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123
Site-Based Decision-making: A system of school governance by which most
decisions, including staffing and spending decisions, are made at the level of
the individual school, rather than at district or other agency level. Also
known as school-based or site-based management. (Schools or sites are not
necessarily whole buildings. In some cases, a building may house several
schools.) Site-based decision-making is frequently confused with
participatory or shared decision-making. Some schools have teams composed
of administrators, teachers, and parents; some include student representatives,
community members, and one or more business partners. Team members
share responsibility for educational, leadership, and administrative functions.
In fact, site-based decision-making does not depend on any particular
arrangements for governance at the school level. Some highly successful
programs assign authority to school principals, who are responsible for
deciding how best to involve others. And shared decision-making tends to be
more successful when local administrators use it voluntarily.
Standardized Test: A test that is the same format for all takers. Relies heavily or
exclusively on multiple-choice questions. Tests that are administered and
scored under uniform (standardized) conditions.
Standards: Degrees or levels of achievement based on grade level curriculum. In
current usage, the term usually refers to specific criteria for what students are
expected to learn and be able to do. These standards usually take two forms
in the curriculum:
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 130 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 123 Site-Based Decision-making: A system of school governance by which most decisions, including staffing and spending decisions, are made at the level of the individual school, rather than at district or other agency level. Also known as school-based or site-based management. (Schools or sites are not necessarily whole buildings. In some cases, a building may house several schools.) Site-based decision-making is frequently confused with participatory or shared decision-making. Some schools have teams composed of administrators, teachers, and parents; some include student representatives, community members, and one or more business partners. Team members share responsibility for educational, leadership, and administrative functions. In fact, site-based decision-making does not depend on any particular arrangements for governance at the school level. Some highly successful programs assign authority to school principals, who are responsible for deciding how best to involve others. And shared decision-making tends to be more successful when local administrators use it voluntarily. Standardized Test: A test that is the same format for all takers. Relies heavily or exclusively on multiple-choice questions. Tests that are administered and scored under uniform (standardized) conditions. Standards: Degrees or levels of achievement based on grade level curriculum. In current usage, the term usually refers to specific criteria for what students are expected to learn and be able to do. These standards usually take two forms in the curriculum: |
