Resource allocation strategies and educational adequacy: Case studies of school level resource use in California middle schools.

摘要

This study selected a purposeful sample of six intermediate/middle schools in Southern California with a Similar Schools Ranking of 10, as identified by the California Department of Education. Using a case study approach, principal interviews, student achievement data, and site resources were analyzed to better understand the improvement and resource allocation strategies each school employed over the last five years. Odden and Picus' (2008) Evidence-Based Model (EBM) for resource allocation, and Odden's (2009) Ten Strategies for Doubling Student Performance were used as frameworks to view and analyze each school's reform efforts.;Findings from this study show that there is a tight alignment between the improvement strategies employed at each school and Odden's (2009) ten strategies for increasing student performance. All of the sample schools had high levels of implementation in the following areas: urgency, goal-setting, instructional vision, professional development, using instructional time wisely, using research to make decisions and the sharing of best practices. Schools varied in collaboration and the regular use of assessment data. Findings also suggest that weekly collaboration and regular use of assessment data were critical to increasing achievement. None of the schools in this study were able to provide resources anywhere near the levels discussed in the EBM. And while the EBM provides guidance on how schools should spend money, California's current fiscal crisis, and recent cuts to education are preventing schools from being able to provide the resources needed to help all students reach proficiency. Implications for future practice and decision-making are discussed.