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202
instruction. The remainder of the time is focused on the core curriculum where teachers
try to bring in and integrate movement into their everyday instruction. The majority of
the day is focused on English language arts, where 90-150 instructional minutes occur
daily, and math, where 60-90 instructional minutes take place daily. Less than 60 minutes
daily is spent in each of the two remaining subject areas, science and social studies.
Extending learning time for struggling students. In kindergarten and first
grade, there are instructional aides, many of whom have a full teaching credential. The
school has a guideline that the teacher must also submit plans for the aides and that the
majority of their time must be spent instructing students (up to 15 minutes is allowed for
clerical duties). There is also tutoring before and after school three days a week for
students who have been referred by their teacher. These students work in small groups of
approximately four to five students. Furthermore, there is summer school for
recommended students who are struggling academically. Two regular teachers and two
intervention teachers teach the summer school; all are fully credentialed.
Collaborative, professional culture. Team teaching at the school site defines
the schools collaborative and professional culture. Teachers team teach starting in first
grade where subject matters are divided—one teacher focuses on writing and social
studies and the other teacher teaches math and science. Each teacher instructs their own
literacy block. This model is continually evolving and as additional classes are added,
will continue to be adjusted to meet the needs of students. Additionally, the teachers are
supported in bringing and integrating movement into the classroom. The school’s dance
educator coordinates the professional development in this area.
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 210 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 202 instruction. The remainder of the time is focused on the core curriculum where teachers try to bring in and integrate movement into their everyday instruction. The majority of the day is focused on English language arts, where 90-150 instructional minutes occur daily, and math, where 60-90 instructional minutes take place daily. Less than 60 minutes daily is spent in each of the two remaining subject areas, science and social studies. Extending learning time for struggling students. In kindergarten and first grade, there are instructional aides, many of whom have a full teaching credential. The school has a guideline that the teacher must also submit plans for the aides and that the majority of their time must be spent instructing students (up to 15 minutes is allowed for clerical duties). There is also tutoring before and after school three days a week for students who have been referred by their teacher. These students work in small groups of approximately four to five students. Furthermore, there is summer school for recommended students who are struggling academically. Two regular teachers and two intervention teachers teach the summer school; all are fully credentialed. Collaborative, professional culture. Team teaching at the school site defines the schools collaborative and professional culture. Teachers team teach starting in first grade where subject matters are divided—one teacher focuses on writing and social studies and the other teacher teaches math and science. Each teacher instructs their own literacy block. This model is continually evolving and as additional classes are added, will continue to be adjusted to meet the needs of students. Additionally, the teachers are supported in bringing and integrating movement into the classroom. The school’s dance educator coordinates the professional development in this area. |
