Page 1 |
Save page Remove page | Previous | 1 of 195 | Next |
|
small (250x250 max)
medium (500x500 max)
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
Subset |
AN APPLICATION OF CLARK AND ESTES’ (2002) GAP ANALYSIS MODEL:
CLOSING KNOWLEDGE, MOTIVATION, AND ORGANIZATIONAL GAPS THAT
PREVENT GLENDALE UNIFIED SCHOOL DISTRICT STUDENTS FROM
ACCESSING FOUR-YEAR UNIVERSITIES
by
Danny Young Kim
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirement for the Degree
DOCTOR OF EDUCATION
May 2011
Copyright 2011 Danny Young Kim
Object Description
| Title | An application of Clark and Estes' (2002) gap analysis model: closing knowledge, motivation, and organizational gaps that prevent Glendale Unified School District students from accessing four-year universities |
| Author | Kim, Danny Young |
| Author email | dannyyki@usc.edu; dannykimchee@hotmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-01-22 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-02-22 |
| Advisor (committee chair) |
Marsh, David Rueda, Robert |
| Advisor (committee member) | Arias, Robert |
| Abstract | This alternative capstone project examined and analyzed the four-year college access and participation problem in Glendale Unified School District (GUSD) through Clark and Estes’ (2002) Gap Analysis Model. A three-member team of USC doctoral students assisted GUSD--an urban school district in north Los Angeles--by using the Gap Analysis process to unearth root causes to the four-year college participation gap. Clark and Estes (2002) assert that gaps in performance are caused by three distinct factors: lack of knowledge and/or skills; lack of motivation; and, organizational/cultural barriers.; Our project team was brought in by GUSD to serve as a consultative/assistance team in helping the school district better understand and analyze the root causes that prevented certain student subgroups from entering four-year universities. The project team conducted extensive interviews to determine these root causes and organized our findings into three emergent themes: a lack of explicit goals; persistent barriers for specific minority students; and, systems that prevent students from maximizing the two-year to four-year college transfer pathway. In addition, research-based solutions to close respective gaps were identified. The solutions centered around the creation and communication of explicit goals regarding four-year colleges; increasing the overall number of four-year eligible students and providing strategic intervention for underrepresented minority students; and, maximizing the success rate of community college to four-year university transfer students. The findings, along with solutions for effective change, were presented to the GUSD Superintendent of Schools and his Cabinet. |
| Keyword | college access; gap analysis; college participation; four-year university access |
| Geographic subject | school districts: Glendale Unified School District |
| Geographic subject (state) | California |
| 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-m3671 |
| Rights | Kim, Danny Young |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Kim-4349 |
| Archival file | uscthesesreloadpub_Volume44/etd-Kim-4349.pdf |
Description
| Title | Page 1 |
| Full text | AN APPLICATION OF CLARK AND ESTES’ (2002) GAP ANALYSIS MODEL: CLOSING KNOWLEDGE, MOTIVATION, AND ORGANIZATIONAL GAPS THAT PREVENT GLENDALE UNIFIED SCHOOL DISTRICT STUDENTS FROM ACCESSING FOUR-YEAR UNIVERSITIES by Danny Young Kim A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirement for the Degree DOCTOR OF EDUCATION May 2011 Copyright 2011 Danny Young Kim |
Comments
Post a Comment for Page 1
