In the era of NCLB and standards based instruction, CA schools have mounting pressures to make AYP and meet their API growth targets. Consequently, educational researchers are focusing on which resources are necessary to increase the achievement of all students. In the current age of accountability, schools must target their existing resources and link them to strategies that will lead to student achievement. School level resource use studies examine how schools utilize their existing resources and whether they allocate them toward effective strategies. This research is comprised of school level resource allocation and use case studies that inform how eight schools have implemented effective instructional practices. It discusses strategies the schools have implemented to increase their API scores and double their percent proficient scores in English Language Arts. The resource allocation patterns are analyzed using the Evidence Based Model (Odden & Picus, 2008) and the school improvement strategies are explicated through the Washington Successful School Study (Fermanich et al., 2006).
|Advisor:||Picus, Lawrence O.|
|Commitee:||Hentschke, Guilbert, Nelson, John|
|School:||University of Southern California|
|School Location:||United States -- California|
|Source:||DAI-A 70/05, Dissertation Abstracts International|
|Subjects:||Education finance, School administration, Elementary education|
|Keywords:||California, Educational resources, Learning, Resource allocation|
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