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articulation teams and meetings to align grading systems, which is based on a scale. The
school has extremely high performance standards for their students where a three on a
scale of four is considered 80% (bare minimum to pass) and a four is 93%, which they
consider mastery of grade level materials. Children who are not proficient by the end of
first grade are retained.
Additionally, students know where they are performing academically and are
active participants in their own growth. The school employs student-led conferencing,
where students lead the parent teacher conferences explaining to their parents their test
results, schoolwork, and what they are working on to improve. Student led conferencing
starts at the earliest grades and become more sophisticated as the student matures.
Change the curriculum program and create a new instructional vision.
Byron Charter Elementary School has made significant changes and adjustment to both
the curriculum and staffing in regards to responding to the needs of students. The current
principal hired over half of the current staff, which she stated were chosen because they
were extremely focused on high expectations, were strongly talented, and deeply cared
for the students. Staff who were not a good fit were asked to either leave the school or
left on their own. Furthermore, due to the slight dip in API scores for 2008, every teacher
was reassigned grade levels. The principal used this has an opportunity to create grade
levels that had similar working styles as well as to strengthen each teacher’s pedagogy
and not be complacent with their current teaching practices and placement. Significant
professional development was devoted to ensuring that the teachers were prepared to
teach their new grade levels.
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 159 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 151 articulation teams and meetings to align grading systems, which is based on a scale. The school has extremely high performance standards for their students where a three on a scale of four is considered 80% (bare minimum to pass) and a four is 93%, which they consider mastery of grade level materials. Children who are not proficient by the end of first grade are retained. Additionally, students know where they are performing academically and are active participants in their own growth. The school employs student-led conferencing, where students lead the parent teacher conferences explaining to their parents their test results, schoolwork, and what they are working on to improve. Student led conferencing starts at the earliest grades and become more sophisticated as the student matures. Change the curriculum program and create a new instructional vision. Byron Charter Elementary School has made significant changes and adjustment to both the curriculum and staffing in regards to responding to the needs of students. The current principal hired over half of the current staff, which she stated were chosen because they were extremely focused on high expectations, were strongly talented, and deeply cared for the students. Staff who were not a good fit were asked to either leave the school or left on their own. Furthermore, due to the slight dip in API scores for 2008, every teacher was reassigned grade levels. The principal used this has an opportunity to create grade levels that had similar working styles as well as to strengthen each teacher’s pedagogy and not be complacent with their current teaching practices and placement. Significant professional development was devoted to ensuring that the teachers were prepared to teach their new grade levels. |
