A Capstone Project Using the Gap Analysis Model: Closing the College Readiness Gap for Latino English Language Learners with a Focus on School Support and School Counseling Resources

Autor/in	Jimenez, Evelyn
Titel	A Capstone Project Using the Gap Analysis Model: Closing the College Readiness Gap for Latino English Language Learners with a Focus on School Support and School Counseling Resources
Quelle	(2013), (154 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-2429-7
Schlagwörter	Hochschulschrift; Dissertation; College Readiness; Achievement Gap; Hispanic American Students; English Language Learners; Underachievement; High School Students; Grades (Scholastic); Problem Solving; Interviews; Surveys; Focus Groups; School Counseling; Parent Participation; Student Costs; Educational Objectives; Expectation + 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; Notenspiegel; Problemlösen; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; School counselling; Pädagogische Beratung; Elternmitwirkung; Studienkosten; Educational objective; Bildungsziel; Erziehungsziel; Expectancy; Erwartung
Abstract	This capstone project applied Clark and Estes' (2008) gap analysis framework to identify performance gaps, develop perceived root causes, validate the causes, and formulate research-based solutions to present to Trojan High School. The purpose was to examine ways to increase the academic achievement of ELL students, specifically Latinos, by determining the gap that lies between the school's desired results and its current performance. This project was carried out with an inquiry team of three doctoral students, and looked at the underachievement of ELL students as measured by the lack of students meeting eligibility to a four-year university. After looking at the goals of the school related to this population, and determining performance gaps, the inquiry team developed a list of possible causes. The team examined the list of possible causes through a review of data from interviews, surveys, a parent focus group, and achievement records. After analyzing the data, six primary causes were identified and validated: (a) achievement goals for ELLs were communicated in general form, (b) lack of enhanced parent-involvement initiatives, (c) lack of enhanced coordination of school support for ELLs, (d) inadequate access to school counseling resources, (e) lack of perceived university affordability, and (f) ELL student achievement was not consistent with their expectations. While the three dissertations (see Morris, 2013, and Kurland, 2013) of the inquiry team collectively offer solutions to the six causes identified, this dissertation focuses on solutions for two causes. The first set of solutions aims to build school wide support for ELLs and focuses on providing adequate school counseling resources to ELL students. [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