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172
Table I.1: Timothy Charter and 10 Strategies for Doubling Student Performance
Odden &
Archibald’s
Strategies
Implementation Notes
Strong Moderate Weak N/A
Understanding
performance
problem and
challenge
x
The charter network, CMO, and
school are based on the principal of a
no excuses philosophy in ensuring
that the achievement gap is eliminated
Set ambitious goals x
The school not only wants to
eliminate the achievement gap, it
wants to be the very best school—
period.
Change curriculum
program/create new
instructional vision
x
Teachers teach the standards and use
research-based materials and
strategies to support their instruction
Formative
assessments/data-based
decisions
x
Formative assessments are given at
the beginning of the year as well as
weekly Friday assessments—data
from assessments are used to directly
influence decision-making at the
school.
Ongoing PD
x
Professional development is weaved
throughout the school year. There is a
schedule of staff professional
development created at the beginning
of the year
Using time
efficiently &
effectively
x
Extended school day and year
Extended learning
time for struggling
students
x
Intervention given to students who are
not meeting expectations on weekly
Friday assessments.
Collaborative,
professional culture
x
Teachers observe their peers and are
on curriculum committees.
Widespread and
distributed
instructional
leadership
x
Teachers are given flexibility along
with accountability. Teachers create
lessons and share best practices with
other teachers.
Professional and best
practices
x
School implements and seeks-out
leaders in curricular fields
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 180 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 172 Table I.1: Timothy Charter and 10 Strategies for Doubling Student Performance Odden & Archibald’s Strategies Implementation Notes Strong Moderate Weak N/A Understanding performance problem and challenge x The charter network, CMO, and school are based on the principal of a no excuses philosophy in ensuring that the achievement gap is eliminated Set ambitious goals x The school not only wants to eliminate the achievement gap, it wants to be the very best school— period. Change curriculum program/create new instructional vision x Teachers teach the standards and use research-based materials and strategies to support their instruction Formative assessments/data-based decisions x Formative assessments are given at the beginning of the year as well as weekly Friday assessments—data from assessments are used to directly influence decision-making at the school. Ongoing PD x Professional development is weaved throughout the school year. There is a schedule of staff professional development created at the beginning of the year Using time efficiently & effectively x Extended school day and year Extended learning time for struggling students x Intervention given to students who are not meeting expectations on weekly Friday assessments. Collaborative, professional culture x Teachers observe their peers and are on curriculum committees. Widespread and distributed instructional leadership x Teachers are given flexibility along with accountability. Teachers create lessons and share best practices with other teachers. Professional and best practices x School implements and seeks-out leaders in curricular fields |
