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102
In addition, Pappano, (2010) points out that school turnaround is about rapid
and dramatic improvement, not just in the area of test scores, but also having to do
with culture and student aspirations. Rueda, Monzo, and Arzubiaga (2003) point out
that the real issues affecting various schools can best be described as ‘a problem of
fit’. Rueda, Monzo and Arzubiaga, (2003) explain that to generate any type of
reaction from the students, parents, or other stakeholders, the pressing issues must be
perceived as immediate and concretely impacting their community. Rueda, Monzo
and Arzubiaga (2003), argue that all families’ posses cultural and social capital,
however, it does not always line up to that set of values that schools value. Rueda,
Monzo and Arzubiaga (2003) propose that parental perceptions of home literacy
practices and schools’ literacy demands must be negotiated between the families and
educators to maximize buy in. This research supports that RUSD’s work must focus
on improving the connections between the home culture and the school culture.
Enriching the relationships between the district and the RUSD community will foster
a more positive learning environment. Enabling students, parents, and staff, to share
the responsibility of improving student outcomes, will enable stakeholders to take
ownership of student performance progress.
Rickey (2008) proposes a process for structural change. Rickey (2008)
presents a practical model for systemic change grounded in supportive coaching and
reflective practice focusing on the promotion, development, and nurturing of teacher
leadership. One key characteristic is the minimal costs to operate and sustain the
model. A key factor while considering Rickey’s (2008) model, is its potential to
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 109 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 102 In addition, Pappano, (2010) points out that school turnaround is about rapid and dramatic improvement, not just in the area of test scores, but also having to do with culture and student aspirations. Rueda, Monzo, and Arzubiaga (2003) point out that the real issues affecting various schools can best be described as ‘a problem of fit’. Rueda, Monzo and Arzubiaga, (2003) explain that to generate any type of reaction from the students, parents, or other stakeholders, the pressing issues must be perceived as immediate and concretely impacting their community. Rueda, Monzo and Arzubiaga (2003), argue that all families’ posses cultural and social capital, however, it does not always line up to that set of values that schools value. Rueda, Monzo and Arzubiaga (2003) propose that parental perceptions of home literacy practices and schools’ literacy demands must be negotiated between the families and educators to maximize buy in. This research supports that RUSD’s work must focus on improving the connections between the home culture and the school culture. Enriching the relationships between the district and the RUSD community will foster a more positive learning environment. Enabling students, parents, and staff, to share the responsibility of improving student outcomes, will enable stakeholders to take ownership of student performance progress. Rickey (2008) proposes a process for structural change. Rickey (2008) presents a practical model for systemic change grounded in supportive coaching and reflective practice focusing on the promotion, development, and nurturing of teacher leadership. One key characteristic is the minimal costs to operate and sustain the model. A key factor while considering Rickey’s (2008) model, is its potential to |
