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145
performance thus helping RUSD meet their growth goals and objectives. The gap
analysis process can also help teams identify potential root causes for performance
problems, and potential solutions to effectively address their performance gaps. By
measuring gaps between their desired and actual goals and objectives, teams
strategize to effectively address and close the gaps. The gap analysis process
involves a five-step approach, (Clark & Estes, 2002).
Five Steps to the Gap Analysis Process
The Gap model has five steps to ensure a systematic application of the
model. The first step is to Define Goals: this step is a guide in how the performance
goals should be written and how to create a plan to achieve the goals. In this step the
goals will be examined at three levels: long term goals, intermediate goals, and day to
day goals. Goals are reviewed to ensure they are aligned at all levels, they are
measurable, and that goals fit in within each other. The goals that are set need to be
‘concrete’ goals that are clear, measurable and supported by all the stakeholders
because they are ‘C3 Goals’ (Clark & Estes 2002). “The best work goals are C3
Goals: Concrete, Challenging, and Current” (Clark & Estes, 2002, p. 26). A concrete
goal is one that is easy to understand and can be measured. A challenging goal is one
that would be a feasible next step. A current goal is one that can be attained in a
shorter amount of time (weeks or months vs. years).
The second step is to Determine Gaps. The current level of performance is
compared to a standard that represents a desired level of performance. This
Object Description
| Title | An alternative capstone project: A gap analysis inquiry project on the district reform efforts and its impact in narrowing the Hispanic EL achievement gap in Rowland Unified School District |
| Author | Molina-Solis, Lesette Wendy |
| Author email | lwm5995@lausd.net; molinaso@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 | 2011-04-28 |
| Advisor (committee chair) |
Rueda, Robert S. Marsh, David D. |
| Advisor (committee member) | Escalante, Michael F. |
| Abstract | The purpose of this case study was to conduct a gap analysis for the pervasive underperformance of Hispanic English Learner (EL) students in Rowland Unified School District. This qualitative inquiry project looked at educational practices from elementary through middle school throughout the district and how these aligned to district initiatives for narrowing the gap. Through the use of interviews, observations and surveys, the authors gathered information to develop perceived root causes and then formulate solutions to present to the Superintendent and her executive board.; The process of change, district support and cultural proficiency all contributed to the existing Hispanic EL achievement gap in Rowland Unified. Despite the district’s efforts in addressing the students’ needs via district wide initiatives supported from a grant through the Ball Foundation, high beliefs in collaboration and de-centralized nature of the district, Hispanic EL student needs were not adequately being addressed. In actuality, the fairly recent programs identified to address EL needs had not been fully implemented by all district stakeholders. Although district level personnel demonstrated much support and commitment to addressing EL student needs, the decentralized nature of the district hampered the implementation with fidelity of EL classroom strategies. Lastly, a sufficient percentage of staff members had perceived assumptions about their students’ academic progress. The staff overwhelming demonstrated limited cultural proficiency about their students’ home life, background and knowledge base to adequately aid their students in gaining access to the classroom curriculum. In addition to sustaining and ensuring implementation of research based effective teaching practices for ELs, staff members need to increase their understanding of their students’ cultural background through guidance and increased accountability from the district. |
| Keyword | Hispanic EL; achievement gap; 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 | 2001/2010 |
| 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-m3802 |
| Contributing entity | University of Southern California |
| Rights | Molina-Solis, Lesette Wendy |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-MolinaSolis-4309 |
| Archival file | uscthesesreloadpub_Volume14/etd-MolinaSolis-4309.pdf |
Description
| Title | Page 152 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 145 performance thus helping RUSD meet their growth goals and objectives. The gap analysis process can also help teams identify potential root causes for performance problems, and potential solutions to effectively address their performance gaps. By measuring gaps between their desired and actual goals and objectives, teams strategize to effectively address and close the gaps. The gap analysis process involves a five-step approach, (Clark & Estes, 2002). Five Steps to the Gap Analysis Process The Gap model has five steps to ensure a systematic application of the model. The first step is to Define Goals: this step is a guide in how the performance goals should be written and how to create a plan to achieve the goals. In this step the goals will be examined at three levels: long term goals, intermediate goals, and day to day goals. Goals are reviewed to ensure they are aligned at all levels, they are measurable, and that goals fit in within each other. The goals that are set need to be ‘concrete’ goals that are clear, measurable and supported by all the stakeholders because they are ‘C3 Goals’ (Clark & Estes 2002). “The best work goals are C3 Goals: Concrete, Challenging, and Current” (Clark & Estes, 2002, p. 26). A concrete goal is one that is easy to understand and can be measured. A challenging goal is one that would be a feasible next step. A current goal is one that can be attained in a shorter amount of time (weeks or months vs. years). The second step is to Determine Gaps. The current level of performance is compared to a standard that represents a desired level of performance. This |
