Page 82 |
Save page Remove page | Previous | 82 of 190 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
75
CHAPTER 3
PART A: EXPANDED LITERATURE REVIEW: A FOCUS ON SOLUTIONS
Co-written by: Maurita De La Torre-Rubalcava, Alberto Alvarez,
& Lesette Molina-Solis
Introduction
RUSD is generally regarded as a high-performing school district. The district
has worked diligently in the past decade to become a front runner in the areas of
educational excellence. For example, RUSD has earned a reputation of being one of
the premier staff development district in the Southern California area. In its quest to
provide educational equity, the district has undergone significant district wide
reforms including staff development, which include the implementation of Thinking
Maps, a graphic organizing strategy to improve literacy performance in students.
This district wide adoption of the use of a teaching strategy that uses visual graphic
organizers called Thinking Maps seemed promising to more effectively target
student learning. In addition, RUSD has attempted to adequately address its
persistent achievement gap which seems to be negatively affecting the majority of
EL students. Most significantly, however, the persistence of the achievement gap
seems to affect Hispanic ELs most negatively as compared to Asian ELs according
to state and federal assessment indicators. In addition to Thinking Maps, RUSD has
taken significant strides in their quest to exit PI status, by actively taking partnership
with the Ball Foundation grant. The focus of the grant is to improve student
performance in literacy as measured by state and federal indicators. Finally, RUSD
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 82 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 75 CHAPTER 3 PART A: EXPANDED LITERATURE REVIEW: A FOCUS ON SOLUTIONS Co-written by: Maurita De La Torre-Rubalcava, Alberto Alvarez, & Lesette Molina-Solis Introduction RUSD is generally regarded as a high-performing school district. The district has worked diligently in the past decade to become a front runner in the areas of educational excellence. For example, RUSD has earned a reputation of being one of the premier staff development district in the Southern California area. In its quest to provide educational equity, the district has undergone significant district wide reforms including staff development, which include the implementation of Thinking Maps, a graphic organizing strategy to improve literacy performance in students. This district wide adoption of the use of a teaching strategy that uses visual graphic organizers called Thinking Maps seemed promising to more effectively target student learning. In addition, RUSD has attempted to adequately address its persistent achievement gap which seems to be negatively affecting the majority of EL students. Most significantly, however, the persistence of the achievement gap seems to affect Hispanic ELs most negatively as compared to Asian ELs according to state and federal assessment indicators. In addition to Thinking Maps, RUSD has taken significant strides in their quest to exit PI status, by actively taking partnership with the Ball Foundation grant. The focus of the grant is to improve student performance in literacy as measured by state and federal indicators. Finally, RUSD |
