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5
For the purposes of this inquiry project, the term Hispanic has been used to
remain consistent with federal terminology, educational terminology and student
testing data terminology.
Defining Achievement Gap
This project consists of studying the potential reasons for an existing gap
between established goals and actual outcomes: inquiry project. Researchers present
slight variations in defining "achievement gap." Presenting these multiple
perspectives to define the achievement gap will enable this inquiry project to conduct
a thorough gap analysis. In general, an achievement gap is defined as a difference in
academic performance among two or more distinct student groups. Lee (2002)
presents the gap as academic performance outputs between racial and ethnic groups
while Haycock (2001) considers the gap as existing in school settings between low
socioeconomic/minority students and White, affluent students. Slavin and Madden
(2006) more precisely define the gap as academic performance disparities between
African American and Latino students with White students. Anderson, Medrich and
Fowler (2007) consider national test scores between the various ethnic groups in an
educational setting to describe gaps persistent in schools among students of color and
White students. It is noteworthy to mention that gaps exist all the time and not all
are negative such as gaps due to age, amount of time studying, etc. However, for the
purposes of this project, we will be concentrating on negative achievement gaps
which are racially and ethnically linked, due to school rather than solely student
factors.
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 12 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 5 For the purposes of this inquiry project, the term Hispanic has been used to remain consistent with federal terminology, educational terminology and student testing data terminology. Defining Achievement Gap This project consists of studying the potential reasons for an existing gap between established goals and actual outcomes: inquiry project. Researchers present slight variations in defining "achievement gap." Presenting these multiple perspectives to define the achievement gap will enable this inquiry project to conduct a thorough gap analysis. In general, an achievement gap is defined as a difference in academic performance among two or more distinct student groups. Lee (2002) presents the gap as academic performance outputs between racial and ethnic groups while Haycock (2001) considers the gap as existing in school settings between low socioeconomic/minority students and White, affluent students. Slavin and Madden (2006) more precisely define the gap as academic performance disparities between African American and Latino students with White students. Anderson, Medrich and Fowler (2007) consider national test scores between the various ethnic groups in an educational setting to describe gaps persistent in schools among students of color and White students. It is noteworthy to mention that gaps exist all the time and not all are negative such as gaps due to age, amount of time studying, etc. However, for the purposes of this project, we will be concentrating on negative achievement gaps which are racially and ethnically linked, due to school rather than solely student factors. |
