A Capstone Project Using the Gap Analysis Model: Closing the College Readiness Gap for Latino English Language Learners with a Focus on College Affordability and Student Grades

Autor/in	Kurland, Michael A. T.
Titel	A Capstone Project Using the Gap Analysis Model: Closing the College Readiness Gap for Latino English Language Learners with a Focus on College Affordability and Student Grades
Quelle	(2013), (166 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-2451-8
Schlagwörter	Hochschulschrift; Dissertation; College Readiness; Achievement Gap; Hispanic American Students; English Language Learners; Underachievement; High School Students; Standardized Tests; Grades (Scholastic); Problem Solving; Student Costs; Motivation; Barriers; Interviews; Surveys; Focus Groups + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Performance deficiency; Leistungsschwäche; High school; High schools; Oberschule; Standadised tests; Standardisierter Test; Notenspiegel; Problemlösen; Studienkosten; psychologische; Motivation (psychologisch); Interviewing; Interviewtechnik; Survey; Umfrage; Befragung
Abstract	This capstone dissertation inquiry project focused on the underperformance of English language learners (ELLs) at a high school. The Clark and Estes' (2008) gap analysis model was the analytical framework used to conduct this inquiry. At the request of the school, the inquiry focus was on gaining a better understanding of the underachievement of ELL students as measured by standardized tests and grades, reclassified to fluent English proficient rates, and student eligibility to a four-year university, which ultimately became the focus. This study identified root causes and suggested research-based solutions, specifically developed to increase the number of Trojan High School (THS) Latino ELLs who would be eligible for acceptance to a four-year college. The research team acted as consultants to THS leadership, reviewed relevant research, conducted interviews, reviewed achievement data, assisted school officials in administering surveys, and hosted a parent focus group. The gap analysis process focused on the identification of root causes and possible solutions around three dimensions of performance gaps: knowledge, motivation, and organizational barriers. Each team member identified and studied two root causes and offered research-based recommendations (Jimenez, 2013; Morris, 2013). The root causes addressed in this study comprised of perceived affordability of four-year universities and the matching of grade expectations and motivation to grades earned. Research-based recommendations are discussed and because they are only relevant to the unique context of THS, caution should be exercised in applying the findings from this project to other school sites. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01