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AN ALTERNATIVE CAPSTONE PROJECT: CLOSING THE ACHIEVEMENT GAP
FOR HISPANIC ENGLISH LANGUAGE LEARNERS USING THE GAP ANALYSIS MODEL
by
Maurita De La Torre-Rubalcava
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2011
Copyright 2011 Maurita De La Torre-Rubalcava
Object Description
| Title | An alternative capstone project: Closing the achievement gap for Hispanic English language learners using the gap analysis model |
| Author | De La Torre-Rubalcava, Maurita |
| Author email | mdelator@ggusd.us; mdelator@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-01-19 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-18 |
| Advisor (committee chair) |
Marsh, David Rueda, Robert |
| Advisor (committee member) | Escalante, Michael |
| Abstract | The purpose of this alternative capstone project was to conduct a gap analysis for the pervasive underperformance of Hispanic English Language Learner (EL) students in Rowland Unified School District (RUSD). This alternative capstone project developed from a partnership between the Rossier School of Education at the University of Southern California and RUSD. This qualitative inquiry project looked at educational practices utilized in elementary and middle school levels of instruction throughout the district and how these aligned to district initiatives for narrowing the gap. We gathered data through interviews, observations and surveys. We used the Clark & Estes (2002) gap analysis to identify performance gaps, model as our analytical framework to develop perceived root causes, and then formulate solutions to present to the District Superintendent and her executive board. The process of change, district support, and cultural proficiency all contributed to the existing Hispanic EL achievement gap in RUSD. |
| Keyword | Alternative Capstone Project; achievement gap; Hispanic; English Language Learners; Gap Analysis Model |
| Geographic subject | school districts: Rowland Unified School District |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 1896/2009 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3751 |
| Rights | De La Torre-Rubalcava, Maurita |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-TorreRubalcava-4374 |
| Archival file | uscthesesreloadpub_Volume32/etd-TorreRubalcava-4374.pdf |
Description
| Title | Page 1 |
| Full text | AN ALTERNATIVE CAPSTONE PROJECT: CLOSING THE ACHIEVEMENT GAP FOR HISPANIC ENGLISH LANGUAGE LEARNERS USING THE GAP ANALYSIS MODEL by Maurita De La Torre-Rubalcava A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2011 Copyright 2011 Maurita De La Torre-Rubalcava |
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