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13
program whereby illegal immigrants would be prohibited from utilizing public
services such as health care, education and other social services in the state of
California (Bosniak, 1996). Although it was passed by voters, it was found
unconstitutional by a federal court. Although supporters of the proposition stated its
intent to be purely economic, arguing the state would spend about three billion
dollars a year on services for illegal immigrants, half of which covered educational
costs for educating children of illegal immigrants (Bosniak, 1996). However, had
the law been found constitutional, the state would have impacted an estimated
308,000 immigrant children from receiving an education. This proposition
established the sentiment against educating immigrant children. Mixed sentiment
arose among Californians regarding its constitutionality. However educationally,
Proposition 187 established the path for Proposition 227 to follow.
ELs continued to perform below their White peers, thus the efficacy of
bilingual education become a strong political debate in California (Gandara et. al.,
2000). However, only one-third of all EL students had access to a bilingual program
during the 1980s and early 90s, therefore the disparaging evidence for the failure of
bilingual education was misleading (California Department of Education, Language
Census, 1997). The educational system failed to support the linguistic needs of
immigrant children, particularly Hispanic ELs with estimates suggesting one-third of
all Hispanic students eventually dropped out of school (as compared to only one-tenth
of White students) (Garcia, Rodriguez, Stritkus, 2000). In response to the
continued underachievement of ELs, policy makers proposed a new California ballot
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 20 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 13 program whereby illegal immigrants would be prohibited from utilizing public services such as health care, education and other social services in the state of California (Bosniak, 1996). Although it was passed by voters, it was found unconstitutional by a federal court. Although supporters of the proposition stated its intent to be purely economic, arguing the state would spend about three billion dollars a year on services for illegal immigrants, half of which covered educational costs for educating children of illegal immigrants (Bosniak, 1996). However, had the law been found constitutional, the state would have impacted an estimated 308,000 immigrant children from receiving an education. This proposition established the sentiment against educating immigrant children. Mixed sentiment arose among Californians regarding its constitutionality. However educationally, Proposition 187 established the path for Proposition 227 to follow. ELs continued to perform below their White peers, thus the efficacy of bilingual education become a strong political debate in California (Gandara et. al., 2000). However, only one-third of all EL students had access to a bilingual program during the 1980s and early 90s, therefore the disparaging evidence for the failure of bilingual education was misleading (California Department of Education, Language Census, 1997). The educational system failed to support the linguistic needs of immigrant children, particularly Hispanic ELs with estimates suggesting one-third of all Hispanic students eventually dropped out of school (as compared to only one-tenth of White students) (Garcia, Rodriguez, Stritkus, 2000). In response to the continued underachievement of ELs, policy makers proposed a new California ballot |
