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ERIC Number: ED517041
Record Type: Non-Journal
Publication Date: 2010
Pages: 242
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-7204-3
Resource Allocation in Successful Schools: Case Studies of California Elementary Schools
Hyder, Syed N.
ProQuest LLC, Ed.D. Dissertation, University of Southern California
This study was conducted to examine instructional strategies and resource allocation in successful schools. The study was based on analysis of six effective Southern California elementary schools. All the analyzed schools were Title I, non-charter public schools that had demonstrated consistent student achievement, had narrowed the achievement gap and have reached an API score of 800 or more. Effective schools in this study were analyzed primarily through the lens of the steps enumerated by Odden (2009). In addition to effective strategies, this study also analyzed resource allocation at the sample schools. The study used the Evidenced Based Model (EBM) (Odden & Picus, 2008) to analyze how the schools are allocating resources for instructional improvement. Although compared to the EBM, overall resources are inadequate at these sample schools (Odden and Picus, 2008), the sample schools are using a variety of research-based strategies that does not require too much additional funding. These successful schools are focusing on standards-based instruction and achievement of all students. They have set ambitious goals and are constantly striving to improve their curricular programs. They focus on the core curriculum and allocate all their flexible resources to ensure students are receiving instruction at their level of need. In addition to effective curriculum, the sample schools use both formative and summative assessments to evaluate their student performance and analyze data to set goals and plan instruction. Moreover these schools are providing differentiated instruction that are designed to narrow the achievement gap and help the struggling students. It is the effective implementation of the key strategies, not simply resource allocation that makes these schools successful. Focused approach to improving student performance, which may look slightly different in different schools, led by an effective leader helped these schools achieve impressive academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California