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92
formed curriculum units that tap into their students’ funds of knowledge (Gonzalez
et al., 1993).
Technically, funds of knowledge considers the vital knowledge and skills
households need to function (Moll, Amanti, Neff, & Gonzalez, 1992). It is a
developed and accumulated skill set of abilities, ideas or practices that enable a
family to function. Thus, the goal of funds of knowledge is to connect classroom
instruction with communities with the aims of providing “classroom instruction that
far exceeds in quality to the rote-like instruction that children commonly encounter
in schools” (Hattam et al., 2007, p. 2). Hattam et al., (2007) suggest accomplishing
this task by educators conducting an analysis of student’s households, providing
educators with the time to think about their findings, determine how to utilize the
knowledge pedagogically, and incorporate opportunities within the classroom setting
that connect student home life with school life. The ultimate goal of the funds of
knowledge research is to maximize student learning, particularly that of minority low
SES students, by ensuring they can engage and identify with the curriculum content
which will lead to increased student interest and motivation for learning (Hattam et
al., 2007).
In the original work, one avenue to comprehend students’ funds of
knowledge was conducting home visits with an emphasis on understanding the
sociopolitical and economic context of the households and analyzing their social
history (Gonzalez et al., 1993). It served as one important way to gain insight into
the household history as it provided information regarding origins, development, and
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 99 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 92 formed curriculum units that tap into their students’ funds of knowledge (Gonzalez et al., 1993). Technically, funds of knowledge considers the vital knowledge and skills households need to function (Moll, Amanti, Neff, & Gonzalez, 1992). It is a developed and accumulated skill set of abilities, ideas or practices that enable a family to function. Thus, the goal of funds of knowledge is to connect classroom instruction with communities with the aims of providing “classroom instruction that far exceeds in quality to the rote-like instruction that children commonly encounter in schools” (Hattam et al., 2007, p. 2). Hattam et al., (2007) suggest accomplishing this task by educators conducting an analysis of student’s households, providing educators with the time to think about their findings, determine how to utilize the knowledge pedagogically, and incorporate opportunities within the classroom setting that connect student home life with school life. The ultimate goal of the funds of knowledge research is to maximize student learning, particularly that of minority low SES students, by ensuring they can engage and identify with the curriculum content which will lead to increased student interest and motivation for learning (Hattam et al., 2007). In the original work, one avenue to comprehend students’ funds of knowledge was conducting home visits with an emphasis on understanding the sociopolitical and economic context of the households and analyzing their social history (Gonzalez et al., 1993). It served as one important way to gain insight into the household history as it provided information regarding origins, development, and |
