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142
including, among others, English Learners (ELs). In order for schools to meet their
adequate yearly progress (AYP) growth targets, each one of four specifically
designated subgroups, (economically-disadvantaged, students of color, students with
disabilities, and students with limited English proficiency) must meet their expected
growth targets, as established by the federal guidelines in NCLB, (NEA, 2008).
NCLB, (2001) has brought educational issues affecting previously
unexamined student populations to the forefront. One consequence of the current
increase in accountability efforts is that, an academic achievement gap has surfaced
within the RUSD. Specifically, despite its consistent and continual efforts at
educational reform to maximize levels of student academic performance, RUSD has
entered Program Improvement (PI) status (CDE, 2010).
The Hispanic and the EL subgroups’ academic performance indicators
persistently show a gap when results are compared to academic levels of other
subgroups in the district. In 2008, all subgroups within RUSD met NCLB growth
targets, with the exception of two subgroups, Hispanic students and ELs. The
Hispanic subgroup and the EL subgroups scored lowest in academic attainment in
English Language Arts and Math. Achievement and attainment gaps between these
subgroups are evident at the elementary and middle school levels.
The current Hispanic achievement gap is of concern to RUSD students,
educators, and administrators. Increasingly severe sanctions will continue to
accumulate and negatively impact RUSD if the current patterns of student
performance gaps persist. Federal and state sanctions, including mandates to
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 149 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 142 including, among others, English Learners (ELs). In order for schools to meet their adequate yearly progress (AYP) growth targets, each one of four specifically designated subgroups, (economically-disadvantaged, students of color, students with disabilities, and students with limited English proficiency) must meet their expected growth targets, as established by the federal guidelines in NCLB, (NEA, 2008). NCLB, (2001) has brought educational issues affecting previously unexamined student populations to the forefront. One consequence of the current increase in accountability efforts is that, an academic achievement gap has surfaced within the RUSD. Specifically, despite its consistent and continual efforts at educational reform to maximize levels of student academic performance, RUSD has entered Program Improvement (PI) status (CDE, 2010). The Hispanic and the EL subgroups’ academic performance indicators persistently show a gap when results are compared to academic levels of other subgroups in the district. In 2008, all subgroups within RUSD met NCLB growth targets, with the exception of two subgroups, Hispanic students and ELs. The Hispanic subgroup and the EL subgroups scored lowest in academic attainment in English Language Arts and Math. Achievement and attainment gaps between these subgroups are evident at the elementary and middle school levels. The current Hispanic achievement gap is of concern to RUSD students, educators, and administrators. Increasingly severe sanctions will continue to accumulate and negatively impact RUSD if the current patterns of student performance gaps persist. Federal and state sanctions, including mandates to |
