Page 157 |
Save page Remove page | Previous | 157 of 194 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
151
Five Steps to the Gap Analysis Process:
1. Identify key organization goals and individual performance goals: determine if
goals at all levels – global, intermediate, and performance – are compatible,
aligned and support the larger organizational goals
2. Determine performance gaps: the distance between the current performance
levels and the desired goals to be reached
3. Analyze gaps to determine causes: the root causes may be based on
knowledge/skills, motivation, organizational barriers
4. Identify solutions based on: knowledge/skills, motivation, organizational process
and materials solution
5. Evaluate results, tune system and revise goals: evaluate the changes made and
determine if changes were worthwhile
Methodology
Project Timeline:
Fall
2009 • Meet with GUSD leaders to determine the performance goal: college access for all students
• Data collection on the school district and recent research on college access and multiple
pathways
Spring 2010 • Qualifying exams
• Conduct first and second round of interviews with key district personnel
• Complete Draft of Chapter 2 and address possible findings
• Institutional Review Board (IRB)
Summer
2010 • Complete data collection
• Complete Chapter 2
• Provide draft of Chapter 1
Object Description
| Title | Improving college participation success in Glendale Unified School District: An application of the gap analysis model |
| Author | Cassady, Dawn Marie |
| Author email | Kedwyn@aol.com; cassady@usc.edu |
| 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 | 2011-04-29 |
| Advisor (committee chair) | Marsh, David D. |
| Advisor (committee member) |
Rueda, Robert S. Arias, Robert J. |
| Abstract | From the time of Brown v. Board of Education, the role of education has been on the forefront of our social, political and economic landscape. Legislation such as the Elementary and Secondary Education Act and No Child Left Behind as well as publications like A Nation at Risk have all illustrated the lack of access, equity and achievement in American schools for the last fifty years. Currently, the United States has a 69% average high school graduation rate, which varies between subgroups and of those students only 57% continue their education in college.; Glendale Unified School District (GUSD) is a high-performing, large, urban school district that serves an economically and culturally diverse population. This project examined the root causes of the gaps in college going rates for all students as well as those of the underrepresented subgroups by applying the Clark and Estes (2005) gap analysis model. Gaps between goal achievement (college participation) and actual student performance were examined and then research-based solutions for closing the achievement gap and recommendations based on those solutions were recommended to the school district administrative team. |
| Keyword | secondary education; school reform; college access |
| Geographic subject | school districts: Glendale Unified School District |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 1954/2010 |
| 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-m3806 |
| Contributing entity | University of Southern California |
| Rights | Cassady, Dawn Marie |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Cassady-4360 |
| Archival file | uscthesesreloadpub_Volume14/etd-Cassady-4360.pdf |
Description
| Title | Page 157 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 151 Five Steps to the Gap Analysis Process: 1. Identify key organization goals and individual performance goals: determine if goals at all levels – global, intermediate, and performance – are compatible, aligned and support the larger organizational goals 2. Determine performance gaps: the distance between the current performance levels and the desired goals to be reached 3. Analyze gaps to determine causes: the root causes may be based on knowledge/skills, motivation, organizational barriers 4. Identify solutions based on: knowledge/skills, motivation, organizational process and materials solution 5. Evaluate results, tune system and revise goals: evaluate the changes made and determine if changes were worthwhile Methodology Project Timeline: Fall 2009 • Meet with GUSD leaders to determine the performance goal: college access for all students • Data collection on the school district and recent research on college access and multiple pathways Spring 2010 • Qualifying exams • Conduct first and second round of interviews with key district personnel • Complete Draft of Chapter 2 and address possible findings • Institutional Review Board (IRB) Summer 2010 • Complete data collection • Complete Chapter 2 • Provide draft of Chapter 1 |
