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115
when implementing their own decisions. The primary vehicle for school
decentralization in recent decades has been site-based management, under
which decision-making authority has been delegated to local schools, often
accompanied by a requirement that schools establish representative school
councils.
Disaggregated Data: Test scores or other data divided so that various categories can
be compared. For example, schools may break down the data for the entire
student population (aggregated into a single set of numbers) to determine
how minority students are doing compared with the majority, or how scores
of girls compare with those for boys.
Educational leadership: Leadership in formal educational settings. It draws upon
interdisciplinary literature, generally, but ideally distinguishes itself through
its focus on pedagogy, epistemology and human development. In
contemporary practice it borrows from political science and business. Debate
within the field relates to this tension.
Educational organization: Organization within the scope of education. It is a
common misconception that this means it is organizing the educational
system; rather, it deals with the theory of organization as it applies to
education of the human mind.
Elementary and Secondary Education Act (ESEA): U.S. legislation passed in 1965
that provided large amounts of federal aid to states and local districts as part
of the larger War on Poverty. ESEA must be reauthorized periodically by the
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 122 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 115 when implementing their own decisions. The primary vehicle for school decentralization in recent decades has been site-based management, under which decision-making authority has been delegated to local schools, often accompanied by a requirement that schools establish representative school councils. Disaggregated Data: Test scores or other data divided so that various categories can be compared. For example, schools may break down the data for the entire student population (aggregated into a single set of numbers) to determine how minority students are doing compared with the majority, or how scores of girls compare with those for boys. Educational leadership: Leadership in formal educational settings. It draws upon interdisciplinary literature, generally, but ideally distinguishes itself through its focus on pedagogy, epistemology and human development. In contemporary practice it borrows from political science and business. Debate within the field relates to this tension. Educational organization: Organization within the scope of education. It is a common misconception that this means it is organizing the educational system; rather, it deals with the theory of organization as it applies to education of the human mind. Elementary and Secondary Education Act (ESEA): U.S. legislation passed in 1965 that provided large amounts of federal aid to states and local districts as part of the larger War on Poverty. ESEA must be reauthorized periodically by the |
