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24
diverse familial backgrounds, attributed to the characteristics associated with
sociocultural factors, create discrepancies in experiences which again can impact
classroom academic behaviors and outcomes.
Research associates socioeconomic status (SES) with academic student
achievement, whereby a correlation has been seen between low SES with poor
academic results and high SES with increased success in school (Gandara et al.,
2003). SES is determined by material (economic) status, parental years of formal
schooling and occupation (Goldenberg et. al., 2006). In addition, research indicates
a strong relationship between the schools students attend and the location of these
schools with student achievement, attributing the SES of these communities as key to
determining academic success (Goldenberg et. al., 2006). Most students from low
SES backgrounds struggle academically as their parents may not have the academic
and financial resources to support the learning at home, creating differences in
opportunities to learn between low and high SES students. Often, low SES students
find themselves without proper home supervision to assist with homework, high
transience, financial instability and excessive absenteeism (Freeman et al., 2002).
Another sociocultural factor is the underlying stigma of being of Hispanic
descent in this country as a result of controversy towards bilingual education and
political agendas towards English only instruction. As a response to the stigma
associated with their L1 and SES, a study found that students may attempt to
“represent aspects of an ideal identity, what the student aspires to becoming,”
meaning EL students attempted to pass as English proficient (Monzo & Rueda, p. 37,
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 31 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 24 diverse familial backgrounds, attributed to the characteristics associated with sociocultural factors, create discrepancies in experiences which again can impact classroom academic behaviors and outcomes. Research associates socioeconomic status (SES) with academic student achievement, whereby a correlation has been seen between low SES with poor academic results and high SES with increased success in school (Gandara et al., 2003). SES is determined by material (economic) status, parental years of formal schooling and occupation (Goldenberg et. al., 2006). In addition, research indicates a strong relationship between the schools students attend and the location of these schools with student achievement, attributing the SES of these communities as key to determining academic success (Goldenberg et. al., 2006). Most students from low SES backgrounds struggle academically as their parents may not have the academic and financial resources to support the learning at home, creating differences in opportunities to learn between low and high SES students. Often, low SES students find themselves without proper home supervision to assist with homework, high transience, financial instability and excessive absenteeism (Freeman et al., 2002). Another sociocultural factor is the underlying stigma of being of Hispanic descent in this country as a result of controversy towards bilingual education and political agendas towards English only instruction. As a response to the stigma associated with their L1 and SES, a study found that students may attempt to “represent aspects of an ideal identity, what the student aspires to becoming,” meaning EL students attempted to pass as English proficient (Monzo & Rueda, p. 37, |
