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3
the United States, with the western U.S. demonstrating the largest concentration of
EL students (one in every six students were identified as EL) (National Center for
Education Statistics, 2004). Following years of controversy regarding the
educational pedagogy utilized to address the academic needs of ELs, the nation and
RUSD currently find themselves with a widening achievement gap between Hispanic
ELs and White/Asian students (National Center for Education Statistics, 2005).
The Issue of Labels
Much controversy exists as to which term to utilize for identifying persons
from various Latin American countries. Ethnic terms came into existence to initially
define a diverse group of second and third generation European immigrants settled in
inner-city neighborhoods. Later, the term defined recent immigrants from Latin
American countries (Yankauer, 1987). The term Hispanic, has been recognized by
many as a product of the prejudice and discrimination against individuals from
diverse Latin American countries: “Hispanic seems to be a subdivision of Latinos
into which we put only those Latin American’s of low income who have black skins
or are obvious half breeds” (Yankauer, 1987, p. 15). Yankauer (1987) states others
oppose the term Hispanic, because it lumps a group of greatly diverse individuals
into one category, denying them the dignity of assigning them a country of origin.
The term Hispanic actually comes from the Latin word for Spanish. Thus, Hispanic
usually encompasses those nations initially conquered by Spain (Yankauer, 1987).
Hispanic has become the term government agencies, media, and U.S. Census Bureau
uniformly utilize to identify this diverse group of individuals.
Object Description
| Title | An alternative capstone project: A gap analysis inquiry project on the district reform efforts and its impact in narrowing the Hispanic EL achievement gap in Rowland Unified School District |
| Author | Molina-Solis, Lesette Wendy |
| Author email | lwm5995@lausd.net; molinaso@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 | 2011-04-28 |
| Advisor (committee chair) |
Rueda, Robert S. Marsh, David D. |
| Advisor (committee member) | Escalante, Michael F. |
| Abstract | The purpose of this case study was to conduct a gap analysis for the pervasive underperformance of Hispanic English Learner (EL) students in Rowland Unified School District. This qualitative inquiry project looked at educational practices from elementary through middle school throughout the district and how these aligned to district initiatives for narrowing the gap. Through the use of interviews, observations and surveys, the authors gathered information to develop perceived root causes and then formulate solutions to present to the Superintendent and her executive board.; The process of change, district support and cultural proficiency all contributed to the existing Hispanic EL achievement gap in Rowland Unified. Despite the district’s efforts in addressing the students’ needs via district wide initiatives supported from a grant through the Ball Foundation, high beliefs in collaboration and de-centralized nature of the district, Hispanic EL student needs were not adequately being addressed. In actuality, the fairly recent programs identified to address EL needs had not been fully implemented by all district stakeholders. Although district level personnel demonstrated much support and commitment to addressing EL student needs, the decentralized nature of the district hampered the implementation with fidelity of EL classroom strategies. Lastly, a sufficient percentage of staff members had perceived assumptions about their students’ academic progress. The staff overwhelming demonstrated limited cultural proficiency about their students’ home life, background and knowledge base to adequately aid their students in gaining access to the classroom curriculum. In addition to sustaining and ensuring implementation of research based effective teaching practices for ELs, staff members need to increase their understanding of their students’ cultural background through guidance and increased accountability from the district. |
| Keyword | Hispanic EL; achievement gap; gap analysis |
| Geographic subject | school districts: Rowland Unified School District |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2001/2010 |
| 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-m3802 |
| Contributing entity | University of Southern California |
| Rights | Molina-Solis, Lesette Wendy |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-MolinaSolis-4309 |
| Archival file | uscthesesreloadpub_Volume14/etd-MolinaSolis-4309.pdf |
Description
| Title | Page 10 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 3 the United States, with the western U.S. demonstrating the largest concentration of EL students (one in every six students were identified as EL) (National Center for Education Statistics, 2004). Following years of controversy regarding the educational pedagogy utilized to address the academic needs of ELs, the nation and RUSD currently find themselves with a widening achievement gap between Hispanic ELs and White/Asian students (National Center for Education Statistics, 2005). The Issue of Labels Much controversy exists as to which term to utilize for identifying persons from various Latin American countries. Ethnic terms came into existence to initially define a diverse group of second and third generation European immigrants settled in inner-city neighborhoods. Later, the term defined recent immigrants from Latin American countries (Yankauer, 1987). The term Hispanic, has been recognized by many as a product of the prejudice and discrimination against individuals from diverse Latin American countries: “Hispanic seems to be a subdivision of Latinos into which we put only those Latin American’s of low income who have black skins or are obvious half breeds” (Yankauer, 1987, p. 15). Yankauer (1987) states others oppose the term Hispanic, because it lumps a group of greatly diverse individuals into one category, denying them the dignity of assigning them a country of origin. The term Hispanic actually comes from the Latin word for Spanish. Thus, Hispanic usually encompasses those nations initially conquered by Spain (Yankauer, 1987). Hispanic has become the term government agencies, media, and U.S. Census Bureau uniformly utilize to identify this diverse group of individuals. |
