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30
motivation which led to increased comprehension when compared to a controlled
group of students who were not exposed to such engaging instructional activities.
Since motivation is a key factor in determining choice, persistence and effort, for
both student and teacher, it is vital that motivational factors be considered when
delivering instruction to EL students (Wigfield & Eccles, 2002).
Wigfield and Eccles (2002) state the expectancy-value theory to be very
important when considering student motivation: a person’s expectancies for success
and the value placed upon succeeding are primary determinants of their motivation
to perform various activities. In addition, these authors indicate that a child will
develop expectancies and values for themselves based upon previous performance,
achievement goals, self schemata, and beliefs about specific tasks. Therefore, if an
EL child enters kindergarten without the base knowledge or language to successfully
complete tasks, this child’s motivation is likely to decrease as the year progresses. It
is key that teachers understand how expectancy-value is related to motivation,
leading to children’s successes or failures in school.
Although the research about motivation and ethnic minority students is
limited, in general researchers have found minority children and their parents to
highly value schools (Wigfield & Eccles, 2002). Most minority parents desire
academic success for their children. However, academic achievement is inhibited by
difficulties associated with the poverty some of these ethnic minority students
encournter, especially Hispanic EL students (Huston, McLoyd & Coll, 1994).
Teachers must then not only consider language issues when addressing Hispanic EL
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 37 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 30 motivation which led to increased comprehension when compared to a controlled group of students who were not exposed to such engaging instructional activities. Since motivation is a key factor in determining choice, persistence and effort, for both student and teacher, it is vital that motivational factors be considered when delivering instruction to EL students (Wigfield & Eccles, 2002). Wigfield and Eccles (2002) state the expectancy-value theory to be very important when considering student motivation: a person’s expectancies for success and the value placed upon succeeding are primary determinants of their motivation to perform various activities. In addition, these authors indicate that a child will develop expectancies and values for themselves based upon previous performance, achievement goals, self schemata, and beliefs about specific tasks. Therefore, if an EL child enters kindergarten without the base knowledge or language to successfully complete tasks, this child’s motivation is likely to decrease as the year progresses. It is key that teachers understand how expectancy-value is related to motivation, leading to children’s successes or failures in school. Although the research about motivation and ethnic minority students is limited, in general researchers have found minority children and their parents to highly value schools (Wigfield & Eccles, 2002). Most minority parents desire academic success for their children. However, academic achievement is inhibited by difficulties associated with the poverty some of these ethnic minority students encournter, especially Hispanic EL students (Huston, McLoyd & Coll, 1994). Teachers must then not only consider language issues when addressing Hispanic EL |
