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36
larger structure that enable them to function together” (Anderson & Krathwohl,
2001, p. 1). “Parents who understand the knowledge and behaviors rewarded in
schools may pass these onto their children. While the desire to succeed academically
is often high among immigrant families, this desire is not often matched by
knowledge of how to achieve it” (Rueda, Monzó, & Arzubiaga, 2003, p. 2). These
authors suggest providing immigrant families with academic instrumental knowledge
(AIK): a specific type of cultural knowledge whereby families’ cultural basis is
legitimized while also introducing school practices so that a hybrid of practices
emerge reflecting a balance of the wide range of values, beliefs, resources and
familial constraints within an educational setting. Thus, Rueda et.al., (2003) stress
the need for school systems to acknowledge and use the cultural capital with which
Hispanic EL students’ families enter the educational system and use this information
to create links that support the learning of specific practices and information needed
in order for EL students to succeed in school. Educators within RUSD can assist
Hispanic EL families to mitigate the educational system via various avenues, (parent
classes, community outreach, etc.) so that EL students maximize their educational
opportunities. Without providing these opportunities, some Hispanic families within
RUSD may continue to aimlessly hold high aspirations for their children.
Curriculum
Pearson and Raphael (1999) emphasize the need for balance in literacy
curriculum. Specifically, these researchers call for a need to implement a truly
balanced curriculum which incorporates a deep reflection upon the context and
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 43 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 36 larger structure that enable them to function together” (Anderson & Krathwohl, 2001, p. 1). “Parents who understand the knowledge and behaviors rewarded in schools may pass these onto their children. While the desire to succeed academically is often high among immigrant families, this desire is not often matched by knowledge of how to achieve it” (Rueda, Monzó, & Arzubiaga, 2003, p. 2). These authors suggest providing immigrant families with academic instrumental knowledge (AIK): a specific type of cultural knowledge whereby families’ cultural basis is legitimized while also introducing school practices so that a hybrid of practices emerge reflecting a balance of the wide range of values, beliefs, resources and familial constraints within an educational setting. Thus, Rueda et.al., (2003) stress the need for school systems to acknowledge and use the cultural capital with which Hispanic EL students’ families enter the educational system and use this information to create links that support the learning of specific practices and information needed in order for EL students to succeed in school. Educators within RUSD can assist Hispanic EL families to mitigate the educational system via various avenues, (parent classes, community outreach, etc.) so that EL students maximize their educational opportunities. Without providing these opportunities, some Hispanic families within RUSD may continue to aimlessly hold high aspirations for their children. Curriculum Pearson and Raphael (1999) emphasize the need for balance in literacy curriculum. Specifically, these researchers call for a need to implement a truly balanced curriculum which incorporates a deep reflection upon the context and |
