Evidence-based resource allocation model to improve student achievement: Case study analysis of three high schools

Unrestricted Public schools within California continue to struggle with meeting state and national accountability standards, despite recent reductions in funding and fewer resources. This study used a purposeful sample of three large suburban high schools and analyzed how each of them applied site level resources to meet the overall instructional vision not only with reduced resource, but leadership change at the superintendent level, and political turmoil within the school board. Each of the three schools was analyzed based Odden’s (2009) Ten Strategies for Doubling Student Performance, and the Evidence-Based resource allocation model (EBM) developed by Odden and Picus (2008). The research was conducted through a multi-methods approach of principal interviews, site level resource allocation data, and overall student achievement on state and national tests. The findings indicate fewer site level resources than recommended by the EBM which contributed to fewer applications of Odden’s (2009) strategies. However, the findings also support the development of high performing teacher lead teams, using common formative assessment data, to withstand political and budgetary changes in order to improve student learning.