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54
person or over the phone by one to three members of the inquiry team. The team
then continued with Phase III level of interviews, including classroom observations,
distribution of surveys and questionnaires to follow up on unique issues that
continued throughout the Spring 2010 semester (see Appendix D).
During the Summer 2010 semester, the team began analyzing the data and
identifying the performance gaps with their root causes. These findings were
compared with empirically based literature. Additionally, the team prepared for a
presentation of findings with present and future recommendations to the RUSD
Superintendent and executive board. During the early Fall 2010 semester, the
inquiry team presented an executive summary of its findings to the Superintendent
and her Leadership Cabinet. The team, along with two other inquiry groups from the
university, attended a meeting with the Superintendent and related staff. At this
meeting, the district presented new information regarding changes in the district and
other relevant information to provide further insight into the findings presented in the
executive summary. At this point, the inquiry team looked at the gathered data,
included the information from this meeting and established more coherent findings.
Then, the team continued to work on its empirically-based review of literature
aligned with the findings and prepared for a presentation to the Superintendent and
her Leadership Cabinet. In November 2010, the team presented its findings to the
district (see Appendix H). At the conclusion of the meeting, the team was invited to
present its findings to the Board of Education and school principals. This
presentation was scheduled for early in the Spring 2011 semester.
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 61 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 54 person or over the phone by one to three members of the inquiry team. The team then continued with Phase III level of interviews, including classroom observations, distribution of surveys and questionnaires to follow up on unique issues that continued throughout the Spring 2010 semester (see Appendix D). During the Summer 2010 semester, the team began analyzing the data and identifying the performance gaps with their root causes. These findings were compared with empirically based literature. Additionally, the team prepared for a presentation of findings with present and future recommendations to the RUSD Superintendent and executive board. During the early Fall 2010 semester, the inquiry team presented an executive summary of its findings to the Superintendent and her Leadership Cabinet. The team, along with two other inquiry groups from the university, attended a meeting with the Superintendent and related staff. At this meeting, the district presented new information regarding changes in the district and other relevant information to provide further insight into the findings presented in the executive summary. At this point, the inquiry team looked at the gathered data, included the information from this meeting and established more coherent findings. Then, the team continued to work on its empirically-based review of literature aligned with the findings and prepared for a presentation to the Superintendent and her Leadership Cabinet. In November 2010, the team presented its findings to the district (see Appendix H). At the conclusion of the meeting, the team was invited to present its findings to the Board of Education and school principals. This presentation was scheduled for early in the Spring 2011 semester. |
