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21
districts demonstrate a discrepancy between Hispanics and Caucasian or Asian
students (KewalRamani, Gilbertson, Fox, & Provasnick, 2007).
Language and Sociocultural Factors
Achievement gaps become evident as early as first grade, however, the gap
widens as students become older, leading to an increased dropout rate among
Hispanics, Hispanic ELs and other minority groups (Calderon, 2008). A more
alarming fact is that 80-91% of ELs in middle and high school were born in the
United States and have been instructed in U.S. schools since kindergarten (Tienda,
(2007). The result is an overwhelmingly high number of long-term ELs (LTELs)
attending public schools in most states (Short & Fitzsimmons, 2007).
Diverse Linguistic Characteristics Amongst English Learners
Hispanic ELs are comprised of varying subgroups, distinct groups within a
larger group, such as country of origin, level of acculturation, socioeconomic status,
and degree of native and/or English proficiency. However, according to Freeman et
al. (2002), the three most common Hispanic EL subgroups are: recent immigrants
with appropriate exposure to formal schooling, recent immigrants with limited
formal schooling, and LTELs. These differences among Hispanic ELs require
diverse instructional needs. LTELs face academic challenges such as native
language limited literacy skills and low acquisition of academic English skills
(Freeman et al., 2002). In turn about 56% of LTELs fail to demonstrate adequate
progress in grade level standards and do not meet language reclassification
standards, meaning they do not demonstrate English language proficiency even after
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 28 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 21 districts demonstrate a discrepancy between Hispanics and Caucasian or Asian students (KewalRamani, Gilbertson, Fox, & Provasnick, 2007). Language and Sociocultural Factors Achievement gaps become evident as early as first grade, however, the gap widens as students become older, leading to an increased dropout rate among Hispanics, Hispanic ELs and other minority groups (Calderon, 2008). A more alarming fact is that 80-91% of ELs in middle and high school were born in the United States and have been instructed in U.S. schools since kindergarten (Tienda, (2007). The result is an overwhelmingly high number of long-term ELs (LTELs) attending public schools in most states (Short & Fitzsimmons, 2007). Diverse Linguistic Characteristics Amongst English Learners Hispanic ELs are comprised of varying subgroups, distinct groups within a larger group, such as country of origin, level of acculturation, socioeconomic status, and degree of native and/or English proficiency. However, according to Freeman et al. (2002), the three most common Hispanic EL subgroups are: recent immigrants with appropriate exposure to formal schooling, recent immigrants with limited formal schooling, and LTELs. These differences among Hispanic ELs require diverse instructional needs. LTELs face academic challenges such as native language limited literacy skills and low acquisition of academic English skills (Freeman et al., 2002). In turn about 56% of LTELs fail to demonstrate adequate progress in grade level standards and do not meet language reclassification standards, meaning they do not demonstrate English language proficiency even after |
