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The Rowland Unified School District has made significant gains in student achievement as evidenced by the data provided through the California Department of Education (http://dq.cde.ca.gov/dataquest). The data indicates the District‘s AYP, which measures the percentage of students who are proficient or above, has grown from 49.9% to 56.5% since 2008 in English language arts. During the same period, the District‘s AYP grew from 56.1% to 61.3% in mathematics and the API increased from 764 to 792. However, there is still a significant achievement gap between the subgroups. Specifically, the Latino subgroup has an achievement gap, when measured by the AYP, of almost 40 percentage points when compared to the other major subgroup, the Asian student subgroup, in the area of English language arts. Between these two groups, there is also a gap of 38 percentage points in the area of mathematics. The gap for the Latino subgroup when measured by the API is 132 points below the Asian student population subgroup.
As expressed by District leadership, differing geographical areas of the District appear to have inconsistent levels of success in reducing the achievement gap. Specifically, the District seems to be divided by a north-south corridor divided by the Pomona Freeway (Highway 60). Like much of the state, geographic areas of higher socioeconomic status (SES) appear to be having more success than other areas within the District. Within RUSD, this physical boundary can be measured geographically by the division created by Highway 60. A higher SES exists south of the highway and a lower SES exists on the northern side of the highway. There are twelve schools located on the northern side of the District. The northern side of the District serves larger numbers of English learners when compared to the southern portion of RUSD. Ten of the twelve
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 11 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 6 The Rowland Unified School District has made significant gains in student achievement as evidenced by the data provided through the California Department of Education (http://dq.cde.ca.gov/dataquest). The data indicates the District‘s AYP, which measures the percentage of students who are proficient or above, has grown from 49.9% to 56.5% since 2008 in English language arts. During the same period, the District‘s AYP grew from 56.1% to 61.3% in mathematics and the API increased from 764 to 792. However, there is still a significant achievement gap between the subgroups. Specifically, the Latino subgroup has an achievement gap, when measured by the AYP, of almost 40 percentage points when compared to the other major subgroup, the Asian student subgroup, in the area of English language arts. Between these two groups, there is also a gap of 38 percentage points in the area of mathematics. The gap for the Latino subgroup when measured by the API is 132 points below the Asian student population subgroup. As expressed by District leadership, differing geographical areas of the District appear to have inconsistent levels of success in reducing the achievement gap. Specifically, the District seems to be divided by a north-south corridor divided by the Pomona Freeway (Highway 60). Like much of the state, geographic areas of higher socioeconomic status (SES) appear to be having more success than other areas within the District. Within RUSD, this physical boundary can be measured geographically by the division created by Highway 60. A higher SES exists south of the highway and a lower SES exists on the northern side of the highway. There are twelve schools located on the northern side of the District. The northern side of the District serves larger numbers of English learners when compared to the southern portion of RUSD. Ten of the twelve |
