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22
the narrowing of the Hispanic achievement gap in all schools within the District. The Hispanic subgroup is significant within RUSD and achievement of this goal would certainly result in significant API gains and movement toward meeting its AYP as well as lead to its removal from PI status. As stated earlier, RUSD recognizes this need and has taken a positive step by forming a partnership with the Ball Foundation. However, the goal has remained elusive as schools above Highway 60 lag behind those below. Identifying root causes and offering solutions, under this consultant model, may be of great value to the RUSD.
This inquiry project proposed a systematic investigation (Appendix A) with the use of the Clark and Estes (2002) Gap Analysis model as a framework, district cooperation, and utilization of outside resources to assist in closing achievement gaps. Examination of the root causes (knowledge/skills, organization/culture, and motivation) through structured interview questionnaires, unstructured interviews, focus groups, artifacts and available data shed light into the challenges districts face in implementing district-level school reform as a means of closing achievement gaps and meeting state and federal mandates requiring increased accountability and improved student performance.
More specifically, this inquiry project focused on district-level school reform at the Rowland Unified School District to assist RUSD district leaders in evaluating current District-level reform strategies, providing documented analysis of its efforts while at the same time suggesting possible solutions to assist RUSD in meeting its goals. The intention was to provide a comprehensive evaluation, through the framework of Clark
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 27 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 22 the narrowing of the Hispanic achievement gap in all schools within the District. The Hispanic subgroup is significant within RUSD and achievement of this goal would certainly result in significant API gains and movement toward meeting its AYP as well as lead to its removal from PI status. As stated earlier, RUSD recognizes this need and has taken a positive step by forming a partnership with the Ball Foundation. However, the goal has remained elusive as schools above Highway 60 lag behind those below. Identifying root causes and offering solutions, under this consultant model, may be of great value to the RUSD. This inquiry project proposed a systematic investigation (Appendix A) with the use of the Clark and Estes (2002) Gap Analysis model as a framework, district cooperation, and utilization of outside resources to assist in closing achievement gaps. Examination of the root causes (knowledge/skills, organization/culture, and motivation) through structured interview questionnaires, unstructured interviews, focus groups, artifacts and available data shed light into the challenges districts face in implementing district-level school reform as a means of closing achievement gaps and meeting state and federal mandates requiring increased accountability and improved student performance. More specifically, this inquiry project focused on district-level school reform at the Rowland Unified School District to assist RUSD district leaders in evaluating current District-level reform strategies, providing documented analysis of its efforts while at the same time suggesting possible solutions to assist RUSD in meeting its goals. The intention was to provide a comprehensive evaluation, through the framework of Clark |
