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19
CHAPTER 2
PART A: LITERATURE REVIEW
Literature related to student achievement indicates increasing disparities
between native English speakers and English Learners (ELs). When comparing ELs
from various ethnic groups, Hispanic ELs consistently underscore other EL
subgroups, creating a grave concern as Hispanics are projected to become the
majority in California within the next decade (Garcia, 2002). The result of this
disparity has commonly been referred to as the achievement gap in the field
literature, among educators and policy makers. As federal expectations increase for
academic student achievement, the Hispanic EL achievement gap widens, creating
deep concern for local educating agencies as many face federal sanctions for failing
to close the gap. This chapter analyzes the roots of the gap and provides literature to
address these root causes.
To understand the Hispanic achievement gap, it is imperative to understand
the educational historical perspective. Then, research directly related to the Hispanic
EL achievement gap will be presented to investigate the teaching approaches,
strategies, practices, conditions and leadership found significant to close the
Hispanic EL achievement gap. Since this inquiry project is focused on sustainability
and potential replication for the Rowland Unified School District, a combination of
factors found to present significant effects on student achievement are offered.
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 26 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 19 CHAPTER 2 PART A: LITERATURE REVIEW Literature related to student achievement indicates increasing disparities between native English speakers and English Learners (ELs). When comparing ELs from various ethnic groups, Hispanic ELs consistently underscore other EL subgroups, creating a grave concern as Hispanics are projected to become the majority in California within the next decade (Garcia, 2002). The result of this disparity has commonly been referred to as the achievement gap in the field literature, among educators and policy makers. As federal expectations increase for academic student achievement, the Hispanic EL achievement gap widens, creating deep concern for local educating agencies as many face federal sanctions for failing to close the gap. This chapter analyzes the roots of the gap and provides literature to address these root causes. To understand the Hispanic achievement gap, it is imperative to understand the educational historical perspective. Then, research directly related to the Hispanic EL achievement gap will be presented to investigate the teaching approaches, strategies, practices, conditions and leadership found significant to close the Hispanic EL achievement gap. Since this inquiry project is focused on sustainability and potential replication for the Rowland Unified School District, a combination of factors found to present significant effects on student achievement are offered. |
