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179
Figure J.2: Delano Charter School Elementary School’s API
The Adequate Yearly Progress reports also reflect this continuous growth in
student achievement with all major subgroups making significant gains and surpassing
the state targets for growth. Since 2006 in English language arts, there has been a school
wide increase of over 35 percentage points for students who are proficient or advance in
this subject. The growth for all subgroups, Latino, English Language Learners (ELL),
socioeconomically disadvantaged, and students with disabilities are all within one
percentage point of the school wide increase during the same period. In comparison to the
school wide average, two groups of students, ELL and Students with special needs, do
not do as well as the school wide average trailing by 5% and 23% respectively. Although
those two groups are trailing, they are keeping pace with the overall growth of all
subgroups of students. Figure J.3 displays the English language arts AYP growth.
600
650
700
750
800
850
900
2006 2007 2008 2009 2010
697
740
779 817
859
Academic Performance Index
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 187 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 179 Figure J.2: Delano Charter School Elementary School’s API The Adequate Yearly Progress reports also reflect this continuous growth in student achievement with all major subgroups making significant gains and surpassing the state targets for growth. Since 2006 in English language arts, there has been a school wide increase of over 35 percentage points for students who are proficient or advance in this subject. The growth for all subgroups, Latino, English Language Learners (ELL), socioeconomically disadvantaged, and students with disabilities are all within one percentage point of the school wide increase during the same period. In comparison to the school wide average, two groups of students, ELL and Students with special needs, do not do as well as the school wide average trailing by 5% and 23% respectively. Although those two groups are trailing, they are keeping pace with the overall growth of all subgroups of students. Figure J.3 displays the English language arts AYP growth. 600 650 700 750 800 850 900 2006 2007 2008 2009 2010 697 740 779 817 859 Academic Performance Index |
