| The purpose of this inquiry project was to identify root causes for the persistent Hispanic English Learner (EL) achievement gap in Rowland Unified School District (RUSD). A consultative model approach was utilized during the inquiry in attempts to help RUSD. Using a gap analysis model, the inquiry team looked at knowledge, motivation, and organizational factors to uncover causes that manifest in student underperformance. This qualitative inquiry focused on elementary and middle grades. The objective was to find research based practices to maximize RUSD's resources and efforts in supplementing practical strategies to enhance RUSD's work in closing its Hispanic EL achievement gap.;Despite its commitment to academic excellence, district wide literacy implementation of the Ball Foundation's vision, and EL reform initiatives, RUSD found that their ELs' academic needs were not being met. Through reflective practice and reform initiatives, RUSD addressed these needs by adopting districtwide reform targeting all students, but specifically ELs. Although commitment was evident top down throughout RUSD, fidelity and consistency issues in implementation at the school level surfaced. These implementation gaps may be the result from RUSD's commitment to a philosophy of decentralized district practice. Staffs at various levels demonstrated impassioned commitment to their students' progress. However, a significant number of staffs demonstrated limited knowledge, motivation, and organizational awareness. This limitation may be impacting staffs' ability to collaborate and operate at optimal levels. This absence of implementation fidelity reflected itself in awareness, affecting classroom instruction and expectations. Recommendations were made to the district based on current theory and research, about possible steps to take that might serve to close the gaps. |
