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49
Data Collection Tools
Data collection tools utilized by the research team provided the nature of this
project, utilization of data collection sources such as observations, interviews, and
questionnaires were seen as the most appropriate to provide answers in the guiding
questions (see Appendix B). The observation protocol included sections to examine
posted class work, evidence of the use of district reform strategies, visuals, district
EL materials and resources.
In addition, the inquiry team conducted three levels of interviews, Phase I, II
and III (see Appendix B, C, D). The first level of interviews consisted of questions
regarding the achievement gap, perceived reasons for the gap and desired outcomes
for the district regarding Hispanic EL achievement. The second level of interviews
consisted of questions regarding teacher implementation of reform efforts,
knowledge of the EL reform strategies, and perceived district wide support for
addressing EL educational needs.
The questionnaires provided information regarding collaboration, student
needs and knowledge about diverse teaching strategies. During this phase the
inquiry team utilized the Stages of Concern model to gather a deeper understanding
for the current gap (Bailey & Palsha, 1992). Additionally, given the problem-solution
framework this project was working with, it was decided by the team that
this would be the optimal method to examine the Hispanic EL achievement gap
holistically. The team not only looked at the responses of individual participants, but
also looked at the organization of RUSD, its people and the greater community it
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 56 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 49 Data Collection Tools Data collection tools utilized by the research team provided the nature of this project, utilization of data collection sources such as observations, interviews, and questionnaires were seen as the most appropriate to provide answers in the guiding questions (see Appendix B). The observation protocol included sections to examine posted class work, evidence of the use of district reform strategies, visuals, district EL materials and resources. In addition, the inquiry team conducted three levels of interviews, Phase I, II and III (see Appendix B, C, D). The first level of interviews consisted of questions regarding the achievement gap, perceived reasons for the gap and desired outcomes for the district regarding Hispanic EL achievement. The second level of interviews consisted of questions regarding teacher implementation of reform efforts, knowledge of the EL reform strategies, and perceived district wide support for addressing EL educational needs. The questionnaires provided information regarding collaboration, student needs and knowledge about diverse teaching strategies. During this phase the inquiry team utilized the Stages of Concern model to gather a deeper understanding for the current gap (Bailey & Palsha, 1992). Additionally, given the problem-solution framework this project was working with, it was decided by the team that this would be the optimal method to examine the Hispanic EL achievement gap holistically. The team not only looked at the responses of individual participants, but also looked at the organization of RUSD, its people and the greater community it |
