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169
mathematics instruction, and daily instruction of Science and Social Studies for 45 and 30
minutes respectively.
Extending learning time for struggling students. As mentioned in the previous
section, all students receive additional learning time that is differentiated to meet their
needs. Students not meeting expectations work with an intervention teacher on the
specific area of need and every classroom has an instructional aid whose main priority is
working with students in small groups.
Collaborative, professional culture. The teachers at Timothy Charter School
work collaboratively on a regular basis. Teachers give each other feedback on instruction
and peer feedback is an important component of their development. Teachers share the
lesson plans they develop and receive feedback from their peers. In addition to a cycle of
feedback from their peers, teachers spend a significant amount of time reflecting on their
practice.
Teachers are also on instructional committees based on content areas where they
work together to develop curriculum. There are committees for math and reading as well
as cross content committees that focus on vertical articulation for grades kindergarten
through second. The principal provides teachers with significant amounts of planning
time during the school day. While apprentice teachers are honing their skills teaching
students, the other teachers are refining their teaching units, developing interventions, and
analyzing data.
Widespread and distributed instructional leadership. The principal stated that
she gives the teachers freedom and flexibility, but with accountability. The school takes
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 177 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 169 mathematics instruction, and daily instruction of Science and Social Studies for 45 and 30 minutes respectively. Extending learning time for struggling students. As mentioned in the previous section, all students receive additional learning time that is differentiated to meet their needs. Students not meeting expectations work with an intervention teacher on the specific area of need and every classroom has an instructional aid whose main priority is working with students in small groups. Collaborative, professional culture. The teachers at Timothy Charter School work collaboratively on a regular basis. Teachers give each other feedback on instruction and peer feedback is an important component of their development. Teachers share the lesson plans they develop and receive feedback from their peers. In addition to a cycle of feedback from their peers, teachers spend a significant amount of time reflecting on their practice. Teachers are also on instructional committees based on content areas where they work together to develop curriculum. There are committees for math and reading as well as cross content committees that focus on vertical articulation for grades kindergarten through second. The principal provides teachers with significant amounts of planning time during the school day. While apprentice teachers are honing their skills teaching students, the other teachers are refining their teaching units, developing interventions, and analyzing data. Widespread and distributed instructional leadership. The principal stated that she gives the teachers freedom and flexibility, but with accountability. The school takes |
