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Rowland Unified School District (RUSD), a mid-sized district serving a predominantly Hispanic/Latino and Asian student population in the San Gabriel Valley of Los Angeles County mirrors the statewide dilemma of the achievement gap between student subgroups. As a result, the RUSD has taken on the challenge of meeting the NCLB mandates and statewide goals in innovative ways, such as partnerships with outside groups including the Ball Foundation, a non-profit organization that provides support in school reform with an emphasis in professional development and literacy; the creation of an Instructional Cabinet, a District team with representatives from all employee groups within the organization, aimed at closing the gaps in student achievement; and intra-site Communities of Practice (COP) designed to further flatten the organizational hierarchy in a culture of decentralization. The RUSD leadership‘s efforts toward increased student achievement have resulted in recognized achievement including the designation of four National Blue Ribbon Schools, 16 California State Distinguished schools, and a high school named ―One of the Top High Schools in the Nation‖ by Newsweek Magazine.
Despite all its accolades and distinctions, Rowland Unified School District (RUSD) has yet to achieve the national NCLB goal of math and English proficiency for all students and the statewide goal of an 800 API score for all schools, a daunting task not unfamiliar to many districts within the state. RUSD has 12 or over 50% of its schools identified in Program Improvement (PI) status as a result of not meeting the state and federal goals over a period of time.
Object Description
| Title | Comprehensive school reform: Effective implementation |
| Author | Hasson, Monalisa |
| Author email | hasson62@sbcglobal.net; monalish@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 | 2011-04-19 |
| Advisor (committee chair) | Rueda, Robert S. |
| Advisor (committee member) |
Marsh, David D. Escalante, Michael F. |
| Abstract | Over the last decade, districts throughout the nation have been challenged with the goal of improving student achievement with the ultimate target of attaining 100% proficiency in the core subject areas across all student subgroups. This is an ambitious endeavor that most would agree should be the ultimate goal regardless of socioeconomic status, primary language, or ethnicity of the students which a district serves. The dilemma schools face is in the implementation of comprehensive school reforms that will move districts toward this goal.; This inquiry-based project investigated the Rowland Unified School District through a collaborative model of research using the gap analysis method developed by Clark and Estes (2002) to identify possible barriers to full and effective implementation of comprehensive reform efforts in the District. The body of literature identified components or elements of effective implementation. The research team used this literature research to inform the study of the District, the research team’s findings, conclusions, and possible solutions. |
| Keyword | comprehensive school reform; program improvement; goal alignment; decentralization; 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 | 2000/2010 |
| 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-m3758 |
| Contributing entity | University of Southern California |
| Rights | Hasson, Monalisa |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Hasson-4529 |
| Archival file | uscthesesreloadpub_Volume62/etd-Hasson-4529.pdf |
Description
| Title | Page 10 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 5 Rowland Unified School District (RUSD), a mid-sized district serving a predominantly Hispanic/Latino and Asian student population in the San Gabriel Valley of Los Angeles County mirrors the statewide dilemma of the achievement gap between student subgroups. As a result, the RUSD has taken on the challenge of meeting the NCLB mandates and statewide goals in innovative ways, such as partnerships with outside groups including the Ball Foundation, a non-profit organization that provides support in school reform with an emphasis in professional development and literacy; the creation of an Instructional Cabinet, a District team with representatives from all employee groups within the organization, aimed at closing the gaps in student achievement; and intra-site Communities of Practice (COP) designed to further flatten the organizational hierarchy in a culture of decentralization. The RUSD leadership‘s efforts toward increased student achievement have resulted in recognized achievement including the designation of four National Blue Ribbon Schools, 16 California State Distinguished schools, and a high school named ―One of the Top High Schools in the Nation‖ by Newsweek Magazine. Despite all its accolades and distinctions, Rowland Unified School District (RUSD) has yet to achieve the national NCLB goal of math and English proficiency for all students and the statewide goal of an 800 API score for all schools, a daunting task not unfamiliar to many districts within the state. RUSD has 12 or over 50% of its schools identified in Program Improvement (PI) status as a result of not meeting the state and federal goals over a period of time. |
