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120
Performance Standards: Standards that describe how well or at what level students
should be expected to master the content standards.
Professional Development: Programs that allow teachers or administrators to acquire
the knowledge and skills they need to perform their jobs successfully. Also
known as staff development, this term refers to experiences, such as attending
conferences and workshops, that help teachers and administrators build
knowledge and skills.
Proficiency: Mastery or ability to do something at grade-level.
Program Improvement: An intervention under the No Child Left Behind Act for
schools and districts that receive federal Title I funds when for two years in a
row they do not make Adequate Yearly Progress (AYP) towards the goal of
having all students proficient in English Language Arts and Mathematics.
Reform Strategies: Strategies used by superintendents/system leaders to improve
student performance. USLI has identified ten key change levers that are
worthy of study: curriculum, assessment, professional development, human
resource system and human capital management, finance and budget,
communications, governance/board relations, labor relations/contract
negotiations, family and community engagement, and strategic plan.
Rigor: Academically challenging.
Sampling: In education research, administering a test to and analyzing the test
results of a set of students who, as a group, represent the characteristics of the
entire student population. Based on their analysis of the data of 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 127 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 120 Performance Standards: Standards that describe how well or at what level students should be expected to master the content standards. Professional Development: Programs that allow teachers or administrators to acquire the knowledge and skills they need to perform their jobs successfully. Also known as staff development, this term refers to experiences, such as attending conferences and workshops, that help teachers and administrators build knowledge and skills. Proficiency: Mastery or ability to do something at grade-level. Program Improvement: An intervention under the No Child Left Behind Act for schools and districts that receive federal Title I funds when for two years in a row they do not make Adequate Yearly Progress (AYP) towards the goal of having all students proficient in English Language Arts and Mathematics. Reform Strategies: Strategies used by superintendents/system leaders to improve student performance. USLI has identified ten key change levers that are worthy of study: curriculum, assessment, professional development, human resource system and human capital management, finance and budget, communications, governance/board relations, labor relations/contract negotiations, family and community engagement, and strategic plan. Rigor: Academically challenging. Sampling: In education research, administering a test to and analyzing the test results of a set of students who, as a group, represent the characteristics of the entire student population. Based on their analysis of the data of the |
