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50
serves, which is of great influence among the Hispanic population. Lastly, the team
conducted Phase III interviews to gain a deeper understanding of the unique
problems associated with the Hispanic EL achievement gap. The informants
provided the depth needed to analyze the presented problem. Validity and
confidence for the project was improved by implementing the use of triangulation.
As stated in Patton 2002, “a rich variety of methodological combinations can be
employed to illuminate an inquiry question (p. 248).” Patton also states that using
triangulation allows for testing of consistency, increasing the credibility of a study or
project.
Procedures
Entry to RUSD was facilitated by the inquiry team’s university dissertation
advisors. The district superintendent agreed to the alternative capstone inquiry
project design conducted by doctoral students. Areas of inquiry were provided by
the Superintendent, and the Board of Education approved the areas of inquiry as
being essential for continued districtwide improvement. The initial meeting was
facilitated by the university dissertation advisors and RUSD representatives. At this
meeting, the thematic dissertation group doctoral students received information
specific to the areas of inquiry in addition to learning about the district’s vision and
mission statements. The district also presented current reform efforts that have been
a part of RUSD's strategic plan for improvement. A significant part of their
presentation focused on information regarding the district's partnership with the Ball
Foundation (see Appendix A). It was crucial that the inquiry group become
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 57 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 50 serves, which is of great influence among the Hispanic population. Lastly, the team conducted Phase III interviews to gain a deeper understanding of the unique problems associated with the Hispanic EL achievement gap. The informants provided the depth needed to analyze the presented problem. Validity and confidence for the project was improved by implementing the use of triangulation. As stated in Patton 2002, “a rich variety of methodological combinations can be employed to illuminate an inquiry question (p. 248).” Patton also states that using triangulation allows for testing of consistency, increasing the credibility of a study or project. Procedures Entry to RUSD was facilitated by the inquiry team’s university dissertation advisors. The district superintendent agreed to the alternative capstone inquiry project design conducted by doctoral students. Areas of inquiry were provided by the Superintendent, and the Board of Education approved the areas of inquiry as being essential for continued districtwide improvement. The initial meeting was facilitated by the university dissertation advisors and RUSD representatives. At this meeting, the thematic dissertation group doctoral students received information specific to the areas of inquiry in addition to learning about the district’s vision and mission statements. The district also presented current reform efforts that have been a part of RUSD's strategic plan for improvement. A significant part of their presentation focused on information regarding the district's partnership with the Ball Foundation (see Appendix A). It was crucial that the inquiry group become |
