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183
Possible Gap Recommendations Rationale
Evidence/
Literature
A gap of
cultural
knowledge of
students’
backgrounds
and
experiences
Cultural Proficiency:
a way of being that
enable both
individuals and
organizations to
respond effectively to
people who differ
from them
By increasing sociocultural
competence, instructional and
pedagogical factors can be considered
in light of cultural practices in the
homes and community.
Lindsey,
Robins, &
Terrel (2003)
Funds of Knowledge:
considers the
everyday knowledge
of families &
communities as
resources to be used in
instruction
By responding to deficit views of
students from diverse language and
cultural backgrounds, educators
consider the everyday knowledge of
families and communities as resources
which can be used in instruction.
By connecting classroom instruction
with communities, student interest will
increase as will student motivation.
Gonzalez,
Moll, Floyd-
Tenery,
Rivera,
Rendon,
Gonzalez, &
Amanti
(1993)
Cultural Modeling:
goal is to connect
students’ knowledge
from the home with
knowledge presented
at school
By making recognizable connections
between the home and school content
for students, students better understand
the content presented at school.
By incorporating students’ everyday
experiences into the curriculum,
students are better able to identify
strategies for meaning-making as they
move from analyzing personally
meaningful texts to canonical works of
literature.
Lee,
Rosenfeld,
Mendenhall,
Rivers, &
Tynes (2003)
Third Space:
establish a connection
between the student
and classroom culture
so that students
understand how to
participate in the class
To transform the current educational
system into a more equitable system
for all students by establishing a
connection between the student and
classroom culture so that students
understand how to participate in the
class.
By developing a rich curriculum with
various methods of interaction,
students begin to understand who they
are what they may accomplish
academically and beyond.
Gutierrez
(1995)
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 190 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 183 Possible Gap Recommendations Rationale Evidence/ Literature A gap of cultural knowledge of students’ backgrounds and experiences Cultural Proficiency: a way of being that enable both individuals and organizations to respond effectively to people who differ from them By increasing sociocultural competence, instructional and pedagogical factors can be considered in light of cultural practices in the homes and community. Lindsey, Robins, & Terrel (2003) Funds of Knowledge: considers the everyday knowledge of families & communities as resources to be used in instruction By responding to deficit views of students from diverse language and cultural backgrounds, educators consider the everyday knowledge of families and communities as resources which can be used in instruction. By connecting classroom instruction with communities, student interest will increase as will student motivation. Gonzalez, Moll, Floyd- Tenery, Rivera, Rendon, Gonzalez, & Amanti (1993) Cultural Modeling: goal is to connect students’ knowledge from the home with knowledge presented at school By making recognizable connections between the home and school content for students, students better understand the content presented at school. By incorporating students’ everyday experiences into the curriculum, students are better able to identify strategies for meaning-making as they move from analyzing personally meaningful texts to canonical works of literature. Lee, Rosenfeld, Mendenhall, Rivers, & Tynes (2003) Third Space: establish a connection between the student and classroom culture so that students understand how to participate in the class To transform the current educational system into a more equitable system for all students by establishing a connection between the student and classroom culture so that students understand how to participate in the class. By developing a rich curriculum with various methods of interaction, students begin to understand who they are what they may accomplish academically and beyond. Gutierrez (1995) |
