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101
a logical choice of trying something new, is actually detrimental and
counterproductive to the goal of closing the achievement gap. Any district taking on
a reform effort must do two things. They must do their due diligence in researching
the actual reform effort that has been selected, and research and understand the
amount of time they must commit to give to that particular reform in order to see the
fruit of their labor.
Turnaround change is a highly effective systemic approach that creates
disruptions in failing educational processes. By introducing disruptive events in
everyday practices and decisionmaking processes, turnaround change aims to alter an
organization’s direction. It brings about dramatic, notable change within struggling
school districts. By purposefully altering the course of underperforming school
districts, turnaround change alters existing procedures causing dramatic shifts in
organizational structures and pedagogy to increase student performance. Reeves
(2004) cites that turnaround change is costly, takes time, commitment, and is not
always immediately visible. Reeves believes that significant returns in turnaround
were most notable in schools that committed to changes, invested with fidelity and
aimed at long term results and made change possible at the district level (Reeves,
2004). In addition, Boyne (2006) states it best when he proposes that, “a firm in a
turnaround situation faces a stark choice between strategic change that may lead to
recovery and strategic persistence that is likely to result in outright failure” (Boyne,
2006, p. 6).
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 108 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 101 a logical choice of trying something new, is actually detrimental and counterproductive to the goal of closing the achievement gap. Any district taking on a reform effort must do two things. They must do their due diligence in researching the actual reform effort that has been selected, and research and understand the amount of time they must commit to give to that particular reform in order to see the fruit of their labor. Turnaround change is a highly effective systemic approach that creates disruptions in failing educational processes. By introducing disruptive events in everyday practices and decisionmaking processes, turnaround change aims to alter an organization’s direction. It brings about dramatic, notable change within struggling school districts. By purposefully altering the course of underperforming school districts, turnaround change alters existing procedures causing dramatic shifts in organizational structures and pedagogy to increase student performance. Reeves (2004) cites that turnaround change is costly, takes time, commitment, and is not always immediately visible. Reeves believes that significant returns in turnaround were most notable in schools that committed to changes, invested with fidelity and aimed at long term results and made change possible at the district level (Reeves, 2004). In addition, Boyne (2006) states it best when he proposes that, “a firm in a turnaround situation faces a stark choice between strategic change that may lead to recovery and strategic persistence that is likely to result in outright failure” (Boyne, 2006, p. 6). |
