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148
Figure H.2: Byron Elementary Charter School’s API
In terms of Adequate Yearly Progress (AYP) in both English Language Arts and
Mathematics, there has been a net increases over a five year period for the entire school
as well as significant subgroups. However, growth has not occurred uniformaly and in
one year, there was a decline in the number of students who achieved proficiency or
advanced recognition in English language arts and mathematics. In English language arts,
there has been a net increase of 10 percentage points of students scoring advance or
proficient since 2006. In mathematics, there has been a net increase of 16% in students
scoring advanced or proficiencet over the last 5 years. Figures H.3 and H.4 display AYP
growth in both subject areas. There are gaps in student performance data for students
with disabilities and Latino students because there were not enough students tested in the
previous year to determine base API to measure growth the following year. Additionally,
the gaps in data reflect that these groups were not considered significant subgroups.
Significant subgroups are defined as being at least 100 or more students on the first day
600
650
700
750
800
850
900
2006 2007 2008 2009 2010
801 819 825 813
860
Academic Performance Index
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 156 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 148 Figure H.2: Byron Elementary Charter School’s API In terms of Adequate Yearly Progress (AYP) in both English Language Arts and Mathematics, there has been a net increases over a five year period for the entire school as well as significant subgroups. However, growth has not occurred uniformaly and in one year, there was a decline in the number of students who achieved proficiency or advanced recognition in English language arts and mathematics. In English language arts, there has been a net increase of 10 percentage points of students scoring advance or proficient since 2006. In mathematics, there has been a net increase of 16% in students scoring advanced or proficiencet over the last 5 years. Figures H.3 and H.4 display AYP growth in both subject areas. There are gaps in student performance data for students with disabilities and Latino students because there were not enough students tested in the previous year to determine base API to measure growth the following year. Additionally, the gaps in data reflect that these groups were not considered significant subgroups. Significant subgroups are defined as being at least 100 or more students on the first day 600 650 700 750 800 850 900 2006 2007 2008 2009 2010 801 819 825 813 860 Academic Performance Index |
