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ERIC Number: ED561580
Record Type: Non-Journal
Publication Date: 2013
Pages: 110
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-6833-9
ISSN: N/A
Educational Resource Allocation at the Elementary Level: A Case Study of One Elementary School District in California
Nguyen, Dominic
ProQuest LLC, Ed.D. Dissertation, University of Southern California
The purpose of this study was to examine the dispersion of human capital resources within one school district in southern California and compare the use of personnel at each school to the desired allocation informed by the district's strategies and staffing formula. The district's resource distribution was also compared to that of the Evidence Based Model (EBM) to determine how the district spent its funding in relation to the research-based recommendations from the EBM. Gaps between the district's allocation and the recommendation of the EBM were unveiled. Causes for these gaps were determined and suggestions on the reallocation of human resources that align with strategies proven to raise student achievement were presented. The following four questions were addressed by the study: 1. What research based human resource allocation strategies improve student achievement? 2. How are human resources allocated across Washington School District and its schools? 3. Is there a gap between current human resource allocation practices and what the research suggests is most effective? 4. How can human resources be strategically re-allocated to align with strategies that improve student achievement? A mixed methods approach with a primacy on qualitative data was used to collect data for this study. Quantitative data on the resource allocation of the sample school district was gathered. Qualitative data on the district's instructional vision, improvement plan, and professional development plan were collected. Triangulation of the interviews, the district's resource allocation, and its philosophy was conducted to determine the congruency among how the district is allocating their resources, how they perceive they are allocating their resources, and how they want to allocate their resources. The Evidence-Based Model provides a framework for the allocation of human resources that has been proven by research to increase student achievement. This study's findings suggest that schools in Southern California do not have the financial resources available to allocate personnel to the recommendations of the Evidence-Based Model. Districts in California can use this framework to identify areas of excess and strategically reallocate resources so that it can more closely emulate the recommendation of the EBM and increase student achievement. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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