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150
the reform implementation successful. RUSD’s shared vision for reform has
signaled a district commitment to system-wide change.
From the very first interaction with the district is was clear that through their
partnership with the Ball Foundation their had been substantial work on creating a
clear vision. All the district leadership was able to articulate how their particular
department contributed to the overall district vision.
English Language Learner Advocacy
RUSD has very dedicated and effective advocates for the improvement of EL
instruction and services. These advocates have helped guide and advance the
district’s EL reform agenda. One of these advocates in specific is the Director of
Curriculum and Bilingual Education. Everyone interviewed spoke about the positive
support for the changes in the EL reform from the school board, the superintendent,
and the bilingual education director. The superintendent and the director of
Curriculum and Bilingual Education not only have the expertise needed but also the
commitment required for improving the quality of EL instruction in RUSD. The
Curriculum and Bilingual Education Director has taken proactive steps to build a
culture of collaboration. The bilingual education director understands the importance
of setting high standards for EL achievement. The bilingual education director also
makes every effort to provide the tools and curriculum support that schools may need
to meet these high standards. The director believes in the importance of research
based strategies and supporting the use of data to improve instruction and services
for ELs.
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 157 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 150 the reform implementation successful. RUSD’s shared vision for reform has signaled a district commitment to system-wide change. From the very first interaction with the district is was clear that through their partnership with the Ball Foundation their had been substantial work on creating a clear vision. All the district leadership was able to articulate how their particular department contributed to the overall district vision. English Language Learner Advocacy RUSD has very dedicated and effective advocates for the improvement of EL instruction and services. These advocates have helped guide and advance the district’s EL reform agenda. One of these advocates in specific is the Director of Curriculum and Bilingual Education. Everyone interviewed spoke about the positive support for the changes in the EL reform from the school board, the superintendent, and the bilingual education director. The superintendent and the director of Curriculum and Bilingual Education not only have the expertise needed but also the commitment required for improving the quality of EL instruction in RUSD. The Curriculum and Bilingual Education Director has taken proactive steps to build a culture of collaboration. The bilingual education director understands the importance of setting high standards for EL achievement. The bilingual education director also makes every effort to provide the tools and curriculum support that schools may need to meet these high standards. The director believes in the importance of research based strategies and supporting the use of data to improve instruction and services for ELs. |
