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33
factors such as language or socio-economic levels ((Tschannen-Moran & Hoy,
2001).
Administrators play a key role in influencing student and teacher
motivational outcomes. Their personal sense of self efficacy and other motivational
factors can greatly impact the successes their teachers face in effectively educating
EL students and reaching desired educational outcomes. Current research provides
evidence that teacher’s self efficacy relates to student achievement, however,
“studies also indicate that principals need to be persuaded to act on this strong and
positive linkage and focus on conditions that help teachers acquire and sustain
feelings of competence and worth” (Hipp, 1997, p. 2). According to her study, Hipp
(1997) found that administrators who model behavior, inspire the group’s purpose,
recognizes teacher efforts/accomplishments, provides personal and professional
support, manages student behavior and promotes a sense of community, all of which
foster high teacher efficacy. Additionally, administrators must hold the self efficacy
to encourage innovation and continual growth not only for themselves but also for
their staff. This includes a belief in the district reform efforts to address Hispanic EL
educational needs. Without the continuous support of administrators at various
levels, not all teachers will develop the necessary self efficacy and motivation to
adequately assist Hispanic ELs, thus not reaching the desired goal of closing the
achievement gap.
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 40 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 33 factors such as language or socio-economic levels ((Tschannen-Moran & Hoy, 2001). Administrators play a key role in influencing student and teacher motivational outcomes. Their personal sense of self efficacy and other motivational factors can greatly impact the successes their teachers face in effectively educating EL students and reaching desired educational outcomes. Current research provides evidence that teacher’s self efficacy relates to student achievement, however, “studies also indicate that principals need to be persuaded to act on this strong and positive linkage and focus on conditions that help teachers acquire and sustain feelings of competence and worth” (Hipp, 1997, p. 2). According to her study, Hipp (1997) found that administrators who model behavior, inspire the group’s purpose, recognizes teacher efforts/accomplishments, provides personal and professional support, manages student behavior and promotes a sense of community, all of which foster high teacher efficacy. Additionally, administrators must hold the self efficacy to encourage innovation and continual growth not only for themselves but also for their staff. This includes a belief in the district reform efforts to address Hispanic EL educational needs. Without the continuous support of administrators at various levels, not all teachers will develop the necessary self efficacy and motivation to adequately assist Hispanic ELs, thus not reaching the desired goal of closing the achievement gap. |
