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12
According to Karoly et al. (2004), Hispanics are also projected to become a large
percentage of the nation’s workforce in years to come. The demand for these
laborers will include “highly skilled workers who can develop the new technologies
and bring them to market and exploit the new technologies in the production of
goods and services” (Karoly, Constantijn, Panis, 2004, p. 20). However, considering
the overall low test scores of Hispanic ELs, high school dropout rates and low
college graduation rates, educators in California, and the country for that matter, are
not effectively reaching this population and in turn, failing to maximize the potential
of the nation’s future workforce (CDE, 2009).
In order to survive in the 21st Century World market, the United States must
develop a sense of urgency to address the diverse educational needs of ELs. This
population can no longer be ignored, or taught like the mainstream, as their needs are
linguistically complex (Gold, 2006). Thus, the technological skills, communication
abilities, decision making skills, and collaboration abilities must all begin in
elementary school. The curriculum offered to these students must include these ever
important job skills to ensure they become members of a productive system rather
than persons making minimal income, and requiring public assistance to make ends
meet (Gold, 2006).
Background of the Problem
Propositions 187 and 227
In 1994, California voters passed Proposition 187, also known as the Save
Our State (SOS) Initiative. It was designed to create a state-run citizenship screening
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 19 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 12 According to Karoly et al. (2004), Hispanics are also projected to become a large percentage of the nation’s workforce in years to come. The demand for these laborers will include “highly skilled workers who can develop the new technologies and bring them to market and exploit the new technologies in the production of goods and services” (Karoly, Constantijn, Panis, 2004, p. 20). However, considering the overall low test scores of Hispanic ELs, high school dropout rates and low college graduation rates, educators in California, and the country for that matter, are not effectively reaching this population and in turn, failing to maximize the potential of the nation’s future workforce (CDE, 2009). In order to survive in the 21st Century World market, the United States must develop a sense of urgency to address the diverse educational needs of ELs. This population can no longer be ignored, or taught like the mainstream, as their needs are linguistically complex (Gold, 2006). Thus, the technological skills, communication abilities, decision making skills, and collaboration abilities must all begin in elementary school. The curriculum offered to these students must include these ever important job skills to ensure they become members of a productive system rather than persons making minimal income, and requiring public assistance to make ends meet (Gold, 2006). Background of the Problem Propositions 187 and 227 In 1994, California voters passed Proposition 187, also known as the Save Our State (SOS) Initiative. It was designed to create a state-run citizenship screening |
