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197
Figure K.3: English Language Arts AYP for Amarado Charter Elementary School
The AYP for mathematics has remained steady. Overall, school-wide scores have
declined slightly by 1.6 percentage points since 2008. All subgroups, with the exception
of students with disabilities, declined during this period. English language learners,
Latino students, socioeconomically disadvantaged all marginally declined by .6, .1, and
2.9% respectively. Asian students declined by 6.7% (from 2009-2010 only). Students
with disabilities increased their scores by 17.1 percentage points during this period.
While there has been a slight decline, it is important to note that students in mathematics
are still scoring very well with 79.1% of students scoring proficient or advanced in 2010.
Figure K.4 displays the mathematics AYP since 2006.
0
10
20
30
40
50
60
70
80
90
100
2006 2007 2008 2009 2010
Percentage of Studnets Proficient or
Advanced
School Wide
Asian
English Language Learners
Hispanic or Latino
SED
Students with Disabilities
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 205 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 197 Figure K.3: English Language Arts AYP for Amarado Charter Elementary School The AYP for mathematics has remained steady. Overall, school-wide scores have declined slightly by 1.6 percentage points since 2008. All subgroups, with the exception of students with disabilities, declined during this period. English language learners, Latino students, socioeconomically disadvantaged all marginally declined by .6, .1, and 2.9% respectively. Asian students declined by 6.7% (from 2009-2010 only). Students with disabilities increased their scores by 17.1 percentage points during this period. While there has been a slight decline, it is important to note that students in mathematics are still scoring very well with 79.1% of students scoring proficient or advanced in 2010. Figure K.4 displays the mathematics AYP since 2006. 0 10 20 30 40 50 60 70 80 90 100 2006 2007 2008 2009 2010 Percentage of Studnets Proficient or Advanced School Wide Asian English Language Learners Hispanic or Latino SED Students with Disabilities |
