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143
reorganize and/or eventual takeover of school and/or district operations loom in the
realm of possible future sanctions. In order to avoid negative consequences such as
the ones outlined above, all national public school districts, including RUSD must
prepare all their student subgroups to meet the mandatory academic growth targets.
The Current Project
The current project is an inquiry project which is based at the University of
Southern California (USC). It is part of an alternative dissertation project which
involves teams of students working with two school districts, one being RUSD. The
faculty leaders of the project approached the district with a request to identify areas
that the district would like to receive feedback on. The present inquiry team has
focused on the achievement gaps for Hispanic students at the elementary and middle
school levels. The overall intent is to help, in a consultant role, uncover the root
causes of the achievement gaps in RUSD and pose possible solutions and next steps.
Purpose of the Project
The purpose of this project was to identify root causes of the academic
achievement gaps in RUSD, specifically for Hispanic EL students at the elementary
and secondary levels. Specifically, the goal was to implement the Clark and Estes
‘GAP Analysis’ mode to help RUSD close the existing and widening achievement
gap between Hispanic EL students and their elementary and middle school peers.
The GAP Analysis framework became the lens by which the inquiry project team
examined potential roots to student performance problems and root causes of the
Hispanic students and EL students’ achievement gaps within RUSD.
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 150 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 143 reorganize and/or eventual takeover of school and/or district operations loom in the realm of possible future sanctions. In order to avoid negative consequences such as the ones outlined above, all national public school districts, including RUSD must prepare all their student subgroups to meet the mandatory academic growth targets. The Current Project The current project is an inquiry project which is based at the University of Southern California (USC). It is part of an alternative dissertation project which involves teams of students working with two school districts, one being RUSD. The faculty leaders of the project approached the district with a request to identify areas that the district would like to receive feedback on. The present inquiry team has focused on the achievement gaps for Hispanic students at the elementary and middle school levels. The overall intent is to help, in a consultant role, uncover the root causes of the achievement gaps in RUSD and pose possible solutions and next steps. Purpose of the Project The purpose of this project was to identify root causes of the academic achievement gaps in RUSD, specifically for Hispanic EL students at the elementary and secondary levels. Specifically, the goal was to implement the Clark and Estes ‘GAP Analysis’ mode to help RUSD close the existing and widening achievement gap between Hispanic EL students and their elementary and middle school peers. The GAP Analysis framework became the lens by which the inquiry project team examined potential roots to student performance problems and root causes of the Hispanic students and EL students’ achievement gaps within RUSD. |
