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English language arts, as opposed to relying on a publisher’s curriculum, the school has
instead focused on developing the pedagogy of teachers. The English curriculum is
teacher designed and based on Dr. Patricia Cunningham’s Four Blocks literacy model,
which includes guided reading, self-selected reading, writing, and working with words.
Although the school has been historically strong in mathematics, the teachers
lacked the conceptual piece of mathematical development in their instruction and desired
a more rigorous and authentic math program. Additionally, the teachers said that due to
the immersion program, Houghton Mifflin was not meeting the needs of their students
and was thus supplanted by Singapore math.
Finally, a multi-year pacing plan has been in place since 2006 and backwards
planning and vertical articulation are key components to ensuring that teachers are
covering the content relentlessly and authentically.
Formative assessments and data based decision making. Formative
assessments are administered at the beginning of the year to all students and benchmarks
are given to all students three times a year. These benchmarks drive the assessment
across the organization and measure standards mastery. The benchmarks are aligned to
the multi-year pacing plan in which teachers then create their own pacing plans and
assessments to meet the needs of their students. Teachers design interventions and adjust
instruction following each benchmark, where they have a professional development day
where they collaboratively analyze the data, engage in peer collaboration, and discuss
their instructional practices.
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 192 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 184 English language arts, as opposed to relying on a publisher’s curriculum, the school has instead focused on developing the pedagogy of teachers. The English curriculum is teacher designed and based on Dr. Patricia Cunningham’s Four Blocks literacy model, which includes guided reading, self-selected reading, writing, and working with words. Although the school has been historically strong in mathematics, the teachers lacked the conceptual piece of mathematical development in their instruction and desired a more rigorous and authentic math program. Additionally, the teachers said that due to the immersion program, Houghton Mifflin was not meeting the needs of their students and was thus supplanted by Singapore math. Finally, a multi-year pacing plan has been in place since 2006 and backwards planning and vertical articulation are key components to ensuring that teachers are covering the content relentlessly and authentically. Formative assessments and data based decision making. Formative assessments are administered at the beginning of the year to all students and benchmarks are given to all students three times a year. These benchmarks drive the assessment across the organization and measure standards mastery. The benchmarks are aligned to the multi-year pacing plan in which teachers then create their own pacing plans and assessments to meet the needs of their students. Teachers design interventions and adjust instruction following each benchmark, where they have a professional development day where they collaboratively analyze the data, engage in peer collaboration, and discuss their instructional practices. |
