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70
Another layer of frustration by some teachers was the perception that
resources were not equal between school sites or even within departments. These
perceived inequalities create feelings of isolation for ELD teachers and departments.
Perception of Professional Accountability for the Progress of Hispanic ELs
One significant common finding was the consistent belief that ELD teachers
were ultimately responsible for all EL students. Many teachers reported that there
are no conversations or collaboration around how to meet the needs of EL students
throughout the day and across the curriculum. There was little evidence of
collaboration between teachers at a site and even less evidence of any collaboration
between school sites. Working in isolation can be considered an organizational
problem. It can also negatively impact motivation because teachers feel that
everyone is not held accountable. Teachers who serve EL students voiced that they
feel they carry a heavy burden of responsibility and moral obligation for the student
population. They also believe that the teachers who don’t service EL students wash
their hands of that “problem” because those are “not their kids”.
Some of the teachers and administrators that were interviewed felt that there
is little professional development for teaching literacy to ELs. There are even fewer
professional development opportunities for teachers to learn how to address the
needs of ELs during core curriculum. Teachers need PD to show them how to
effectively teach their students the core content while helping them acquire the
academic English necessary to be successful in the content area. Those interviewed
explained that teachers who have not been selected or have self-selected to work
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 77 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 70 Another layer of frustration by some teachers was the perception that resources were not equal between school sites or even within departments. These perceived inequalities create feelings of isolation for ELD teachers and departments. Perception of Professional Accountability for the Progress of Hispanic ELs One significant common finding was the consistent belief that ELD teachers were ultimately responsible for all EL students. Many teachers reported that there are no conversations or collaboration around how to meet the needs of EL students throughout the day and across the curriculum. There was little evidence of collaboration between teachers at a site and even less evidence of any collaboration between school sites. Working in isolation can be considered an organizational problem. It can also negatively impact motivation because teachers feel that everyone is not held accountable. Teachers who serve EL students voiced that they feel they carry a heavy burden of responsibility and moral obligation for the student population. They also believe that the teachers who don’t service EL students wash their hands of that “problem” because those are “not their kids”. Some of the teachers and administrators that were interviewed felt that there is little professional development for teaching literacy to ELs. There are even fewer professional development opportunities for teachers to learn how to address the needs of ELs during core curriculum. Teachers need PD to show them how to effectively teach their students the core content while helping them acquire the academic English necessary to be successful in the content area. Those interviewed explained that teachers who have not been selected or have self-selected to work |
