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183
Change the curriculum program and create a new instructional vision. The
principal both created the instructional vision and changed the curriculum program to
better meet the needs of the students in response to teacher feedback and student
performance.
The school is unique in the fact that it is a dual immersion program for grades
kindergarten through fifth, which was created at the request of parents. Starting in
kindergarten, the students are taught 80% in Spanish and 20% in English. The percent of
instruction in English increases by 10% and decreases by the same amount in Spanish
every year until fourth grade where 50% of instruction is in English and the other 50% of
instruction is in Spanish. After fifth grade, the students exit the program and receive all
instruction in English. At the end of the program, the student will be bilingual, biliterate,
and bicultural. The school has not always been a dual immersion program and there were
challenges to implementing it initially. The principal clearly understood this challenge
and made several changes to the instructional program to best meet the needs of students
at her school site.
The focus of the school has been to build a strong literacy foundation—especially
for English language learners, which constitute the majority of its population. Although
most of the instruction is in Spanish during the early years, not all of its students come
with a formal background in Spanish language acquisition and the school has placed an
emphasis on developing Spanish for those students as well as developing their English
skills. The school uses the work of Susana Dutro, who created E.L Achieve, for a focused
approach to English language instruction through a systematic ELD framework. In
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 191 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 183 Change the curriculum program and create a new instructional vision. The principal both created the instructional vision and changed the curriculum program to better meet the needs of the students in response to teacher feedback and student performance. The school is unique in the fact that it is a dual immersion program for grades kindergarten through fifth, which was created at the request of parents. Starting in kindergarten, the students are taught 80% in Spanish and 20% in English. The percent of instruction in English increases by 10% and decreases by the same amount in Spanish every year until fourth grade where 50% of instruction is in English and the other 50% of instruction is in Spanish. After fifth grade, the students exit the program and receive all instruction in English. At the end of the program, the student will be bilingual, biliterate, and bicultural. The school has not always been a dual immersion program and there were challenges to implementing it initially. The principal clearly understood this challenge and made several changes to the instructional program to best meet the needs of students at her school site. The focus of the school has been to build a strong literacy foundation—especially for English language learners, which constitute the majority of its population. Although most of the instruction is in Spanish during the early years, not all of its students come with a formal background in Spanish language acquisition and the school has placed an emphasis on developing Spanish for those students as well as developing their English skills. The school uses the work of Susana Dutro, who created E.L Achieve, for a focused approach to English language instruction through a systematic ELD framework. In |
