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132
National Head Start Association. (2009). About the national Head Start Association.
Retrieved from www.NHSA.org/about_nhsa on: 5/1/2010.
Newsweek Magazine. (2009). One of top high schools in the nation. Retrieved from
http://rhs.rowlandschools.org/index.jsp on August 9, 2010.
No Child Left Behind Act of 2001
Olsen, L. (2010). Reparable harm: Fulfilling the unkept promise of educational
opportunity for California’s long term English learners. Californians
Together
Padilla, A., & Gonzalez, R. (2001) Academic performance of immigrant and U.S.-
born Mexican heritage students: Effects of schooling in Mexico and
bilingual/ESL instruction. American Educational Research Journal, 38(3),
727-742.
Pappano, L. (2010). Scenes from the school turnaround movement: Passion,
frustration, mid-course corrections make rapid reforms. Harvard Education
Letter.
Patton, M. (2002). Qualitative designs and data collection (3rd ed.). Thousand Oaks,
CA: Sage
Pearson, P., & Raphael, T. (1999). Toward a more complex view of balance in the
literacy curriculum. In W.D. Hammond & T.E. Raphael (Ed.), Early literacy
instruction for the new millennium (pp. 1-21). Grand Rapids: Michigan
Reading Association.
Plessy v. Ferguson, 163 U.S. 537 (1896).
Reed, D. (2002). Brown v. Board of Education: Its impact and what is left undone.
Retrieved from www.wilsoncenter.org/topics/pubs/ACF23A.pdf on:
4/20/2010.
Reeves, D. B. (2009). Leading change in your school: How to conquer myths, build
commitment, and get results. ASCD: Alexandria, VA.
Research and Policy. Long Beach, CA: Californians Together Research and Policy.
Rickey, D. L. (2008). An action research study of the use of adult and
transformational learning theory to guide professional development for
teachers. Dissertation: Capella University.
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 139 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 132 National Head Start Association. (2009). About the national Head Start Association. Retrieved from www.NHSA.org/about_nhsa on: 5/1/2010. Newsweek Magazine. (2009). One of top high schools in the nation. Retrieved from http://rhs.rowlandschools.org/index.jsp on August 9, 2010. No Child Left Behind Act of 2001 Olsen, L. (2010). Reparable harm: Fulfilling the unkept promise of educational opportunity for California’s long term English learners. Californians Together Padilla, A., & Gonzalez, R. (2001) Academic performance of immigrant and U.S.- born Mexican heritage students: Effects of schooling in Mexico and bilingual/ESL instruction. American Educational Research Journal, 38(3), 727-742. Pappano, L. (2010). Scenes from the school turnaround movement: Passion, frustration, mid-course corrections make rapid reforms. Harvard Education Letter. Patton, M. (2002). Qualitative designs and data collection (3rd ed.). Thousand Oaks, CA: Sage Pearson, P., & Raphael, T. (1999). Toward a more complex view of balance in the literacy curriculum. In W.D. Hammond & T.E. Raphael (Ed.), Early literacy instruction for the new millennium (pp. 1-21). Grand Rapids: Michigan Reading Association. Plessy v. Ferguson, 163 U.S. 537 (1896). Reed, D. (2002). Brown v. Board of Education: Its impact and what is left undone. Retrieved from www.wilsoncenter.org/topics/pubs/ACF23A.pdf on: 4/20/2010. Reeves, D. B. (2009). Leading change in your school: How to conquer myths, build commitment, and get results. ASCD: Alexandria, VA. Research and Policy. Long Beach, CA: Californians Together Research and Policy. Rickey, D. L. (2008). An action research study of the use of adult and transformational learning theory to guide professional development for teachers. Dissertation: Capella University. |
