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Resource Allocation Instructional Strategies And Student Achievement At The School Level
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Book Synopsis Resource Allocation, Instructional Strategies, and Student Achievement at the School Level by : Pamela Shea
Download or read book Resource Allocation, Instructional Strategies, and Student Achievement at the School Level written by Pamela Shea and published by . This book was released on 2011 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past three decades, Wyoming has mirrored the national trend in education finance litigation which resulted in a major shift in legislative policy on funding for public education. In 2006, the Wyoming State Legislature enacted the Wyoming evidence-based model for funding public K-12 schools which embraced adequacy oriented finance reform (Picus et al., 2008). Revenues and targeted allocations were increased so that Wyoming students were ensured an opportunity to attain proficiency on state standards through adequate resources. This study was designed to examine how the resources of the Wyoming evidence-based funding model were being allocated at a school level, to investigate use of common school improvement strategies, and to discern any changes to resource allocation, strategies, and student achievement over time. Eleven schools in four districts participated in 2007 and follow-up data collected included nine schools in 2011. The evidence-based model influenced how district leaders thought about their resources although it did not necessarily change patterns in resource allocation. There was strong alignment between strategies and the evidence-based model when the revenue stream was restricted for a specific strategy such as extra help for struggling students. Most notably, the use of classified extra help and instructional facilitators were widely adopted and funded by the districts over the specified model funding. Furthermore, student achievement trends showed promising results over time. The implementation of the evidence-based model has converged the two concepts of equitable dollar allocation and quality instructional improvement.
Book Synopsis Reallocating Resources by : Allan Odden
Download or read book Reallocating Resources written by Allan Odden and published by Corwin Press. This book was released on 2001 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Chapter 1, "Step 1: The Change Process," focuses on the change process and describes why and how schools engage in program restructuring and resource allocation. Chapter 2, "Step 2: Defining a New Educational Strategy," discusses decisions that must be made about the regular education program and how the various schools adopted, adapted or created curriculum and instructional strategies. Chapter 3, "Step 3: Organizing and Staffing the School to Support the New Educational Strategy," shows how core educational strategy decisions determine the cost structure of schools. It addresses such issues as student grouping, class size, planning and preparation time, and professional development. Chapter 4, "Step 4: Deciding How to Serve Students Who Need Extra Help," describes the resource requirements of choices for serving special needs students, including expensive new strategies funded through resource allocation. Chapter 5, "Step 5: Paying for the Changes," reviews the resource allocation strategies to pay for expensive new educational programs by such staff categories as regular classroom teachers, regular education specialists, remedial specialists, pupil support specialists, instructional aides, and other staff. Chapter 6, "Step 6: Effects of Resource Reallocation and District Roles to Support Such Change," examines how reallocation and restructuring strategies at two schools helped increase student achievement. (Contains 87 references.) (TEJ)
Book Synopsis School Funding and Resource Allocation by : Shelly R Wall
Download or read book School Funding and Resource Allocation written by Shelly R Wall and published by . This book was released on 2012 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the 2006-2007 school year, the State of Wyoming adopted an evidenced-based school funding model. The Wyoming funding model reviewed in this study is considered an evidence-based approach, utilizing expert judgment to determine educational funding. In an evidence-based approach, educational strategies are identified and a dollar figure is attached to implementing them. Lawrence O. Picus and Associates along with the Wyoming Legislature's Select Committee on Recalibration, The Legislative Service Office, and the Wyoming Department of Education reviewed evidence-based approaches to educational funding and developed an educational basket designed to help students meet proficiency on the Wyoming standards. Recommendations were made for the implementation of various instructional strategies and staffing levels with the aim of maximizing student achievement. After the new Wyoming funding model was implemented in 2006, the state of Wyoming commissioned Lawrence O. Picus and Associates to conduct a statewide investigation of the degree to which schools and districts were implementing the model recommendations. The first phase of this study was part of the larger Picus study. Data were collected from 10 schools in two Wyoming districts in 2007. An independent follow-up study was conducted in 2012. The overarching purpose of this research was to determine, six years after implementation of the model, characteristics of the reform practices in the 10 schools in two districts studied in 2007. This study provides allocation details of how the districts/schools have implemented instructional strategies and allocated staffing resources to specific dimensions of the school improvement process. Specifically, it first explored the instructional improvement strategies used and the alignment of school resource usage practices to the funding model recommendations upon implementation of an evidence-based funding model. It then compared the strategies and resource usage in 2007 to those in place in 2012 to determine if changes had occurred since the Wyoming funding model was initiated. Second, it investigated whether there were resource practices and/or instructional improvement strategies that appeared to be more associated with schools making larger student performance gains as demonstrated by the Wyoming state test, PAWS. Since implementation of the Wyoming Evidence-Based Funding Model in 2006, schools in this study have made changes in resource allocation and implementation of instructional strategies; furthermore the schools have changed the complexity of the instructional strategies and implemented them with more breadth and depth. This study finds that effective instructional improvement strategies in the areas of restructuring the learning environment, implementing PLCs, providing opportunities for collaboration, and integrating effective instructional leadership practices were important to school improvement and student achievement. Overall, the districts in the study have attempted to align human resource category usage more closely to funding model recommendations although it was not possible to find commonalities in student achievement linked to staffing allocations. Since the Wyoming Evidence-Based Funding Model was enacted in 2006 proficient and advanced performance on PAWS has increased.
Book Synopsis 10 Strategies for Doubling Student Performance by : Allan R. Odden
Download or read book 10 Strategies for Doubling Student Performance written by Allan R. Odden and published by Corwin Press. This book was released on 2009-08-25 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: [header tag]Research-based strategies for turning around low-performing schools! With case studies and tools, this companion book to Doubling Student Performance expands on ten research-based strategies for driving significant, measurable gains in student achievement.
Book Synopsis Student Achievement and School Resources by : Boyd Allen Brown
Download or read book Student Achievement and School Resources written by Boyd Allen Brown and published by . This book was released on 2008 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study seeks to provide additional information on this body of knowledge, specifically regarding expenditures and student achievement that may help policy makers with decisions on resource allocation. This study attempted to find the instructional strategies the twelve Wyoming schools were using that were associated with student achievement. The study will allow schools to observe the alignment of the resources they receive with instructional improvement strategies. This information will be valuable at the district and school level showing some of the efficient and effective means for improving student achievement. This study was aggregated into a larger study conducted by Lawrence O. Picus and Associates who were conducting research for the Wyoming State Legislature. The compilation of the one hundred and eighty-seven Wyoming schools studied by approximately nineteen other researchers will help educators generalize about instructional improvement strategies and resource allocation. In addition to general effectiveness, the strategies can then be analyzed by cost efficiency as well. The continuance of these studies over the next few years will provide guidance to educators as well as policy makers on instructional and staffing strategies related to resource allocation that improve student achievement. The study will contribute to the overall knowledge relating to educational funding and student achievement.
Book Synopsis Priority on Learning by : Lori Jo Oswald
Download or read book Priority on Learning written by Lori Jo Oswald and published by . This book was released on 1995 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Resource Allocation and Individual Student Achievement Over Time by : Celia Avant Drews
Download or read book Resource Allocation and Individual Student Achievement Over Time written by Celia Avant Drews and published by . This book was released on 2007 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: With increasing public school accountability and inevitable legislation in the future of the school finance system, educational productivity is of paramount concern in 2006 and beyond. This study of educational productivity adds to the field of research by examining the relationship between resource allocation in a school district and student performance. PURPOSE: This study examined the relationship between allocation of resources and individual student achievement as measured by state-mandated assessments over a four year period. Four research questions guided the inquiry: 1) What is the relationship between expenditures on district leadership and student achievement for K-12 public school districts in Texas as measured by the Reading and Mathematics Texas Assessment of Knowledge and Skills (TAKS) at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? 2) What is the relationship between expenditures on campus leadership and student achievement for K-12 public school districts in Texas as measured by the Reading and Mathematics TAKS at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? 3) What is the relationship between expenditures on instruction and student achievement for K-12 public school districts in Texas as measured by the Reading and Mathematics TAKS at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? 4) What is the relationship between expenditures on professional development and student achiement for K-12 public school districts in Texas as measured by the Reading and Mathematics TAKS at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? METHODS: Data from 8,120 students within 43 districts across the state of Texas who participated in TAKS math and reading in grades three, four, five, and six for school years 2002-2003 through 2005-2006 were used in the analyses. Data was obtained from each of the 43 participating districts. Financial data for school years 2002-2003 through 2005-2006 was obtained online from the Texas Education Agency (TEA). Descriptive statistics and One Way Analysis of Variance (ANOVA) were used to examine the relationships between expenditures and reading and math achievement. A multilevel growth model was calculated to explain the amount of variation at the campus or student level as well as the district level. FINDINGS: Results of this study support the mixed findings of previous research in that some expenditures impact achievement and some do not. By categorizing percent of a district budget expended on each fund area into low, median, and high, results revealed that there is a difference between how much districts spent for district leadership and both reading and math achievement over the time period of this study, 2002-2003 through 2005-2006. Results of the multilevel growth modeling revealed that students who were coded low socioeconomic status (SES) started lower for both math and reading achievement. Additionally, low SES students' scores for math and reading achievement actually declined three to five points for each year of the study. Expenditures on district leadership had no effect on reading or math achievement over the time of this study. Results for expenditures on campus leadership revealed that districts who spent more on campus leadership started slightly lower on reading achievement but there was no effect on growth over time. For math achievement, districts who spent more on campus leadership began 62 points higher, but declined about 48 points for each year of the study. In regard to expenditures on instruction, there was no effect for math achievement. However, for reading achievement, districts who spent more on instruction started slightly higher, but there was no effect over the time of the study. Districts who expended higher percentages of the budget on professional development had higher starting points for grade three TAKS reading. However, those same districts started slightly lower for grade three TAKS math. While expenditures examined in this study had some effect on student achievement, expenditures at the district level are too far removed to reveal the true effects on individual student achievement.
Book Synopsis District Leadership That Works by : Robert J. Marzano
Download or read book District Leadership That Works written by Robert J. Marzano and published by Solution Tree Press. This book was released on 2009-11-01 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bridge the great divide between distanced administrative duties and daily classroom impact. This book introduces a top-down power mechanism called defined autonomy, a concept that focuses on district-defined, nonnegotiable, common goals and a system of accountability supported by assessment tools. Defined autonomy creates an effective balance of centralized direction and individualized empowerment that allows building-level staff the stylistic freedom to respond quickly and effectively to student failure.
Book Synopsis A Study of Wyoming School Resource Use and Instructional Improvement Strategies at Eight Wyoming Schools by : Elizabeth Skiles Parady
Download or read book A Study of Wyoming School Resource Use and Instructional Improvement Strategies at Eight Wyoming Schools written by Elizabeth Skiles Parady and published by . This book was released on 2013 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: The intersection of the accountability measures found in NCLB with the legislative response to the Campbell decisions in Wyoming has resulted in an unprecedented focus on accountability for student achievement and resource use. Funding provided to schools has increased with a concomitant drive for accountability and transparency, the publication of scores for schools, and legislative focus on the results generated from increased appropriations. The present study was designed to assess how the funding was actually implemented and was combined with studies from other researchers into an overall report from Lawrence O. Picus and Associates into a report for the Wyoming Legislature. The study provides a meaningful snapshot of school resource use in the first decade of the new century in Wyoming with a new school funding formula. Eight elementary schools were studied, with four classified as small schools with less than fifty students each and four prototypical schools with up to 220 students. The study compared the resource allocation basis used in the Wyoming Funding Model to school level resource use and assessed the use of school resources as applied to instructional improvement and student learning, using both baseline and follow up surveys along with site visits for data gathering. An initial survey and site visit was completed along with a follow up survey five years later. Generally the schools adopted a range of instructional strategies that were supported by current research and were grouped into ten elements. Nine of the ten groups of instructional strategies were considered common in that they were adopted by more than half the schools in the study, while only one (shared instructional leadership) was adopted by less than half of the schools in the study. The reported use of school resources by the prototypically sized schools were generally aligned with the resource allocations generated under the Wyoming Funding Model, although for small schools this alignment was less clear. As a result of this study, one recommendation is to broaden the specific use of the change in the structure of school time that was identified during the follow-up survey. A second recommendation is to recognize that technology is the next issue of equity. Careful allocation of funds and adherence to implementation of technologic advances is likely to improve equity for all students across Wyoming. A third recommendation is to note that the Wyoming Funding Model is a complex system and therefore open to improvement. Essentially, the Wyoming Funding Model is limited as a block grant vehicle for local decision-making. Thus, the continued refinement of the model and the ongoing allowance for local decision making likely provide the best balance between state centralized decision-making and local control. A fourth recommendation is to carefully consider further research into small school funding and the issues unique to these schools. Small schools work with a much smaller resource base, such that routine services available in larger schools are unavailable in smaller ones. Such small schools reported constant pressure from recruitment of their teachers from larger, higher paying schools and districts. Respondents were unanimous in their agreement that the use of data strengthens their school's focus on sustained student success and timely, targeted intervention. Finally, there was consensus that funding received under the Wyoming Funding Model is sufficient in both small and prototypical schools.
Book Synopsis Doubling Student Performance by : Allan R. Odden
Download or read book Doubling Student Performance written by Allan R. Odden and published by Corwin Press. This book was released on 2009-01-12 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research-based strategies for turning around low-performing schools! This valuable text combines the latest research with a national study of diverse schools that dramatically increased student achievement by implementing key strategies and reallocating resources.
Book Synopsis Strategic Management of Human Capital in Education by : Allan R. Odden
Download or read book Strategic Management of Human Capital in Education written by Allan R. Odden and published by Routledge. This book was released on 2011-03-01 with total page 319 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strategic Management of Human Capital in Education offers a comprehensive and strategic approach to address what has become labeled as "talent and human capital." Grounded in extensive research and examples of leading edge districts, this book shows how the entire human resource system in schools—from recruitment, to selection/placement, induction, professional development, performance management and evaluation, compensation, and career progression—can be reformed and restructured to boost teacher and principal effectiveness in ways that dramatically improve instructional practice and student learning. Strategic Management of Human Capital in Education guides educators towards putting more effective teachers, teacher leaders, and principals in the country’s schools—especially in poverty-impacted urban and rural communities—equipping those teacher and principals with instructional and leadership expertise, and rewarding and retaining those who are successful in attaining these objectives. Drawing from cases, experiences, and deliberations from a national task force, this book outlines a comprehensive framework for how to transform current human resource management practices into authentic, strategic talent management systems in order to improve student achievement.
Book Synopsis Reach the Highest Standard in Professional Learning by : Karen Hawley Miles
Download or read book Reach the Highest Standard in Professional Learning written by Karen Hawley Miles and published by Corwin Press. This book was released on 2016-02-24 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Part of a series on Learning Forward’s seven Standards for Professional Learning, this volume offers creative strategies for prioritizing, monitoring, and coordinating the resources required for educator learning and student success. This book includes: An original essay on how school systems can reconfigure people, time, technology, and money to improve and sustain educator growth Implementation strategies, practical tools, and specific examples for maximizing resources—especially time—for teacher learning A case study of how Dearborn Public Schools, Michigan, shifted existing resources to drive professional learning despite tough economic times
Book Synopsis Classroom Instruction that Works by : Robert J. Marzano
Download or read book Classroom Instruction that Works written by Robert J. Marzano and published by ASCD. This book was released on 2001 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: Describes nine different teaching strategies which have been proven to have positive effects on student learning and explains how those strategies can be incorporated into the classroom.
Book Synopsis Total School Cluster Grouping and Differentiation by : Marcia Gentry
Download or read book Total School Cluster Grouping and Differentiation written by Marcia Gentry and published by Routledge. This book was released on 2021-09-16 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Total School Cluster Grouping Model is a specific, research-based, total-school application of cluster grouping combined with differentiation, focused on meeting the needs of students identified as gifted while also improving teaching, learning, and achievement of all students. This revised and updated second edition of Total School Cluster Grouping and Differentiation includes rationale and research followed by specific steps for developing site-specific applications that will make the important art of differentiation possible by reducing the range of achievement levels in teachers' classrooms. Materials to support staff development—including powerful simulations, evaluation, management, special populations, differentiation strategies, social and emotional needs, and recommended materials—are included.
Book Synopsis Improving Student Learning When Budgets Are Tight by : Allan R. Odden
Download or read book Improving Student Learning When Budgets Are Tight written by Allan R. Odden and published by Corwin Press. This book was released on 2012-02-06 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: A how-to manual for achieving excellence despite budget cuts This book offers a comprehensive framework to enhance student achievement in good times and in bad. The author provides a school improvement action plan and then shows how to target resources to implement that plan. More than just a “theory” book, this text describes concrete, specific actions that can be taken immediately. Key strategies include: Using data to support boosting student performance Focusing on effective instruction Setting goals to drive resource allocation priorities Setting priorities for situations that require budget cuts Hiring top teachers and providing ongoing professional development Providing needed technology resources
Book Synopsis Kansas Education Resource Management Study by : Michael Stewart
Download or read book Kansas Education Resource Management Study written by Michael Stewart and published by . This book was released on 2006 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the resource allocation practices of all Kansas school districts and offers policymakers and state education staff a set of guiding principals for district resource allocation. Surveys were sent to each of Kansas's 302 school systems to determine whether highly resource-effective districts use their funds, staff, time, and programs differently than all other districts (106 surveys were analyzed). The report identifies attributes and strategies so school systems can leverage student achievement more cost-effectively.
Book Synopsis Administrator's Guide to Student Achievement & Higher Test Scores by : Marcia Kalb Knoll
Download or read book Administrator's Guide to Student Achievement & Higher Test Scores written by Marcia Kalb Knoll and published by Jossey-Bass. This book was released on 2002 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: This "how-to" resource gives K-12 school principals and other supervisory personnel a comprehensive action plan for improving teaching, student achievement, and student test scores. Step-by-step, the author shows the reader all aspects of teaching standards that make students achieve and be successful, how to organize professional development that impacts school achievement, and how to match the curriculum to student achievement. Included are over 80 full-page forms, checklists and handouts that can be used as is or readily adapted to fit the user s needs.
