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78
called turnaround change. According to Reeves (2009), Marzano, (2004) and others,
turnaround change is effective in addressing the performance gaps that have plagued
educational organizations similar to RUSD. However, turnaround change is costly,
and its takes time. Research shows that meaningful, effective instructional and
organizational change must be nurtured, monitored, and supported consistently.
Reeves, (2008) contends that change initiatives that are initiated by school
level leaders must be reinforced throughout the change process. The new research
contrasts faculties that implemented the same change initiatives, and claimed the
same initiative labels, but had vastly different levels of implementation. The results
are striking: when 90 percent or more of a faculty was actively engaged in the
change initiative, student achievement results in reading, science, and math were
dramatically higher than when the same initiative was introduced with only 10
percent of the faculty actively engaged. Therefore the variable is not simply the
program, the label, the guru, or the conference. The variable is implementation,
(Reeves, 2008, p. 16).
Further, Reeves cites that effective leaders gain buy-in from constituents by
getting results that demonstrate the effects of the change is in the best interest of all
stakeholders. While proposing practical strategies aimed at improving grading,
teaching, and leadership practices, Reeves (2009) warns that leaders will likely be
met with opposition and resistance. “You will not close the implementation gap with
another set of three ring binders or announcements about the latest initiatives to close
the gap with immediate wins, visible recognition of what works, a focus on
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 85 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 78 called turnaround change. According to Reeves (2009), Marzano, (2004) and others, turnaround change is effective in addressing the performance gaps that have plagued educational organizations similar to RUSD. However, turnaround change is costly, and its takes time. Research shows that meaningful, effective instructional and organizational change must be nurtured, monitored, and supported consistently. Reeves, (2008) contends that change initiatives that are initiated by school level leaders must be reinforced throughout the change process. The new research contrasts faculties that implemented the same change initiatives, and claimed the same initiative labels, but had vastly different levels of implementation. The results are striking: when 90 percent or more of a faculty was actively engaged in the change initiative, student achievement results in reading, science, and math were dramatically higher than when the same initiative was introduced with only 10 percent of the faculty actively engaged. Therefore the variable is not simply the program, the label, the guru, or the conference. The variable is implementation, (Reeves, 2008, p. 16). Further, Reeves cites that effective leaders gain buy-in from constituents by getting results that demonstrate the effects of the change is in the best interest of all stakeholders. While proposing practical strategies aimed at improving grading, teaching, and leadership practices, Reeves (2009) warns that leaders will likely be met with opposition and resistance. “You will not close the implementation gap with another set of three ring binders or announcements about the latest initiatives to close the gap with immediate wins, visible recognition of what works, a focus on |
