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133
Z. Extended Day Classified Staff: Number of FTE staff who provide students
with extra instructional time to achieve to the standards in the regular
curriculum after school.
AA. Description of Extended Day Classified Staff: Description of classified
staff’s role in the extended day program.
BB. Minutes Per Week of Summer School: Number of minutes per day
multiplied by the number of days per week that students attend summer
school.
CC. Length of Session: Number of weeks that summer school is in session.
DD. School’s Students Enrolled in the Summer School Program: Number of
students from the individual school who are enrolled in the summer school
program (a subset of the following item).
EE. All Students in Summer School: Total number of students enrolled in the
summer school program.
FF. Summer School Teachers: Number of FTE teachers who provided
students with extra instructional time to achieve to the standards in the regular
curriculum during summer 2008.
GG. Summer School Classified Staff: Number of FTE classified staff who
provided students with extra instructional time to achieve to the standards in
the regular curriculum during summer 2008.
X. Other Instructional Staff
Included here are instructional staff members that support a school’s instructional
program, but do not fit in the previous categories. Other instructional staff should
be entered as full-time equivalents (FTEs), which may include decimals. Enter
each staff member’s name that corresponds to the FTEs entered in the related
fields. Indicate in parentheses if the staff member is not a 1.0 FTE in that
category.
A. Consultants (other than PD contracted services): Dollar amount for all other
consultants other than professional development contracted services.
B. Building Substitutes: Number of FTE permanent substitutes.
C. Other Teachers: Number of FTE teachers who instruct, but were not included
in previous categories.
D. Other Instructional Aides: Number of FTE aides who assist instruction, but
were not included in previous categories.
E. Funds for Daily Subs: Daily rate for daily certified teacher substitutes who
replace sick teachers. (This is not for substitutes who replace teachers who
are participating in professional development.)
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 141 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 133 Z. Extended Day Classified Staff: Number of FTE staff who provide students with extra instructional time to achieve to the standards in the regular curriculum after school. AA. Description of Extended Day Classified Staff: Description of classified staff’s role in the extended day program. BB. Minutes Per Week of Summer School: Number of minutes per day multiplied by the number of days per week that students attend summer school. CC. Length of Session: Number of weeks that summer school is in session. DD. School’s Students Enrolled in the Summer School Program: Number of students from the individual school who are enrolled in the summer school program (a subset of the following item). EE. All Students in Summer School: Total number of students enrolled in the summer school program. FF. Summer School Teachers: Number of FTE teachers who provided students with extra instructional time to achieve to the standards in the regular curriculum during summer 2008. GG. Summer School Classified Staff: Number of FTE classified staff who provided students with extra instructional time to achieve to the standards in the regular curriculum during summer 2008. X. Other Instructional Staff Included here are instructional staff members that support a school’s instructional program, but do not fit in the previous categories. Other instructional staff should be entered as full-time equivalents (FTEs), which may include decimals. Enter each staff member’s name that corresponds to the FTEs entered in the related fields. Indicate in parentheses if the staff member is not a 1.0 FTE in that category. A. Consultants (other than PD contracted services): Dollar amount for all other consultants other than professional development contracted services. B. Building Substitutes: Number of FTE permanent substitutes. C. Other Teachers: Number of FTE teachers who instruct, but were not included in previous categories. D. Other Instructional Aides: Number of FTE aides who assist instruction, but were not included in previous categories. E. Funds for Daily Subs: Daily rate for daily certified teacher substitutes who replace sick teachers. (This is not for substitutes who replace teachers who are participating in professional development.) |
