Page 91 |
Save page Remove page | Previous | 91 of 190 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
84
district benchmarks in math, English, science and social science, and CST test scores
in math, English, science, and social science. Following the pedagogical model as
proposed by Guthrie (2010), should empower RUSD replicate similar results in their
Hispanic EL student population. Increasing academic rigor, while simultaneously
scaffolding academic instruction in ways that will ensure that minority students are
provided access to the curriculum, will yield increased student performance. The
lessons to be learned from the college readiness model are that EL students need
scaffolds and support to gain access to rigorous content classes in order to actively
participate in American education. Hispanic ELs, like all other students, will
perform to the level of their teachers’ expectations.
District Office Support
The expectation placed on classroom teachers to close the achievement gap
cannot be accomplished without the consistent support of the district office. The
next section presents supporting literature for the role of the district office in guiding
schools sites in being able to close the achievement gap. “A district’s ability to
support ambitious instructional reform is viewed primarily as a capacity to learn the
substantive ideas at the heart of the new reform and to help teachers and others
within the district to learn these ideas” (Spillane and Thompson, 1998, p. 5). In an
era of high stakes accountability RUSD must find a way to stand by their belief in
decentralization while facilitating the necessary support needed to close the Hispanic
achievement gap.
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 91 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 84 district benchmarks in math, English, science and social science, and CST test scores in math, English, science, and social science. Following the pedagogical model as proposed by Guthrie (2010), should empower RUSD replicate similar results in their Hispanic EL student population. Increasing academic rigor, while simultaneously scaffolding academic instruction in ways that will ensure that minority students are provided access to the curriculum, will yield increased student performance. The lessons to be learned from the college readiness model are that EL students need scaffolds and support to gain access to rigorous content classes in order to actively participate in American education. Hispanic ELs, like all other students, will perform to the level of their teachers’ expectations. District Office Support The expectation placed on classroom teachers to close the achievement gap cannot be accomplished without the consistent support of the district office. The next section presents supporting literature for the role of the district office in guiding schools sites in being able to close the achievement gap. “A district’s ability to support ambitious instructional reform is viewed primarily as a capacity to learn the substantive ideas at the heart of the new reform and to help teachers and others within the district to learn these ideas” (Spillane and Thompson, 1998, p. 5). In an era of high stakes accountability RUSD must find a way to stand by their belief in decentralization while facilitating the necessary support needed to close the Hispanic achievement gap. |
