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18
Analysis of the Problem
The purpose of this inquiry project was to identify factors contributing to the
existing student achievement gaps in Rowland Unified School District (RUSD). As
mentioned earlier in the paper, this inquiry project addressed the question: Despite
implemented district-wide reforms efforts, what are the root causes to the persistent
achievement gap amongst Hispanic EL students in Rowland Unified School District?
The problem solving framework by Clark and Estes (2008) will allow for deep
examination of the root causes, motivational, knowledge, and organizational, for the
achievement gap.
Different frameworks will be used to support the motivation, knowledge and
organizational theories to inform our analysis. The use of these frameworks will
give the project team two basic supports: (1) the frameworks will act as lenses which
will help guide the team's observations and (2) the frameworks will provide scientific
background to support the project and its findings. The project's findings will
facilitate applicability to RUSD by generating recommendations for future
implementation, aiming to improve Hispanic EL student performance. The project
and its results will provide a platform for considerations for areas of future research
in the quest of educational equity and the improvements in the education of Hispanic
EL students in RUSD.
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 25 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 18 Analysis of the Problem The purpose of this inquiry project was to identify factors contributing to the existing student achievement gaps in Rowland Unified School District (RUSD). As mentioned earlier in the paper, this inquiry project addressed the question: Despite implemented district-wide reforms efforts, what are the root causes to the persistent achievement gap amongst Hispanic EL students in Rowland Unified School District? The problem solving framework by Clark and Estes (2008) will allow for deep examination of the root causes, motivational, knowledge, and organizational, for the achievement gap. Different frameworks will be used to support the motivation, knowledge and organizational theories to inform our analysis. The use of these frameworks will give the project team two basic supports: (1) the frameworks will act as lenses which will help guide the team's observations and (2) the frameworks will provide scientific background to support the project and its findings. The project's findings will facilitate applicability to RUSD by generating recommendations for future implementation, aiming to improve Hispanic EL student performance. The project and its results will provide a platform for considerations for areas of future research in the quest of educational equity and the improvements in the education of Hispanic EL students in RUSD. |
