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119
succeed in teaching low-income children, so others could do it too. Because
policies increasingly focus on such schools, and because test scores usually
vary from year to year rather than going steadily up or down, state and
national officials have devoted considerable attention to procedures for
deciding which schools should be declared low-performing.
Multiple Measures: An approach that relies on more than one indicator to measure a
student’s academic strengths and weaknesses.
No Child Left Behind Act (NCLB): The 2002 reauthorization of the Elementary and
Secondary Education Act (ESEA). Originally passed in 1965, ESEA
programs provide much of the federal funding for K-12 schools. (Also see
“Elementary and Secondary Education Act”)
Mentoring: A developmental relationship between a more experienced mentor and a
less experienced partner referred to as a mentee or protégé. Usually - but not
necessarily - the mentor/protégé pair will be of the same sex.
Pedagogy: The art of teaching—especially the conscious use of particular
instructional methods. If a teacher uses a discovery approach rather than
direct instruction, for example, she is using a different pedagogy.
Performance Assessment: Also referred to as alternative or authentic assessment.
Requires students to generate a response to a question rather than choose it
from a set of possible answers provided for them. A form of assessment that
is designed to assess what students know through their ability to perform
certain tasks.
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 126 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 119 succeed in teaching low-income children, so others could do it too. Because policies increasingly focus on such schools, and because test scores usually vary from year to year rather than going steadily up or down, state and national officials have devoted considerable attention to procedures for deciding which schools should be declared low-performing. Multiple Measures: An approach that relies on more than one indicator to measure a student’s academic strengths and weaknesses. No Child Left Behind Act (NCLB): The 2002 reauthorization of the Elementary and Secondary Education Act (ESEA). Originally passed in 1965, ESEA programs provide much of the federal funding for K-12 schools. (Also see “Elementary and Secondary Education Act”) Mentoring: A developmental relationship between a more experienced mentor and a less experienced partner referred to as a mentee or protégé. Usually - but not necessarily - the mentor/protégé pair will be of the same sex. Pedagogy: The art of teaching—especially the conscious use of particular instructional methods. If a teacher uses a discovery approach rather than direct instruction, for example, she is using a different pedagogy. Performance Assessment: Also referred to as alternative or authentic assessment. Requires students to generate a response to a question rather than choose it from a set of possible answers provided for them. A form of assessment that is designed to assess what students know through their ability to perform certain tasks. |
