place at the schools were ready and willing to take on the challenge of rapidly improving student performance and willing to implement research based strategies without delay. Simply put, these schools hired extremely strong teachers and had very talented administrators to execute school improvement strategies at a very high level. Challenges to continued improvement. Each of the schools studied execute at a very high level and have achieved significant results in student achievement. However, each of the schools studied face considerable and unique challenges as their schools evolve and expand. At Delano, many of their students are leaving after the fourth grade to enroll at a nearby high performing charter school for middle school that begins in the fifth grade. The impact of this has been a significant number of new students entering the school in fifth grade to replace the students who have left. These students are multiple grade levels behind and have just a year to meet grade level standards before naturally exiting from the elementary school to another middle school. Timothy is a new school that is rapidly growing, adding an additional grade level each year. With this rapid growth, means the rapid expansion of students as well as adding at least five new teachers every year. Amarado’s current school leader, under whom its current success as been shepherded, is transitioning into a higher leadership role, as chief academic officer for the CMO, and the school will have a new school leader in the upcoming year. In addition to these challenges, funding at the schools remains a concern. California’s fiscal crisis does not appear to be subsiding in the near future. Although the |
