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46
Once all the plausible root causes of the determined gap are investigated,
eliminated or accepted, solutions can be identified leading to the fourth step:
Proposed Solutions. Emphasis here is placed on providing solutions that target the
areas of learning, motivation, and organization. Solutions are research-based and
address problems that are directly tied to the root causes identified in Sep 3.
The fifth step is to Evaluate Outcomes. An important step in ensuring
program or solution effectiveness is to evaluate the results. Results from solution
implementation are evaluated and modified as needed. The evaluation process itself
has four levels according to the gap analysis model. The four levels are: reactions,
impact during the program, transfer, and the bottom line. This is an ongoing process;
at this point, the solutions may be modified and re-implemented until the desired
goals are achieved. Without this key component of the gap analysis model, true
program effectiveness may not be determined, thus the gap(s) may not be narrowed.
Due to time limitations, it is noteworthy to mention that this inquiry project did not
include this final step in the gap analysis process. However, it is a very crucial step
in the overall analysis.
Project Design
Given that the data collected was via interviews and observations and that the
ultimate purpose of this inquiry project was to provide RUSD Board Members
plausible solutions to their dilemma, it was the determination of the inquiry team that
a qualitative design was the best method to conduct this project. “A qualitative
design needs to remain sufficiently open and flexible to permit exploration of
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 53 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 46 Once all the plausible root causes of the determined gap are investigated, eliminated or accepted, solutions can be identified leading to the fourth step: Proposed Solutions. Emphasis here is placed on providing solutions that target the areas of learning, motivation, and organization. Solutions are research-based and address problems that are directly tied to the root causes identified in Sep 3. The fifth step is to Evaluate Outcomes. An important step in ensuring program or solution effectiveness is to evaluate the results. Results from solution implementation are evaluated and modified as needed. The evaluation process itself has four levels according to the gap analysis model. The four levels are: reactions, impact during the program, transfer, and the bottom line. This is an ongoing process; at this point, the solutions may be modified and re-implemented until the desired goals are achieved. Without this key component of the gap analysis model, true program effectiveness may not be determined, thus the gap(s) may not be narrowed. Due to time limitations, it is noteworthy to mention that this inquiry project did not include this final step in the gap analysis process. However, it is a very crucial step in the overall analysis. Project Design Given that the data collected was via interviews and observations and that the ultimate purpose of this inquiry project was to provide RUSD Board Members plausible solutions to their dilemma, it was the determination of the inquiry team that a qualitative design was the best method to conduct this project. “A qualitative design needs to remain sufficiently open and flexible to permit exploration of |
