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198
Figure K.4: Math AYP for Amarado Charter Elementary School
Key Elements and Themes of the Improvement Process
The school initially started in 2005 with two kindergarten classrooms, and one
first and one second grade classroom. A talented cadre of teachers was hired to be the
school’s founding teachers and were given significant flexibility to design and implement
their own curriculum based on the standards.
Amarado Charter Elementary School is led by one of its founding teachers who
spent several years teaching in Compton Unified prior to joining Amarado Charter. After
being a founding teacher, she moved into the role of assistant principal during her second
year and focused on teacher support, evaluation and professional development. Last year
was her first year as the school’s principal.
Understanding the performance problem and challenge. The school, which is
located in a diverse community, understands the challenges of serving a highly diverse
0
10
20
30
40
50
60
70
80
90
100
2006 2007 2008 2009 2010
Percentage of Students 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 206 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 198 Figure K.4: Math AYP for Amarado Charter Elementary School Key Elements and Themes of the Improvement Process The school initially started in 2005 with two kindergarten classrooms, and one first and one second grade classroom. A talented cadre of teachers was hired to be the school’s founding teachers and were given significant flexibility to design and implement their own curriculum based on the standards. Amarado Charter Elementary School is led by one of its founding teachers who spent several years teaching in Compton Unified prior to joining Amarado Charter. After being a founding teacher, she moved into the role of assistant principal during her second year and focused on teacher support, evaluation and professional development. Last year was her first year as the school’s principal. Understanding the performance problem and challenge. The school, which is located in a diverse community, understands the challenges of serving a highly diverse 0 10 20 30 40 50 60 70 80 90 100 2006 2007 2008 2009 2010 Percentage of Students Proficient or Advanced School Wide Asian English Language Learners Hispanic or Latino SED Students with Disabilities |
