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128
Cobb, C. (2004). Improving adequate yearly progress for English language
learners. Naperville, IL: Learning Point Associates.
Coleman, J. (1966). Equality of educational opportunity study. Washington, DC:
U.S. Department of Health, Education and Welfare, Office of Education,
National Center for Education.
Collier, V. P. (2009, October). A synthesis of studies examining long-term language
minority student data on academic achievement. Bilingual Research Journal,
16(1-2), 187-212.
Council for the Great City Schools. (1992). Succeeding with English Language
Learners: Lessons Learned from the Great City Schools. Washington DC.
Retrieved August 9, 2010 from www.cgcs.org
Curran, B. (2005). Graduation counts: A report to the National Governor’s
Association Task Force on State High School Graduation Rates. Retrieved
from
http://www.nga.org/portal/site/nga/menuitem.9123e83a1f6786440ddcbeeb50
1010 on: 4/28/2010.
Darling-Hammond, L. (2007). Evaluating “no child left behind.” Retrieved from
http://www.thenation.com/doc/20070521/darling-hammond on: 4/27/2010.
DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: A
handbook for professional learning communities at work. Bloomington, IN:
Solution Tree.
EdSource (2006).
Elmore, R.F. (1993). Building a new structure for school leadership. Washington,
DC: Albert Shanker Institute.
Foley, E. (2001, August). Contradictions and control in systemic reform: The
ascendancy of the central office in Philadelphia schools. Philadelphia:
Consortium for Policy and Research in Education.
Freeman, Y., Freeman, D., & Mercuri, S. (2002). Closing the achievement gap: How
to reach limited-formal schooling and long-term English learners.
Portsmouth, NH: Heinemann.
Fullan, Michael. (1993). Change forces: Probing the depths of educational reform.
Levittown, PA.: Falmer Press.
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 135 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 128 Cobb, C. (2004). Improving adequate yearly progress for English language learners. Naperville, IL: Learning Point Associates. Coleman, J. (1966). Equality of educational opportunity study. Washington, DC: U.S. Department of Health, Education and Welfare, Office of Education, National Center for Education. Collier, V. P. (2009, October). A synthesis of studies examining long-term language minority student data on academic achievement. Bilingual Research Journal, 16(1-2), 187-212. Council for the Great City Schools. (1992). Succeeding with English Language Learners: Lessons Learned from the Great City Schools. Washington DC. Retrieved August 9, 2010 from www.cgcs.org Curran, B. (2005). Graduation counts: A report to the National Governor’s Association Task Force on State High School Graduation Rates. Retrieved from http://www.nga.org/portal/site/nga/menuitem.9123e83a1f6786440ddcbeeb50 1010 on: 4/28/2010. Darling-Hammond, L. (2007). Evaluating “no child left behind.” Retrieved from http://www.thenation.com/doc/20070521/darling-hammond on: 4/27/2010. DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree. EdSource (2006). Elmore, R.F. (1993). Building a new structure for school leadership. Washington, DC: Albert Shanker Institute. Foley, E. (2001, August). Contradictions and control in systemic reform: The ascendancy of the central office in Philadelphia schools. Philadelphia: Consortium for Policy and Research in Education. Freeman, Y., Freeman, D., & Mercuri, S. (2002). Closing the achievement gap: How to reach limited-formal schooling and long-term English learners. Portsmouth, NH: Heinemann. Fullan, Michael. (1993). Change forces: Probing the depths of educational reform. Levittown, PA.: Falmer Press. |
