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161
Table H.2 Continued
Other Staffing Resources
Substitutes 10 days per teacher
funded at substitute rate
$20,000 $22,500
Pupil support staff 1 for every 100 poverty
students
3.5 FTE 3.21 FTE
Non-Instructional Aides 2.0 FTE 1 FTE 1.64 FTE
Instructional Aides 0.0 FTE 13 FTE 0 FTE
Librarians/media specialists 1.0 FTE 0 FTE .83 FTE
Resources for gifted students $25 per student 1 $8,900
Technology $250 per pupil 1 $89,000
Instructional Materials $140 per pupil 1 $49,840
Student Activities $200 per pupil 1 $71,200
Professional Development $100 per pupil for other
PD expenses - trainers,
conferences, travel, etc.
not included above
$20,000
$35,600
1 Data provided by school was incomplete. 2 There are no severely disabled students at
the school.
Summary and Lessons Learned
Byron Charter School has continuously outperformed its peers in standardized test
results and performs on par with students in more affluent communities. One can surmise
that the achievement gap is being closed through a school like Byron Charter School.
There are several points that make Byron unique and particularly effective:
High expectations for all—students, teachers, parents, and community
members.
The principal has provided a stable and clear vision for the school
community to implement.
Teachers are the instructional leaders and are developed into pedagogical
and content experts through coaching.
Students understand the performance challenge and set goals for
themselves that they are supported in working toward.
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 169 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 161 Table H.2 Continued Other Staffing Resources Substitutes 10 days per teacher funded at substitute rate $20,000 $22,500 Pupil support staff 1 for every 100 poverty students 3.5 FTE 3.21 FTE Non-Instructional Aides 2.0 FTE 1 FTE 1.64 FTE Instructional Aides 0.0 FTE 13 FTE 0 FTE Librarians/media specialists 1.0 FTE 0 FTE .83 FTE Resources for gifted students $25 per student 1 $8,900 Technology $250 per pupil 1 $89,000 Instructional Materials $140 per pupil 1 $49,840 Student Activities $200 per pupil 1 $71,200 Professional Development $100 per pupil for other PD expenses - trainers, conferences, travel, etc. not included above $20,000 $35,600 1 Data provided by school was incomplete. 2 There are no severely disabled students at the school. Summary and Lessons Learned Byron Charter School has continuously outperformed its peers in standardized test results and performs on par with students in more affluent communities. One can surmise that the achievement gap is being closed through a school like Byron Charter School. There are several points that make Byron unique and particularly effective: High expectations for all—students, teachers, parents, and community members. The principal has provided a stable and clear vision for the school community to implement. Teachers are the instructional leaders and are developed into pedagogical and content experts through coaching. Students understand the performance challenge and set goals for themselves that they are supported in working toward. |
