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133
Rowland Unified School District. (2010) retrieved from
www.rowlandschools.org/apps/pages on July 5, 2010.
Rueda, R. (2006). Motivational and cognitive aspects of culturally accommodated
instruction: The case of reading comprehension. In D.M. McInerney, M.
Dowson, & S. Van Etten (Eds.), Effective schools: Vol. 6: Research on sociocultural
influrnces on motivation and learning. (pp. 135-158). Greenwich,
Connecticut: Information Age Publishing.
Rueda, R., & Yaden, D. (2006). The literacy education of linguistically and
culturally diverse young children: An overview of outcomes, assessment,
and large-scale interventions. In B. Spodek & O.N. Saracho (Eds.),
Handbook of Research on the Education of Young Children, 2nd Ed., (pp.
167-186). Mahwah, NF: Lawrence Erlbaum Assoc., Pub.
Rueda, R. (2005). Student learning and assessment: Setting an agenda. In P.
Pedraza & M. Rivera (Eds.), Latino education: Setting an agenda. (pp. 185-
204). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Rueda, R., Monzo, L., & Arzubiaga, A. (2003). Academic instrumental knowledge:
Deconstructing cultural capital theory for strategic intervention approaches.
Current Issues in Education, 6(14).
Rumberger, R.W., & Gandara, P. (2005, Winter). How well are California’s English
learners mastering English? UC Linguistic Minority Research Institute
Newsletter, 15(2), 1-2.
Rumberger, R. and Gandara, P. (2000). The schooling of English learners. In G.
Hayward and E. Burr (Eds.) Conditions of Education 2000. Berkeley CA:
University of California, Policy Analysis for California Education.
Sergiovanni, T.J. (2001). The principalship: A reflective perspective. Fourth
Edition. Needham Heights, MA: Allyn & Bacon/Longman Publishing.
Short, D.J., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions
to acquiring language and academic literacy for adolescent English
language learners- a report to Carnegie Corporation of New York.
Washington, DC: Alliance for Excellent Education.
Singham, M. (1998). The canary in the mine: The achievement gap between black
and white students. Phi Delta Kappan, 80(2), 9-18.
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 140 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 133 Rowland Unified School District. (2010) retrieved from www.rowlandschools.org/apps/pages on July 5, 2010. Rueda, R. (2006). Motivational and cognitive aspects of culturally accommodated instruction: The case of reading comprehension. In D.M. McInerney, M. Dowson, & S. Van Etten (Eds.), Effective schools: Vol. 6: Research on sociocultural influrnces on motivation and learning. (pp. 135-158). Greenwich, Connecticut: Information Age Publishing. Rueda, R., & Yaden, D. (2006). The literacy education of linguistically and culturally diverse young children: An overview of outcomes, assessment, and large-scale interventions. In B. Spodek & O.N. Saracho (Eds.), Handbook of Research on the Education of Young Children, 2nd Ed., (pp. 167-186). Mahwah, NF: Lawrence Erlbaum Assoc., Pub. Rueda, R. (2005). Student learning and assessment: Setting an agenda. In P. Pedraza & M. Rivera (Eds.), Latino education: Setting an agenda. (pp. 185- 204). Mahwah, New Jersey: Lawrence Erlbaum Associates. Rueda, R., Monzo, L., & Arzubiaga, A. (2003). Academic instrumental knowledge: Deconstructing cultural capital theory for strategic intervention approaches. Current Issues in Education, 6(14). Rumberger, R.W., & Gandara, P. (2005, Winter). How well are California’s English learners mastering English? UC Linguistic Minority Research Institute Newsletter, 15(2), 1-2. Rumberger, R. and Gandara, P. (2000). The schooling of English learners. In G. Hayward and E. Burr (Eds.) Conditions of Education 2000. Berkeley CA: University of California, Policy Analysis for California Education. Sergiovanni, T.J. (2001). The principalship: A reflective perspective. Fourth Edition. Needham Heights, MA: Allyn & Bacon/Longman Publishing. Short, D.J., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners- a report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education. Singham, M. (1998). The canary in the mine: The achievement gap between black and white students. Phi Delta Kappan, 80(2), 9-18. |
