Page 1 |
Save page Remove page | Previous | 1 of 122 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
EVALUATING THE EFFICACY OF THE HIGH POINT CURRICULUM IN THE
COASTLINE UNIFIED SCHOOL DISTRICT USING CST, CAHSEE, AND CELDT
DATA
by
Aaron A. Peralta
___________________________________________________________________________
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 2012
Copyright 2012 Aaron A. Peralta
Object Description
| Title | Evaluating the efficacy of the High Point curriculum in the Coastline Unified School District using CST, CAHSEE, and CELDT data |
| Author | Peralta, Aaron A. |
| Author email | aaperalt@usc.edu;aperalta@nmusd.us |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2012-01-30 |
| Date submitted | 2012-04-25 |
| Date approved | 2012-04-26 |
| Restricted until | 2012-04-26 |
| Date published | 2012-04-26 |
| Advisor (committee chair) | Hocevar, Dennis |
| Advisor (committee member) |
Polikoff, Morgan S. Seder, Richard |
| Abstract | The academic achievement gap between ethno-linguistic minority students and other students, as represented by test scores, dropout rates, and college admissions and completion rates, is the most persistent and pressing challenge facing public schools nationwide. The existing achievement gap indicates that many of our students are not receiving the minimum education needed to become literate and join the labor market. The resulting opportunity cost of lost income from unemployment and low paying jobs has important ramifications for our society. The compilation of research suggests that English language learners must acquire English to a level of proficiency that maximizes their capacity to successfully engage in content area instruction delivered in English. This task not only requires English Language Learners (ELLs) to acquire English, but use their new language in increasingly sophisticated ways. The identification and implementation of research-based curriculum and instruction towards this end enables the public education system to be the greatest equalizer in our society. ❧ This study employed a quasi-experimental, quantitative model using the California Standards Test, the California High School Exit Exam, and the California English Language Development Test (CST, CAHSEE, and CELDT) to evaluate the efficacy of the High Point Curriculum in the Coastline Unified School District (CUSD). High Point is a research-based intervention program designed to accelerate growth in language and literacy for ELL students. ❧ Compared to two schools over four years on the CST ELA and the CAHSEE, the results of the analysis indicate that the ELLs in CUSD’s High Point intervention school may have benefited from exposure to the High Point curriculum. All three schools demonstrated substantial gains on the CELDT; however, the gains in the High Point intervention school were less than those of the comparison schools. |
| Keyword | English Language Learners; ELL; English Language Development; ELD; ELD curriculum; achievement gap |
| 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-m |
| Contributing entity | University of Southern California |
| Rights | Peralta, Aaron A. |
| Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@lib.usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-PeraltaAar-643.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | EVALUATING THE EFFICACY OF THE HIGH POINT CURRICULUM IN THE COASTLINE UNIFIED SCHOOL DISTRICT USING CST, CAHSEE, AND CELDT DATA by Aaron A. Peralta ___________________________________________________________________________ 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 2012 Copyright 2012 Aaron A. Peralta |
