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149
What follows is a summary of the findings collected through the review of
documents and the interview process. First, is a summary of RUSD’s strengths
currently operating at the district and school levels towards meeting the organizational
goal of closing the Hispanic EL achievement gap. This is followed by a summary of
the emergent themes as to what the team found to be hindering RUSD from closing the
Hispanic EL achievement gap.
Strengths
RUSD is a highly successful district as evidenced by countless honors and
national respect it has received. RUSD earned four National Blue Ribbon, sixteen
California Distinguished Schools, and several Golden Bell Awards. There are
numerous exceptional practices that RUSD already has in place that are an excellent
launching pad for propelling their efforts to close the EL Hispanic achievement gap.
Rowland has a culture of professionalism and high expectations among the
staff that contribute to the academic success of students. Every person that the
inquiry team encountered expressed personal pride they had in working for Rowland
and for the children they serve. Many of those interviewed were also proud to share
that they are alumni of RUSD and that they have placed their own children in the
Rowland school district.
Clear Vision for Reform
In RUSD, there seems to be a great support for the advancement of a clear
and unified vision of the district reform efforts. The process of establishing this
vision and rallying support behind district goals created the necessary buy-in to make
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 156 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 149 What follows is a summary of the findings collected through the review of documents and the interview process. First, is a summary of RUSD’s strengths currently operating at the district and school levels towards meeting the organizational goal of closing the Hispanic EL achievement gap. This is followed by a summary of the emergent themes as to what the team found to be hindering RUSD from closing the Hispanic EL achievement gap. Strengths RUSD is a highly successful district as evidenced by countless honors and national respect it has received. RUSD earned four National Blue Ribbon, sixteen California Distinguished Schools, and several Golden Bell Awards. There are numerous exceptional practices that RUSD already has in place that are an excellent launching pad for propelling their efforts to close the EL Hispanic achievement gap. Rowland has a culture of professionalism and high expectations among the staff that contribute to the academic success of students. Every person that the inquiry team encountered expressed personal pride they had in working for Rowland and for the children they serve. Many of those interviewed were also proud to share that they are alumni of RUSD and that they have placed their own children in the Rowland school district. Clear Vision for Reform In RUSD, there seems to be a great support for the advancement of a clear and unified vision of the district reform efforts. The process of establishing this vision and rallying support behind district goals created the necessary buy-in to make |
