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case study is to identify the effective resource allocation and instructional strategies that
are employed at Timothy Charter Elementary School.
Understanding the performance problem and challenge. Timothy Charter
School strives to ensure that all of its students will “never face the achievement gap.”
This network of charter schools, whose original focus was middle schools, began serving
elementary students primarily because it made sense to prevent the achievement gap. The
regional CMO’s website states that in south and east Los Angeles, only 10% of those
who enter high school will attend college and a fraction of those, 4%, will earn a college
degree. The CMO estimates that they will increase the annual college going rate by 50%
when its middle school alumni reach college. Timothy Charter Elementary School is built
around the principle of a results-driven education.
Set ambitious goals. Students at Timothy Charter School are called achievers.
The initial target for API is set at 900, meaning that the goal will be for all students to test
proficient in second grade. The principal demands excellence from everyone and strives
for Timothy Charter School to be the best elementary school in Los Angeles—one that all
should be proud to send their children to.
Change the curriculum program and create a new instructional vision. The
network of schools are driven by “no shortcuts, no excuses” philosophy. Teachers at
Timothy Charter Elementary are given the autonomy to create and implement a
curriculum that will allow their students to succeed. Open Court Reading was the
school’s adopted English language arts curriculum, but after feedback from the teachers,
only the most effective parts of the program are utilized and it is accelerated and
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 174 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 166 case study is to identify the effective resource allocation and instructional strategies that are employed at Timothy Charter Elementary School. Understanding the performance problem and challenge. Timothy Charter School strives to ensure that all of its students will “never face the achievement gap.” This network of charter schools, whose original focus was middle schools, began serving elementary students primarily because it made sense to prevent the achievement gap. The regional CMO’s website states that in south and east Los Angeles, only 10% of those who enter high school will attend college and a fraction of those, 4%, will earn a college degree. The CMO estimates that they will increase the annual college going rate by 50% when its middle school alumni reach college. Timothy Charter Elementary School is built around the principle of a results-driven education. Set ambitious goals. Students at Timothy Charter School are called achievers. The initial target for API is set at 900, meaning that the goal will be for all students to test proficient in second grade. The principal demands excellence from everyone and strives for Timothy Charter School to be the best elementary school in Los Angeles—one that all should be proud to send their children to. Change the curriculum program and create a new instructional vision. The network of schools are driven by “no shortcuts, no excuses” philosophy. Teachers at Timothy Charter Elementary are given the autonomy to create and implement a curriculum that will allow their students to succeed. Open Court Reading was the school’s adopted English language arts curriculum, but after feedback from the teachers, only the most effective parts of the program are utilized and it is accelerated and |
