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48
intent of the inquiry team to provide suggestions for further inquiry as every possible
reason leading to the Hispanic EL Achievement Gap may not be answered given the
time limitation of the study. However, it was the intent of the inquiry team to
attempt to provide sufficient answers so that RUSD may continue onto its quest for
continued student academic achievement. The inquiry team began the project in the
Fall of 2009 and concluded in the Fall of 2010 (see Appendix A).
Focus of the Gap Analysis Inquiry
The focus of analysis in this project was Rowland Unified School District
along with the corresponding state testing data, reform program elements, teacher
instruction, whole program implementation, school administrative support, and
organizational support. The purpose of this inquiry project suggested using a
qualitative methodology to investigate findings for proposal to the RUSD Board of
Education. This project’s focus was to understand the Hispanic achievement gap
despite district wide reform efforts. Therefore, this inquiry project used purposeful
sampling methods to gather data. A lead district level participant provided additional
resources, leading to the use of chain sampling, which is an approach for locating
information-rich informants by asking well-situated people for leads (Patton, 2002).
Strategically chosen interviews were the primary source of data collection tool. In
addition, data was gathered by conducting detailed observations and distributing
surveys and questionnaires. For the purposes of this project, a naturalistic inquiry
approach was exercised.
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 55 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 48 intent of the inquiry team to provide suggestions for further inquiry as every possible reason leading to the Hispanic EL Achievement Gap may not be answered given the time limitation of the study. However, it was the intent of the inquiry team to attempt to provide sufficient answers so that RUSD may continue onto its quest for continued student academic achievement. The inquiry team began the project in the Fall of 2009 and concluded in the Fall of 2010 (see Appendix A). Focus of the Gap Analysis Inquiry The focus of analysis in this project was Rowland Unified School District along with the corresponding state testing data, reform program elements, teacher instruction, whole program implementation, school administrative support, and organizational support. The purpose of this inquiry project suggested using a qualitative methodology to investigate findings for proposal to the RUSD Board of Education. This project’s focus was to understand the Hispanic achievement gap despite district wide reform efforts. Therefore, this inquiry project used purposeful sampling methods to gather data. A lead district level participant provided additional resources, leading to the use of chain sampling, which is an approach for locating information-rich informants by asking well-situated people for leads (Patton, 2002). Strategically chosen interviews were the primary source of data collection tool. In addition, data was gathered by conducting detailed observations and distributing surveys and questionnaires. For the purposes of this project, a naturalistic inquiry approach was exercised. |
