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27
achieving performance goals. These factors are: knowledge-based causes,
motivational causes, and organizational causes. This section considers each of these
factors as the foundation for the examination of root causes for the achievement gap
this inquiry project is studying. Thus, the Hispanic English Learner achievement gap
will be analyzed as motivational, knowledge-based and organizational/structural
issues in current educational practices.
Motivation
According to the Clark and Estes (2008) Gap Analysis Model, the
examination of motivational factors is essential to discovering root causes for the
existing gaps. Motivation is defined as “the internal, psychological process that gets
us going, keeps us moving, and helps us get jobs done, influencing choosing to work
towards a goal, persisting at it until it is achieved and total mental effort needed to
invest to get the job done” (Clark & Estes, 2008, p. 44). Motivation involves active
choice, persistence and mental effort to complete a task (Clark & Estes, 2008).
A framework useful in defining motivational factors is the Expectancy Value
Theory. Expectancy Value is defined as “individuals’ expectancies for success and
the value they have for succeeding as important determinants of their motivation to
perform different achievement tasks, and their choices of which tasks to pursue”
(Wigfield & Eccles, 2002, p. 92). Atkinson (1957) originally defined expectancy as
a person’s anticipation that their performance of a task will lead to success or failure,
whereas he defined value as the relative attractiveness of succeeding or failing on a
given task. These are important factors for Hispanic EL students because “children’s
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 34 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 27 achieving performance goals. These factors are: knowledge-based causes, motivational causes, and organizational causes. This section considers each of these factors as the foundation for the examination of root causes for the achievement gap this inquiry project is studying. Thus, the Hispanic English Learner achievement gap will be analyzed as motivational, knowledge-based and organizational/structural issues in current educational practices. Motivation According to the Clark and Estes (2008) Gap Analysis Model, the examination of motivational factors is essential to discovering root causes for the existing gaps. Motivation is defined as “the internal, psychological process that gets us going, keeps us moving, and helps us get jobs done, influencing choosing to work towards a goal, persisting at it until it is achieved and total mental effort needed to invest to get the job done” (Clark & Estes, 2008, p. 44). Motivation involves active choice, persistence and mental effort to complete a task (Clark & Estes, 2008). A framework useful in defining motivational factors is the Expectancy Value Theory. Expectancy Value is defined as “individuals’ expectancies for success and the value they have for succeeding as important determinants of their motivation to perform different achievement tasks, and their choices of which tasks to pursue” (Wigfield & Eccles, 2002, p. 92). Atkinson (1957) originally defined expectancy as a person’s anticipation that their performance of a task will lead to success or failure, whereas he defined value as the relative attractiveness of succeeding or failing on a given task. These are important factors for Hispanic EL students because “children’s |
