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188 creating diverse programming to meet the needs of parents. Examples of this programming include: parent meetings after each benchmark to analyze and review student achievement data, mental health counseling, workshops regarding Singapore math and Four Block literacy for parents help their students, college knowledge, financial planning for higher education, and immigration help. Additionally, the school accesses multiple outside resources to support students and their families. These partnerships include an arts program, a family health clinic, The Latino Family Literacy Project, Let’s Get Healthy Program, a mental health program with the Los Angeles Child Development Center, and a music partnership with the LA Philharmonic. In addition to helping parents and engaging families, the school places a high emphasis on using research-based and proven methods to increase student achievement in all 10 of the instructional strategies for improving student performance. As mentioned in previous sections, the school uses the work of Susana Dutro, Rick Dufour, and Patricia Cunningham to guide the work and the professional development that is utilized at the school site. Table J.1 provides a summary of the aforementioned instructional practices and to what degree the 10 strategies for improving student performance are being implemented.
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 196 |
Contributing entity | University of Southern California |
Repository email | cisadmin@lib.usc.edu |
Full text | 188 creating diverse programming to meet the needs of parents. Examples of this programming include: parent meetings after each benchmark to analyze and review student achievement data, mental health counseling, workshops regarding Singapore math and Four Block literacy for parents help their students, college knowledge, financial planning for higher education, and immigration help. Additionally, the school accesses multiple outside resources to support students and their families. These partnerships include an arts program, a family health clinic, The Latino Family Literacy Project, Let’s Get Healthy Program, a mental health program with the Los Angeles Child Development Center, and a music partnership with the LA Philharmonic. In addition to helping parents and engaging families, the school places a high emphasis on using research-based and proven methods to increase student achievement in all 10 of the instructional strategies for improving student performance. As mentioned in previous sections, the school uses the work of Susana Dutro, Rick Dufour, and Patricia Cunningham to guide the work and the professional development that is utilized at the school site. Table J.1 provides a summary of the aforementioned instructional practices and to what degree the 10 strategies for improving student performance are being implemented. |