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208
Table K.2 Continued
Other Staffing Resources
Substitutes 10 days per teacher based
on substitute rate
$32,560 $31,437
Pupil support staff 1 for every 100 poverty
students
0.0 FTE 2.4 FTE
Non-Instructional Aides 2.0 FTE 0.0 FTE 1.26 FTE
Instructional Aides 0.0 FTE 4.0 FTE 0.0 FTE
Librarians/media specialists 1.0 FTE 0.0 FTE .63 FTE
Resources for gifted students $25 per student $0 $6,900
Technology $250 per pupil $19,140 $69,000
Instructional Materials $140 per pupil $62,467 $38,640
Student Activities $200 per pupil $15,048 $55,200
Professional Development $100 per pupil for other
PD expenses - trainers,
conferences, travel, etc.
not included above
$0 $27,900
1 School does not have severely disabled students.
Summary and Lessons Learned
Amarado Charter School is a charter school that is performing strongly and
implementing all 10 of the strategies to doubling student performance at either a
moderate or high level. There are several points that make the school’s practice both
strong and unique:
The school actively engages parental involvement and provides avenues for
parents to support their student.
The school has discretion in personnel choices.
The school’s dance themed focus ensures a high level of student engagement.
Additionally, the school also holds students and teachers accountable to high
expectations academically.
Data is used to drive instruction and support mechanisms are in place to ensure
that the teachers are supported in differentiating their curriculum.
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 216 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 208 Table K.2 Continued Other Staffing Resources Substitutes 10 days per teacher based on substitute rate $32,560 $31,437 Pupil support staff 1 for every 100 poverty students 0.0 FTE 2.4 FTE Non-Instructional Aides 2.0 FTE 0.0 FTE 1.26 FTE Instructional Aides 0.0 FTE 4.0 FTE 0.0 FTE Librarians/media specialists 1.0 FTE 0.0 FTE .63 FTE Resources for gifted students $25 per student $0 $6,900 Technology $250 per pupil $19,140 $69,000 Instructional Materials $140 per pupil $62,467 $38,640 Student Activities $200 per pupil $15,048 $55,200 Professional Development $100 per pupil for other PD expenses - trainers, conferences, travel, etc. not included above $0 $27,900 1 School does not have severely disabled students. Summary and Lessons Learned Amarado Charter School is a charter school that is performing strongly and implementing all 10 of the strategies to doubling student performance at either a moderate or high level. There are several points that make the school’s practice both strong and unique: The school actively engages parental involvement and provides avenues for parents to support their student. The school has discretion in personnel choices. The school’s dance themed focus ensures a high level of student engagement. Additionally, the school also holds students and teachers accountable to high expectations academically. Data is used to drive instruction and support mechanisms are in place to ensure that the teachers are supported in differentiating their curriculum. |
