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81
action phase begins and flows into examining results. At this stage, three general
questions are posed: do you need help thinking about the results, what evidence do
you have, and what should we be looking for? Once results are secured, the model
asks individuals if they are prepared to share out results. A “yes” answer guides the
individual through the third phase: sharing results. A “no” answer at this stage
provides two possible courses: try again, or try something else. A yes response to
willing to try again leads individuals back to the action phase and the process begins
all over again. A no response to wanting to try something else leads to the individual
receiving encouragement and support from the leader.
The flow chart proposed by Rickey’s research, provides a non linear process
to help individual teachers make change. Rickey suggests that leaders working with
their teachers through this change process should use a supportive and collaborative
approach. One key factor that Rickey’s model poses is the reflective opportunities
for leaders and teachers. As leaders and teachers work through the model, taking
opportunities to reflect on progress made and objectives met, are encouraged.
Finally, the model gives flexibility to participants to enter at any point in the model
and to progress through at the rate of speed that is most comfortable and/or most
appropriate for specific dilemmas.
Educational Equity
The Center for Research, Evaluation and Training in Education (CREATE,
2009) is currently analyzing data results from an intensive program instituted in the
Garden Grove Unified School District. The program focused on middle school
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 88 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 81 action phase begins and flows into examining results. At this stage, three general questions are posed: do you need help thinking about the results, what evidence do you have, and what should we be looking for? Once results are secured, the model asks individuals if they are prepared to share out results. A “yes” answer guides the individual through the third phase: sharing results. A “no” answer at this stage provides two possible courses: try again, or try something else. A yes response to willing to try again leads individuals back to the action phase and the process begins all over again. A no response to wanting to try something else leads to the individual receiving encouragement and support from the leader. The flow chart proposed by Rickey’s research, provides a non linear process to help individual teachers make change. Rickey suggests that leaders working with their teachers through this change process should use a supportive and collaborative approach. One key factor that Rickey’s model poses is the reflective opportunities for leaders and teachers. As leaders and teachers work through the model, taking opportunities to reflect on progress made and objectives met, are encouraged. Finally, the model gives flexibility to participants to enter at any point in the model and to progress through at the rate of speed that is most comfortable and/or most appropriate for specific dilemmas. Educational Equity The Center for Research, Evaluation and Training in Education (CREATE, 2009) is currently analyzing data results from an intensive program instituted in the Garden Grove Unified School District. The program focused on middle school |
