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57
Additional Presentations to District Groups
At the closing of the presentation the RUSD superintendent made a formal
request to our dissertation advisor for our district team to make this formal
presentation two more times. Once to all the school site principals, and once more to
their School Board of Education. The three inquiry teams were honored by the
request and unanimously agreed to return sometime early in the Spring 2011
semester.
Human Subjects Considerations
The purpose of this alternative capstone project was to provide assistance to a
specific school district on issues of practice identified by the district administration.
The intent of the project was not to produce generalizable knowledge, as in a
traditional dissertation, but rather to document activities carried out in the process of
providing consultation to the district on these issues. Therefore, this project is not
considered as “research” as such, and therefore does not fall under the guidelines for
research designed to produce generalizable knowledge. The following sections from
a University Institutional Review Board (IRB) publication clarify the status of the
present project:
Federal Regulations define research as “a systematic investigation, including
development, testing, and evaluation, designed to develop or contribute to
generalizable knowledge”1 (45CFR46.102(d)). As described in the Belmont
Report2 “...the term 'research' designates an activity designed to test a
1 "Generalizable knowledge" is information where the intended use of the research findings can be
applied to populations or situations beyond that studied.
2 The Belmont Report is a statement of ethical principles (including beneficence, justice, and
autonomy) for human subjects research by the U.S. Department of Health, Education, and Welfare.
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 64 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 57 Additional Presentations to District Groups At the closing of the presentation the RUSD superintendent made a formal request to our dissertation advisor for our district team to make this formal presentation two more times. Once to all the school site principals, and once more to their School Board of Education. The three inquiry teams were honored by the request and unanimously agreed to return sometime early in the Spring 2011 semester. Human Subjects Considerations The purpose of this alternative capstone project was to provide assistance to a specific school district on issues of practice identified by the district administration. The intent of the project was not to produce generalizable knowledge, as in a traditional dissertation, but rather to document activities carried out in the process of providing consultation to the district on these issues. Therefore, this project is not considered as “research” as such, and therefore does not fall under the guidelines for research designed to produce generalizable knowledge. The following sections from a University Institutional Review Board (IRB) publication clarify the status of the present project: Federal Regulations define research as “a systematic investigation, including development, testing, and evaluation, designed to develop or contribute to generalizable knowledge”1 (45CFR46.102(d)). As described in the Belmont Report2 “...the term 'research' designates an activity designed to test a 1 "Generalizable knowledge" is information where the intended use of the research findings can be applied to populations or situations beyond that studied. 2 The Belmont Report is a statement of ethical principles (including beneficence, justice, and autonomy) for human subjects research by the U.S. Department of Health, Education, and Welfare. |
