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A case study in student retention at a Northern California private Jewish day school: a gap analysis

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A CASE STUDY IN STUDENT RETENTION AT A NORTHERN CALIFORNIA PRIVATE
JEWISH DAY SCHOOL: A GAP ANALYSIS
by

Sasha S. Semach

A Dissertation Presented to the
FACTULY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2021

Copyright 2021 Sasha S. Semach
ii
Acknowledgements
The journey getting to this point has been long and intensive. I am no longer the same
person who started this program. I would not have accomplished even a small fraction of this
journey without the tremendous support that I received.
First, I would like to thank my family for always supporting me, no matter the ups and
downs we were each going through. I am blessed with family that has gone beyond what could
ever be expected. Sima, Mordy, I can’t thank you enough for putting up with and supporting my
frenetic presence in your home as I zipped in and out while pursuing my studies, not to mention
ensuring that I was always well fed. Mom, Dad, Shelley, Harvey and Geffen, you’ve done it all
for me. Your help has come in so many different forms, without any of which this would never
have been possible. Thank you for always being available at all hours of the day and night to
read my work, talk out a problem, or just chat. You have invested countless hours helping me
with my work and supporting me while I stumbled. I would have no accomplishments or
successes without you.
To the members of my dissertation committee, Dr. Kenneth Yates, Dr. John Roach, and
Dr. Patricia Tobey, I cannot thank you enough for your commitment and support in seeing me
through this process. I had the pleasure of taking classes with each of you and learned a
tremendous amount. From the first class with each of you, I knew that I wanted to learn as much
as possible from each of you and hopefully have you on my committee (I even have the scribbled
notes to self from class to prove it!). I can honestly say that a significant part of who I am today
has been directly informed and molded by our interactions.
As my Committee Chair, Dr. Kenneth Yates, your leadership, support and guidance
throughout this protracted process were invaluable. There were times when you dragged me
iii
along and kept me honest. Without your guidance, this would have been impossible. Thank you
for sticking by me.
Finally, to thank my wife, Rachel. Just thank you for all you do. You have supported me
to reach for my goals, believe in myself and to never give up. Your hard work and dedication
constantly inspire me. You have always believed in me and I could never have accomplished
what I have without you.

iv
Table of Contents
Acknowledgements ii
List of Tables vi
List of Figures x
Abstract xi
Chapter One: Introduction 1
Introduction of the Problem of Practice 1
Organizational Context and Mission 1
Organizational Performance Status 2
Related Literature 3
Importance of Addressing the Problem 4
Organizational Performance Goal 4
Description of Stakeholder Groups 5
Stakeholder Group for the Study 6
Stakeholder’s Performance Goals 6
Purpose of the Project and Questions 8
Conceptual and Methodological Framework 8
Definitions 9
Chapter Two: Review of the Literature 10
Introduction: Private K-12 Jewish Schools in the United States 11
Historical Perspective 11
The Jewish Day School Population 13
Success of Jewish Schools: Character and Values 14
Conceptual Framework 15
Stakeholder Knowledge, Motivation and Organizational Factors 16
Knowledge 16
Motivation 27
Organization 43
Chapter Three: Methodology 53
Purpose of the Project and Questions 53
Conceptual and Methodological Framework 53
Assessment of Performance Influences 55
Knowledge Assessment 55
Motivation Assessment 60
Organization Assessment 65
Participating Stakeholders and Sample Selection 70
Sampling 70
Instrumentation 71
Survey Design 71
Interview Protocol Design 71
Data Collection 71
Surveys 72
Interviews 72
Data Analysis 72
Trustworthiness of Data 73
v
Role of Investigator 73
Limitations 74
Chapter Four: Results and Findings 76
Participating Stakeholders 77
Determination of Assets and Needs 78
Results and Findings for Knowledge Causes 79
Factual Knowledge 80
Conceptual Knowledge 90
Procedural Knowledge 92
Metacognitive Knowledge 95
Results and Findings for Motivation Causes 100
Value 101
Expectancy Value 112
Team Confidence 114
Results and Findings for Organization Causes 128
Policies, Processes, & Procedures 129
Culture 132
Recognition 145
Summary of Influences 150
Knowledge 151
Motivation 152
Organization 153
Chapter Five: Recommendations and Evaluation 155
Purpose of the Project and Questions 155
Recommendations to Address Knowledge, Motivation, and Organization Influences 156
Knowledge Recommendations 156
Motivation Recommendations 163
Organization Recommendations 171
Summary of Knowledge, Motivation and Organization Recommendations 177
Integrated Implementation and Evaluation Plan 179
Organizational Purpose, Need and Expectations 179
Implementation and Evaluation Framework 180
Level 4: Results and Leading Indicators 180
Level 3: Behavior 182
Level 2: Learning 186
Level 1: Reaction 189
Evaluation Tools 190
Data Analysis and Reporting 191
Summary of the Implementation and Evaluation 192
Limitations and Delimitations 193
Recommendations for Future Research 195
Conclusion 196
References 198
Appendix A 203
Appendix B 204
Appendix C 205
vi
List of Tables
Table 1: NCJDS Mission and Goal, and the Stakeholder’s Goal 7
Table 2: Summary of Assumed Knowledge Influence on Parents’ Ability to Achieve the
Performance 26
Table 3: Summary of Assumed Motivation Influences on Parents’ Ability to Achieve the
Performance Goal 42
Table 4: Summary of Assumed Organizational Influences on Parents’ Ability to Achieve the
Performance Goal 51
Table 5: Summary of Knowledge Influences and Method of Assessment 56
Table 6: Summary of Motivation Influences and Method of Assessment 60
Table 7: Summary of Organizational Influences and Method of Assessment 65
Table 8: Survey Results for Factual Knowledge of Positive Impact on Long-Term Association
and Commitment to Jewish Community and Culture 81
Table 9: Survey Results for Parents’ Knowledge of NCJDS’ Mission 86
Table 10: Survey Results for Factual Knowledge of NCJDS Activities 88
Table 11: Survey Results for Conceptual Knowledge of Positive Impact on Students’ Non-
Academic Outcomes 91
Table 12: Survey Results for Procedural Knowledge of How to Enroll Students in Subsequent
Programs 93
Table 13: Survey Results for Metacognitive Knowledge of Parents’ Understanding of Their
Thought Processes Regarding Academic Outcomes 96
Table 14: Survey Results for Metacognitive Knowledge of Parents’ Understanding of Their
Thought Processes Regarding Non-Academic Outcomes 97
vii
Table 15: Survey Results for Metacognitive Knowledge Results of Parents’ Reflection on their
Comparative Values 99
Table 16: Survey Results for Value Motivation of Parents’ Value of the Goal of Instilling Strong
and Lasting Jewish Cultural Affiliation in their Children 102
Table 17: Survey Results for Value Motivation of Parents’ Comparative Valuation of
Educational Outcomes and Cost of Tuition 104
Table 18: Survey Results for Value Motivation of Parents’ Perceptions of the Value of NCJDS
Events 107
Table 19: Survey Results for Value Motivation of Parents’ Comparative Valuation of Education
Outcomes 110
Table 20: Survey Results for Value Motivation of Parents’ Perception of Quality of Education
Provided at NCJDS 113
Table 21: Descriptive Survey Results for Team Confidence Motivation of Parents’ Perception of
NCJDS’ Ability to Meet its Stated Goals 116
Table 22: Descriptive Survey Results for Team Confidence Motivation of Parents’ Perception of
NCJDS’ Ability to Help Children Achieve Academic Success and a Strengthened and Lasting
Connection to their Community 119
Table 23: Survey Results for Team Confidence Motivation of Parents’ Perceptions of NCJDS’
Educational Experience as Better than Alternatives 122
Table 24: Survey Results for Team Confidence Motivation of Parents’ Perceptions of NCJDS’
Educational Experience as Superior to Alternatives 123
Table 25: Survey Results for Team Confidence Motivation of Parents’ Perceptions of NCJDS’
Religious and Culture Experience as Better than the Alternatives 125
viii
Table 26: Survey Results for Team Confidence Motivation of Parents’ Perceptions of NCJDS’
Religious and Cultural Experience as Superior to the Alternatives 126
Table 27: Survey Results for Organization Policies, Processes, & Procedures Regarding NCJDS’
Communication of Important Administrative Information to Parents 130
Table 28: Survey Results for Organization Policies, Processes, & Procedures Regarding NCJDS’
Effectiveness at Communicating Important Administrative Information to Parents 130
Table 29: Survey Results for Organization Policies, Processes, & Procedures Regarding NCJDS’
Effectiveness at Preparing Parents to Enroll Children in Subsequent Grades and Programs 131
Table 30: Survey Results for Organization Policies, Processes, & Procedures Regarding the
Impact NCJDS’ Procedures Affecting Parents’ Ability to Enroll Children in Subsequent Grades
131
Table 31: Survey Results for Organization Culture Regarding NCJDS’s Commitment to its Non-
Academic Mission 133
Table 32: Survey Results for Organization Culture Regarding NCJDS’s Commitment to
Academic Mission 135
Table 33: Survey Results for NCJDS’ Relative Commitment to Certain Outcomes 136
Table 34: Survey Results for NCJDS’ Effectiveness at Creating a Cohort Culture Among
Students 139
Table 35: Survey Results Regarding NCJDS’ Efforts to Create Culture of Re-Enrollment Among
Parent Body 141
Table 36: Survey Results Regarding NCJDS’ Efforts to Create Community Among the Parent
Body 143
ix
Table 37: Survey Results Regarding NCJDS’ Effectiveness at Creating Community Among the
Parent Body 143
Table 38: Survey Results for NCJDS’ Effectiveness at Recognizing Re-Enrollment 146
Table 39: Survey Results for Number of Types of Recognition for Re-Enrollment Listed by
Parents 146
Table 40: Survey Results Regarding NCJDS’ Incentives for Parents who Enroll Children in
Upper Grades 148
Table 41: Summary of Determination of Knowledge Needs and Assets 151
Table 42: Summary of Determination of Motivation Needs and Assets 152
Table 43: Summary of Determination of Organization Needs and Assets 153
Table 44: Summary of Knowledge Influences and Recommendations 157
Table 45: Summary of Motivation Influences and Recommendations 164
Table 46: Summary of Organization Influences and Recommendations 172
Table 47: Outcomes, Metrics, and Methods for External and Internal Outcomes 182
Table 48: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 184
Table 49: Required Drivers to Support Critical Behaviors 185
Table 50: Evaluation of the Components of Learning for the Program 189
Table 51: Components to Measure Reactions to the Program 190
x
List of Figures
Figure 1: The Gap Analysis Process 55
Figure 2: Survey Results of Factual Knowledge of Articulable Goals for Children’s
Education 84
Figure 3: Parents’ Comparative Valuation of Education Outcomes and Cost of Tuition 105
Figure 4: Value Motivation of Parents’ Comparative Valuation of Education Outcomes 111
Figure 5: NCJDS’ Relative Commitment to Certain Outcomes 137
Figure 6: Number of Types of Recognition Listed 147
Figure 7: Number of Types of Incentives Listed 149

xi
Abstract
This study utilizes the Gap Analysis framework (Clark & Estes, 2008) to examine the influences
that affect parents of Jewish day school students choosing to matriculate their children between
programs. The purpose of this study was to identify the knowledge, motivation, and
organizational influences that impact the decision of parents of Northern California Jewish Day
School (NCJDS) students to keep their children enrolled at the school between the school’s
preschool to elementary school and elementary to middle school. The knowledge, motivation and
organizational influences affecting parents of NCJDS students were assessed using a mixed
methods approach. Survey data collected from 68 participants and interview data collected from
10 participants was used to identify and confirm the knowledge, motivation, and organizational
needs that may contribute to parents choosing not to matriculate their children between programs
at NCJDS. The findings in this study identified knowledge, motivation, and organizational
influences affecting parents as assets and needs. Proposed solutions designed to address the
influences found to be needs as well as to maintain the status of influences found to be assets,
were recommended. This study begins to identify means by which NCJDS can improve
matriculation between its programs, and can be utilized to inform future initiatives by similar
schools trying to improve their retention rates between programs, or achieve similar goals.
Keywords: Jewish day school, enrollment, retention, gap analysis.

1
CHAPTER ONE: INTRODUCTION
Introduction of the Problem of Practice
Private schools represent a significant portion of the K-12 education system in America,
enrolling and educating roughly 5.4 million students, or ten percent of all elementary and
secondary students in the United States (Kena et al., 2016). Private schools serve unique roles,
educating students with particular focuses, often with religious or pedagogical programmatic
emphasis. Data from the National Center for Education Statistics (Kena et al., 2016) indicate that
private schools in America are struggling to maintain their market-share of students. Between the
2003-04 and 2013-14 academic years, enrollment in private schools in America dropped by 12%
overall, and specifically, by 15% in pre-K through 8th grade (Kena et al., 2016). Roughly 78% of
private schools in America are religious (Kena et al., 2016). Of the private schools across
America suffering an overall decrease in student enrollment, private Jewish schools are
responsible for educating nearly a quarter of a million students (Broughman & Swaim, 2016).
When private schools suffer a critical mass of attrition, they risk unviability and complete
closure, leading to a loss in services for students who would otherwise continue to enroll. As
such, student retention is a significant issue facing private schools across the country, and in
particular as a subset of that group, private Jewish schools.
Organizational Context and Mission
Northern California Jewish Day School (a pseudonym; NCJDS), a private Jewish school
located in Northern California, is comprised of three distinct, yet connected programs consisting
of (a) a preschool for two-year-olds through kindergartners, (b) a lower school for grades one
through five, and (c) a middle school comprising grades six through eight. NCJDS caters to a
wide variety of students from the region. NCJDS’ mission is to be the premier private Jewish

2
school in Northern California, providing students with an excellent education in General and
Jewish studies, and to instill in them Jewish values, and a love of Torah, the Jewish people and
Israel. To facilitate its mission, NCJDS offers a dual curriculum of general, secular education
and Jewish classes, which necessitates maintaining an expanded faculty compared to a non-
Jewish public and private schools. NCJDS was founded in the last quarter of the 20th century
and was the first Jewish day school in the area. Today, there are other private Jewish schools in
the region that are considered close enough for students to commute to, and are thus direct
competition to NCJDS, as well as local public schools. Each academic year, NCJDS has roughly
40 students enrolled in the middle school, 100 students enrolled in the lower school, and 120
students in the kindergarten and preschool.
Organizational Performance Status
A significant organizational performance problem NCJDS faces is student retention. The
school struggles to maintain consistent enrolment as grade level rises. As a result, the school’s
Board of Trustees and Head of School have established a goal of 100% retention, which is
primarily an issue during the students’ transitions between the school’s three programs, at which
points there are significant drops in student enrollment. Specifically, at transition points between
the school’s programs, many parents choose not to keep their children enrolled within the school
and do not matriculate them into the subsequent program that NCJDS offers.
The school’s data indicates a clear gap between the goal retention rate of 100%, and the
actual retention rate experienced. On average, there is a roughly 30% drop in enrollment as
students matriculate between the preschool and lower school, while the average enrolment drop
for students entering sixth grade is about 20%. In order to fulfill its mission, NCJDS must
maintain adequate minimal student enrollment. If the school fails to maintain a critical mass of

3
students, it risks becoming no longer financially viable and may be forced to close. As a private
school, NCJDS is highly reliant on tuition as well as private donations to meet its budgetary
requirements, which are particularly acute given the school’s need to maintain an enlarged
faculty. From a broader perspective, to the extent that the students who do not matriculate
between programs attend public schools, student attrition during these transitions between
programs may also jeopardize the school’s global purpose of ensuring that Jewish youth are
educated in the Jewish tradition.
Related Literature
Between the 2003-04 and 2013-14 academic years, enrollment in private schools in
America dropped by 12% overall, and most specifically by 15% in pre-K through 8th grade
(Kena et al., 2016). While roughly 78% of American private schools are religious (Kena et al.,
2016), unlike other religious parochial schools which operate similarly to public schools, albeit
with a specific religious milieu, private K-12 Jewish schools are unique in that their religious
missions “extends importantly into the curriculum” (Schick & Dauber, 1997, p. 10), that is, the
vast majority of Jewish schools offer dual curriculum that include Judaic classes, and thus
require two sets of faculty and additional administrative personnel. Because private Jewish
schools offer dual curriculums, which necessitate maintaining two sets of faculty, adding a
significant financial toll to the school’s budgets (Schick & Dauber, 1997), decreased enrollment,
and tuition are particularly impactful, and have led to school closures (Schick, 2009).
Numerous studies and investigations have indicated that American private Jewish schools
have been facing increasingly tenuous situations over the last two decades (Chazan, Chazan &
Dauber, 2017; Bedrick, 2012; Schick, 2009; Schick & Dauber, 1997). According the Schick and
Dauber (1997), who conducted intensive, data-driven analyses of private Jewish schools across

4
America, “half-empty classrooms are as much the rule in Jewish day schools as they are not”
(p.11). Because of the already difficult budgetary concerns facing Jewish schools, decreased
enrollment, even by only a few students, is a particularly salient concern. While the issue of
enrollment and its impact on Jewish schools has been important for decades, Jewish “school
officials reported that their institutions face unprecedented financial hardship” as enrollment and
revenue have dropped (Schick, 2009). These financial concerns can have dramatic impact on
students as, schools have been forced to close in the middle of the academic year due to financial
instability (Schick, 2009).
Importance of Addressing the Problem
The challenge of maintaining enrollment at NCJDS is crucial for a variety of reasons.
Private schools, to a degree unlike their public school counterparts, are consumer based, and are
heavily reliant on tuition for funding. As discussed above, many private Jewish schools face the
problem of under-enrollment, which has led to numerous school closures (Schick & Dauber,
1997; Schick, 2007). The increased payroll demands on private Jewish schools to maintain larger
faculties contribute to the financial strain on the schools, and increase the requirement for
sufficient incoming tuition. Thus, it is imperative that private Jewish schools maintain levels of
enrollment that allow them to remain financially viable. If a school is unable to maintain a
sufficient level of enrollment, it becomes increasingly difficult for the school to remain afloat.
Organizational Performance Goal
NCJDS’ goal is to achieve 100% student retention during the transition points between
NCJDS’ pre-school, lower school and middle school programs. The school’s Board of Trustees
and Head of School have indicated that their goal of 100% retention between programs is key to
the school’s mission of providing students with an excellent education in General and Jewish

5
studies, and to instill in them Jewish values, and a love of Torah, the Jewish people and Israel.
Additionally, the Head of School has indicated that the goal of retention exists hand-in-hand with
identifying solutions that may allow the school to also increase enrollment generally.
Description of Stakeholder Groups
When defining the stakeholders for NCJDS, stakeholders are considered “all those people
who have a legitimate interest in the continuing effectiveness and success” of the institution
(Mokoena, 2012). Over the decades since it was first created, three main stakeholders have
emerged within NCJDS: (a) the school’s students and parents; (b) the school’s faculty; (c) the
school’s administration. Regarding NCJDS’ mission, the three previously mentioned
stakeholders are key to achieving the school’s goals.
The school’s students and parents are primary stakeholders within the school, and for the
purpose of this analysis have been combined into one group. Without an adequate number of
students, the school would simply cease to function, and, in the majority of cases, it is the
students’ parents who make the decisions about where the students will attend school. These
student and parent units are therefore of principal importance for the functioning the school – if
they do not participate in the school, or are unhappy with how it is operated, the school could
cease to exist entirely.
Similarly, the school’s Board of Trustees are integral to the very existence of NCJDS.
NCJDS’ Board of Trustees is responsible for identifying the core educational and cultural aims
of the institution, and for governing the school’s finances. A private Jewish school without a
Board of Trustees lacks clear direction. A Board of Trustees is necessary for creating an effective
and successful school. Without a Board of Trustees, the school would lack direction and

6
oversight, and the administration would be unable to effectively support faculty and students in
pursuit of any goals and enrollment would undoubtedly fail.
Finally, the third stakeholder group identified is the NCJDS’ administration. The
administration’s role within the NCJDS is paramount. Ultimately, it is the school’s
administration that refines and operationalizes the goals for the school, and ensures that those
goals are being met. Indeed, the role of the administrative leadership within the school is to set
goals for the school, support teacher and student achievement of those goals, and direct their
pursuit of the defined goals (Gallimore & Goldenberg, 2001). NCJDS’ mission and goal, and the
stakeholders’ goal are summarized in Table 1.
Stakeholder Group for the Study
Although all the stakeholders identified above are integral for NCJDS to achieve its
overall organizational goal of 100% student retention between the school’s programs, it is the
parents of NCJDS students who hold the ultimate power to affect retention through their
decisions to enroll their children in the school. As such, it is paramount to address the factors
affecting the NCJDS students’ parents’ decisions. Therefore, the stakeholder of focus for this
study will be the parents of NCJDS students. The goal for the stakeholders, as supported by the
school’s Board of Trustees and administration, is for 100% of the parents whose children are at
the transition points between programs to choose to have their children enroll in the successive
program by May 2022.
Stakeholder’s Performance Goals
To address the specific gap between the 100% goal retention rate at key transition points
between programs at NCJDS, a stakeholder of focus-specific goal has been identified as
necessary to help meet the overall retention goal. In addition to the stakeholder goal,

7
corresponding critical behaviors necessary for the stakeholder to meet its goal have also been
determined. The goal and critical behaviors identified flow directly from the main organizational
goal, in turn derived from the organizational mission, and are key to meeting that goal. Table 1
displays the organizational performance goal identified for this study, as well as the
corresponding stakeholder goal.
Table 1
NCJDS Mission and Goal, and the Stakeholder ’s Goal
Organizational Mission
The mission Northern California Jewish Day School is to be the premier private Jewish school
in Northern California’s Silicon Valley, providing students with an excellent education in
General and Jewish studies, and to instill in them Jewish values, and a love of Torah, the
Jewish people and Israel.
Organizational Performance Goal
By May 2022, Northern California Jewish Day School will implement a multi-pronged
approach to ensure a 100% student retention rate between the school’s programs.
Stakeholder Performance goal
By May 2022, 100% of parents of NCJDS students matriculated between programs will
choose to keep their children enrolled in NCJDS and will have submitted their enrollment
paperwork.
Critical Behaviors
Parents of NCJDS students
engage with activities and
events organized by NCJDS.
Parents seek out enrollment
information during the
appropriate enrollment period
for NCJDS.
Parents of NCJDS students
attend administrative
meetings and sessions to
discuss NCJDS operations as
they relate to the parents’
learning goals.

8
Purpose of the Project and Questions
The purpose of this project is to conduct a gap analysis to examine the knowledge,
motivation and organizational influences that interfere with 100% of parents of NCJDS students
at transition points between programs choosing to keep their children enrolled in NCJDS. The
analysis will begin by outlining list of possible or assumed interfering causes that will be
examined systematically to determine their impact. While a complete gap analysis would focus
on all stakeholders, for practical purposes, the stakeholders to be focused on in this analysis are
the parents of NCJDS students.
As such, the fundamental core questions that will guide this study are:
1. What are the knowledge, motivation, and organizational influences that interfere with
100% of parents choosing to matriculate their children between the school’s programs?
2. What are the recommended knowledge, motivation, and organizational solutions for
solving the retention problem?
Conceptual and Methodological Framework
The gap analysis methodological framework for this study is based on the Clark and
Estes (2008) model. Clark and Estes’ (2008) gap analysis is a systematic, analytical methodology
that can be utilized to assist in identifying organizational goals, and the gaps between those goals
and the organization’s actual performance. The analysis will focus on determining and
addressing the root causes of this problem in the areas of knowledge, motivation, and
organizational issues through the use of Clark and Estes’ (2008) gap analysis framework. These
influences will be assessed using surveys, interviews, literature review and content analysis.
Based on those influences, research-based solutions will be recommended and evaluated in a
comprehensive manner.

9
Definitions
Academic Outcomes: Includes successful mastery of secular studies, as well as the ability to
succeed in academic endeavors beyond NCJDS.
Day School: Typical, full-day, Jewish private schools, which combine both a general, secular
curriculum, with a Jewish curriculum, which often includes classes on Hebrew language, Jewish
history, and Jewish religion. These schools often split their days, assigning roughly half of their
time to each curriculum.
Jewish Education: Any deliberate effort to transmit knowledge of Jewish studies and other non-
academic outcomes, regardless of the setting.
Jewish Studies: Includes classes on Hebrew language, Jewish history, and Jewish religion.
Learning Outcomes: Includes both academic and non-academic outcomes.
Non-Academic Outcomes: Includes but is not limited to Jewish identity, Jewish values, character
building, Jewish ethics, and appreciation for Zionism.
Orthodox: Refers to traditional Jewish observance, often including, but not limited to,
observance of the Sabbath, Jewish holidays and Kosher dietary restrictions.
Supplemental Education: Jewish education that takes place outside of regular school days hours,
usually after school and on weekends. Supplemental Jewish education is most often associated
with classes given in synagogues and community centers.
Secular Studies: The state mandated curriculum in use throughout the public school system.

10
CHAPTER TWO: REVIEW OF THE LITERATURE
Enrollment in private K-12 schools in the United States is suffering a downward trend,
falling by precipitous amounts each year (Kena et al., 2016). A subset of private schools in the
United States are religious Jewish schools. These private Jewish schools are suffering similar
downward enrollment trends as their non-Jewish peers (Schick, 2009). While the fall in
enrollment at private Jewish schools is an experience shared by non-Jewish private schools,
Jewish private schools contend with an increased impact for each student lost because of the
higher budgetary requirements associated with keeping an enlarged staff to support both a
secular and Judaic curriculum (Schick, 2009; Schick & Dauber, 1997). As enrollment declines,
private Jewish schools in America inch closer to becoming financially unviable and risk closure.
The purpose of this literature review is to provide an examination of the scholarly
research relating to enrollment in private Jewish schools in America. Specifically, this literature
review examines parents’ role relating to enrollment in private Jewish schools.
In this chapter, I will first discuss the background of private Jewish education in the
United States. Then, I will discuss the conceptual framework for this study. As noted in Chapter
One, this study utilizes the Clark and Estes (2008) gap analysis model and evaluates different
factors that potentially impede NCJDS from achieving its goal of 100% student retention
between programs. Finally, this literature review discusses the influences and critical behaviors
required to achieve the outlined stakeholders’ goal. As this study utilizes the Clark and Estes
(2008) gap analysis model, the influences examined are organized under the knowledge,
motivation, and organization categories.

11
Introduction: Private K-12 Jewish Schools in the United States
Historical Perspective
The historical context in which the problem of practice is situated provides an
understanding of many of the themes that exist throughout the literature. The context of Jewish
education in America is part of a long arch of Jewish education, building on millennia old
traditions and foundations, for which small historical cultural changes have dramatic impacts on
the present status of the field.
Following Jewish emancipation, the nature of Jewish education, which had remained
constant over the last two thousand years, was at the crux of Jews’ struggle between complete
integration and retaining their historical culture. According to Chazan, Chazan and Jacobs
(2017), the concept of Jewish education began in antiquity, and has evolved over the last two
thousand years, remaining remarkably constant during the majority of that time, with the greatest
changes to Jewish education beginning in the 19
th
century. The changes to Jewish education that
began in the 19
th
century were closely related to Jewish emancipation and the diminishing role of
religion, following which individuals were no longer forced to participate in the semi-
autonomous Jewish communal structures that had dominated Jewish life, and now had the
opportunity to integrate into the larger societies around them (Chazan, Chazan & Jacobs, 2017,
p. 32). As new concepts of Jewish identity and religion emerged, education was a core discussion
point within the religious debates (Chazan, Chazan & Jacobs, 2017). It was no longer clear what
precisely constituted “Jewishness.” Changes in Jewish cultural life led to a problem in the realm
of Jewish education: how to convey Jewish identity in children while balancing the need to
integrate with the majority culture around them. Many Jews opted to maintain an education that
stressed a Jewish cultural identity, while others focused more on religious identity (Chazan,

12
Chazan & Jacobs, 2017). As such, new, voluntary versions of Jewish education were necessary
(Chazan, Chazan & Jacobs, 2017). By and large, the new models of Jewish education were first
synagogue based (Chazan, Chazan & Jacobs, 2017). Over time however, new forms of Jewish
education were created that were no longer so inextricably linked to the religious institutions of
the community (Chazan, Chazan & Jacobs, 2017). As Jewish citizens’ status in society evolved,
Jewish education was required to evolve as well. Although Jewish education worked to adapt to
the American context, for the majority of the Jewish population, Jewish education became a less
salient concern.
Growth and decline. Jewish education in America has been a foundation of Jewish life
since the first Jewish immigrants began arriving in the 16
th
century. Chazan, Chazan & Jacobs
(2017) explain that Jews in America have struggled to balance their desires for full integration
and advancement within American society, with their desire to maintain a distinct Jewishness –
this struggle has been most realized in the realm of Jewish education. From the outset of the 20
th

century, to Jewish immigrants, although predisposed to the powerful and historied Jewish
educational formats of their origins, the free American public school system was extremely
attractive (Chazan, Chazan & Jacobs, 2017). The American public school system offered
opportunities for integration and societal growth, without the burden of paying for private Jewish
schools. Generally, “public schooling was conceived of as nothing less than a great liberator” for
the growing American Jewish community, and for many was viewed as a quintessential aspect of
the American Dream (Chazan, Chazan & Jacobs, 2017, p. 88).
Jewish schooling exists in a myriad of formats, the efficacy of which has been
challenged, often by systemic organizational issues such as lack of students, resources and the
like (Chazan, Chazan & Jacobs, 2017). By the middle of the 20
th
century, supplemental

13
education had become the “dominant framework for American Jewish education,” and largely
remains so today (Chazan, Chazan & Jacobs, 2017, p. 84). The American Jewish population’s
tendency to public schooling has led to an overall weakening of full day Jewish education. Given
the prominent position that public education came to hold in the minds of many Jewish parents,
the majority of parents who chose to enroll their children in Jewish day schools were, and are,
those with particularly strong inclinations regarding Jewish tradition, values and culture.
The Jewish Day School Population
Although Jewish days school operate across the religious Jewish spectrum, day schools in
America largely cater to the Orthodox Jewish population. According to Schick (2009), in 2008-
2009, five out of six Jewish day schools in the United States were Orthodox, while at the time,
only 10-12% of the American Jewish population identified as Orthodox. Schick (2009) further
explains that relatively few Orthodox parents send their children to public schools, whereas non-
Orthodox families exhibit a more limited commitment to Jewish day schools that extends only
through lower school programs. While communities have endeavored to broaden the day school
population, the vast majority of day school students remain Orthodox (Wertheimer, 2007). A
small minority of Reform Jewish families enroll their children in day schools and under 30% of
Conservative Jewish families enroll their children in day schools (Wertheimer, 2007). According
to Schick (2009), enrollment in day schools experiences sharp declines at transition points within
children’s education (i.e. between preschool and elementary, elementary and middle, and middle
and high school), and by 12
th
grade, the number of students is roughly 50% lower than for 1
st

grade. Simply put “as grade level rises, enrollment declines. This pattern is true for every grade”
(Schick, 2009, p. 13). Overall, enrollment data collected indicates an attrition among non-
Orthodox “resulting mainly, but not entirely, from parents deciding that a specified span of years

14
is sufficient for day school attendance” (Schick, 2009, p. 16). Because of the nature of the
differing values among the different religious sects of Judaism, enrollment is most consistent
among the Orthodox population, which places particular value on Jewish tradition and religion.
Although many parents across the religious spectrum do enroll their children in Jewish
education, as students progress through the Jewish education system, fewer and fewer remain
enrolled. Although only certain students remain in day schools through high school, recent data
has suggested that for those students, day schools are successful at fostering non-academic,
Jewish outcomes.
Success of Jewish Schools: Character and Values
Jewish day schools have been shown to be effective at instilling cultural and character
values in students, particularly when compared to alternatives in Jewish education. In a 2013
study examining the impact of Jewish day schools impacting student’s character development,
Roso (2013) found that Jewish day schools are effective in instilling character goals through the
promotion of Jewish culture. Bedrick’s (2012) involving 19 private Jewish schools in
Massachusetts that span the Jewish religious spectrum also found that enrollment in Jewish day
schools strongly correlates with commitment to Jewish culture and community.
While day schools have been demonstrated to be effective at instilling a commitment to
Jewish culture, community and values, that same effectiveness cannot be claimed by
supplemental Jewish education. Supplementary Jewish education is by its nature limited in a
number of ways, including: (a) the limited number of hours of instruction; (b) the quality of
educators; and (c) a common focus on singular performance events, such as preparation for Bar
or Bat Mitzvahs (Wertheimer, 2007). Therefore, supplementary Jewish education can “not
possibly keep up with the rigorous demands of day school. Neither could they possibly acquire

15
the broad range of knowledge needed to be a literate Jew” (Wertheimer, 2007, p.5). Though they
have not been the primary choice of Jewish parents for educating their children, Jewish day
schools have been shown to be effective at achieving their non-academic goals with regards to
students’ education – particularly compared to the other, supplemental alternatives. For parents
looking to instill Jewish character and values in their children, Jewish day schools are a proven
choice.
Given the success of Jewish day schools to instill Jewish character and values in students,
this study utilized a gap analysis methodology to address the under-enrollment issue presented at
NCJDS.
Conceptual Framework
The Clark & Estes (2008) gap analysis model is designed to address gaps, or
underperformance, in institutional goals by examining knowledge, motivation, and
organizational barriers that impede performance. The gap analysis model is designed to “identify
performance improvement opportunities and problems” (Clark & Estes, 2008, p. 3) in
organizational settings, and to help identify strategies to improve performance by looking at the
human causes contributing to the performance gaps. The gap analysis methodology is widely
applicable in a myriad of organizational settings, including business, education, and government
contexts. A gap analysis required clear goals and understanding of the range between the goal
performance standard and the actual performance (Clark & Estes, 2008). The three main features
that must be analyzed in a gap analysis are: (a) individuals’ knowledge and skills, (b)
individuals’ motivation to achieve the performance goal, and (c) organizational barriers to
achieving the performance goal (Clark & Estes, 2008). Gaps in the forgoing areas will impede
organizational performance. Through the utilization of the Clark and Estes gap analysis

16
methodology, the stakeholders’ knowledge, motivation and organizational barriers are analyzed
in order to explain, and determine targeted remedies for, an organization’s performance issues. In
addressing the performance gap at NCJDS, this study utilizes the gap analysis methodology by
assessing knowledge, motivation, and organizational components that integrally contribute to
enrollment challenges in Jewish day schools.
Stakeholder Knowledge, Motivation and Organizational Factors
Knowledge
Knowledge, as a practical concept, can be divided in four main types: (a) declarative, (b)
conceptual, (c) procedural, and (d) metacognitive. Gaps in knowledge are a significant cause of
underperformance in organizations (Clark & Estes, 2008). Ambrose et al. (2010) describe
declarative knowledge as having the capacity to be declared or stated. Factual knowledge is the
knowledge of basic elements that must be known about a topic, thing or process, which includes
the knowledge of specific terminology, unique details, and distinct elements that relate to the
topic, thing or process (Anderson and Krathwohl, 2001; Krathwohl, 2012). Conceptual
knowledge is the knowledge of “the interrelationships among the basic elements within a larger
structure that enable them to function together” (Krathwohl, 2012, p. 214) – it is the knowledge
of the relationship between the distinctive elements of a topic, thing or process (Anderson and
Krathwohl, 2001). Procedural knowledge is the knowledge of how to apply learned information
to a topic, thing or process (Ambrose et al., 2010; Anderson and Krathwohl, 2001; Krathwohl,
2002). Metacognitive knowledge is the knowledge related to the introspection, awareness and
understanding of an individual’s own cognition, the introspection and understanding of ones’
own understandings (Ambrose et al., 2010; Anderson and Krathwohl, 2001; Krathwohl, 2002). It
is important to distinguish among the four knowledge types when addressing deficiencies that

17
contribute to performance gaps. By separating the factors that make up each discrete knowledge
type, researchers and practitioners can better construct interventions to engage with and address
knowledge gaps. This section of the study will evaluate and examine the knowledge components
determined to be necessary for a school like NCJDS to raise its student retention to the desired
levels.
Assumed declarative factual influences. Krathwohl (2002) defines declarative
knowledge as the knowledge of basic facts and information relating to a topic. Declarative
factual knowledge is sine qua non for adequate performance (Krathwohl, 2002). As discussed
above, declarative factual knowledge is knowing what something is, and what its fundamental
components are. Factual knowledge allows stakeholders to engage with the goal.
Based on a survey of the literature, a number of necessary influences relating to
declarative knowledge have been identified. These influences include that: (a) parents know the
improved and lasting association and commitment to Jewish community and culture, (b) parents
articulate their goals for their children’s education, (c) parents articulate the school’s mission,
and (d) parents articulate the school’s activities.
Parents know the improved and lasting association and commitment to Jewish
community and culture.
In order for parents to choose to enroll their children in Jewish day school, they must be
aware of the positive outcomes that day schools accomplish. A major impetus leading to
enrollment in Jewish school is a commitment to promote students’ relationship with Jewish
community and culture (Schick, 2009). Roso (2013) found that Jewish day schools are effective
at instilling character goals, through the promotion of Jewish culture. Roso’s 2013 study found
that the institution investigated was successful at instilling character goals through the

18
overlapping programming implemented by the institution, which included curricular integration,
a strong school culture and Jewish values, beliefs and traditions. Enrollment in Jewish day
schools has been shown to have a strong correlation with “commitment to Jewish life and
communal affairs” (Bedrick, 2012, p. 2). This long-term commitment to Jewish life and
community is evidenced through individual’s attending synagogue, supporting Jewish
organizations and causes, financially and through community service, and by taking on
leadership positions within the Jewish community (Bedrick, 2012). The foregoing indicators
have been demonstrated to be more prevalent among individuals who attended Jewish day school
(Bedrick, 2012). It is important for NCJDS parents to know the positive correlation between
attending day schools and students’ non-academic outcomes.
Parents articulate their goals for their children ’s education.
In order for NCJDS parents to choose to enroll their children in NCJDS’ programs,
parents must have set goals for their children’s education. Having clear, articulable goals
improves performance and motivation (Clark & Estes, 2008). In order for individuals to work
towards a particular target, individuals and organizations must have clear goals established for
themselves (Clark & Estes, 2008). In referencing Bandura (1997), Clark and Estes explain that
“effective performance improvement must start with clearly understood work goals” (2008, p.
21). According to Clark and Estes (2008), such goals are “descriptions of tasks or objectives that
individuals and teams must accomplish according to specific timelines and criteria” (p. 23).
Clear goals and the way that they are expressed is a core component of achieving the desired
outcome (Clark and Estes, 2008; Pintrich, 2003).
As explained by Pintrich (2003) and Rueda (2011), individuals are motivated and guided
by goals. The presence of clear goals both enhances motivation and improves performance

19
(Pintrich, 2003). Clear, articulable goals direct action (Rueda, 2011). Through the declarative
factual knowledge of articulating their goals for their children, parents can better choose to send
their children to a school that aligns with their goals.
Parents articulate the school ’s mission.
In addition to knowing their own goals for their children, it is important for parents to be
aware of the school’s mission so that they can choose to enroll their children in a school with
overlapping goals. According to Clark And Estes (2008), a key aspect of goal setting is making
sure that the goals are communicated to stakeholders. Clark and Estes (2008) further explain that
the first step in a gap analysis is ensuring awareness of organizational goals that will be
supported through solving the performance problem. According to a study by Hiles (2006),
enrollment in private Montessori schools was positively impacted by parents’ awareness of the
school’s approach and mission. Through being able to articulate the school’s mission, as well as
their own goals for their children, parents can make informed enrollment decisions.
Parents articulate the school ’s activities.
As well as being aware of their own goals for their children’s education and the school’s
goals, it is also key that parents are aware of the activities and events organized by NCJDS.
Active parent involvement is demonstrative of commitment and values; knowledge of such
activities is a prerequisite of being able to participate. Similar to the impact of knowledge of
organizational goals by stakeholders, active and visible involvement is critical to success, as it is
demonstrative of commitment to goals (Clark & Estes, 2008).
In a study involving parents with children enrolled in Jewish preschools in three cities,
Beck (2002) examined the influences that affected parents’ decisions to enroll their children in
the programs. Among the findings of the study, Beck (2002) found that parents’ commitment and

20
disposition to the programs was positively impacted by their increased involvement in the
preschools. Parents indicated that through their involvement in their children’s schools, “they felt
connected to [the] ‘community’” (Beck, 2002, p. 24). According to the study, increased parental
involvement made them more disposed to the Jewish cultural and values outcomes that the
Jewish education had to offer (Beck, 2002). Parent participation in Jewish school activities and
events positively impacts their disposition to Jewish education. If NCJDS parents are going to
attend school activities and events, they must be aware of those activities and events.
Assumed conceptual knowledge influences. Conceptual knowledge is necessary to
understand facts – it goes beyond the ability to articulate information, and encompasses
relationships between information. Krathwohl (2002) defines conceptual knowledge as the
knowledge of interrelationships between factual knowledge. Conceptual knowledge is the
knowledge of the discrete elements that operate together to make up a whole (Anderson &
Krathwohl, 2001). Conceptual knowledge allows individuals to define their knowledge, and
know how and when to apply it (Ambrose et al., 2010).
Conceptual knowledge is necessary for stakeholders to be able to apply their factual
knowledge. Through an investigation of the pertinent literature, a key necessary influence
relating to stakeholders’ conceptual knowledge has been identified. The identified influence
based on the literature is that parents understand the school’s ability and role in helping shape
character and other non-academic outcomes.
Parents understand the school ’s ability, and role in helping shape student ’s character
and other non-academic outcomes.
Day schools have been shown to be effective at achieving their non-academically
oriented goals relating to students’ character and values. The declarative factual knowledge

21
regarding the impact that Jewish day schools have on students’ non-academic outcomes alone
isn’t sufficient to influence enrollment. Parents must connect the foregoing declarative factual
knowledge about the impact that Jewish day schools have to the impact that NCJDS, as a Jewish
day school, can have on their children, in order to choose to keep their children enrolled in the
school.
Character, morality, and culture have always been significant aims of education, in
addition to the goal of academic success, and this is particularly true in the case of K-12 Jewish
day school curriculum. As discussed above, supplemental Jewish education, which occurs
outside of the regular school day during after school programs during the week or on the
weekend, became the prevailing form of Jewish education in America by the mid-20
th
century
(Chazan, Chazan & Jacobs, 2017). Although supplementary Jewish education has been a key
means of Jewish education in America, such supplemental education has proven ineffective in
instilling “a lasting commitment to a Jewish communal life,” (Bedrick, 2012, p. 14) whereas
Jewish day schools have been shown to have a strong correlation with “commitment to Jewish
life and communal affairs” (Bedrick, 2012, p. 15). In Roso’s 2013 study of a private K-12 Jewish
school in the Midwestern United States, Roso similarly found that the school was effective in
instilling core ethical values and character goals, in addition to the general academic curriculum.
Declarative factual knowledge of the correlation between day schools and students’ non-
academic outcomes alone is not enough; the conceptual understanding of knowing when and
why to apply that knowledge (Ambrose et al., 2010) to day schools is critical. For NCJDS
parents to choose to enroll their children, they must associate the declarative factual knowledge
of the positive outcomes related to Jewish day schools broadly with NCJDS in particular.

22
Assumed procedural influences.
Procedural knowledge is the knowledge of the skills and procedures necessary to
accomplish a task – it is knowing how to do something. In order for individuals to perform given
tasks, they must not only know what the task is or when it should be accomplished, but
importantly, individuals must also know how to accomplish that task.
Krathwohl (2002) defines procedural knowledge as the knowledge of how to do
something, which includes the knowledge of the skills, techniques and methods, and procedures
involved. Acquiring procedural knowledge allows stakeholders to take the steps necessary to
reach their goals. Procedural knowledge bridges the gap between acquiring factual knowledge
and effecting impact and action. By gaining the procedural knowledge of how to use the skills,
techniques and methods that they have acquired relating to a given task, individuals are able to
accomplish the task (Anderson & Krathwohl, 2001). Simply, procedural knowledge is knowing
how and when to apply “procedures, methods, theories, styles, or approaches” (Ambrose et al.,
2010, p. 18).
For NCJDS to improve its enrollment at the key transition points between programs,
parents must have mastery of certain key procedural knowledge. Based on the needs, procedural
knowledge influences relating to the stakeholder of focus’ (parents) active enrollment of students
have been identified, including that: (a) parents know how to enroll matriculating students in the
school’s subsequent programs, and (b) parents know how to engage with the school’s activities.
Parents know how to enroll matriculating students in the school ’s subsequent
programs.
As defined above, procedural knowledge is the knowledge of how to do something,
which includes the knowledge of the skills, techniques and methods, and procedures involved

23
(Krathwohl, 2002). Therefore, in order to accomplish a task, individuals require the procedural
knowledge of the skills, techniques and methods, and procedures involved in performing the task
in addition to the underlying factual knowledge. Therefore, it is not enough that parents are
aware of the positive correlation linked between non-academic outcomes and Jewish day
schools, associate that correlation with NCJDS, and indeed, value those outcomes (which will be
discussed in greater detail below), but they must also meet the necessary condition of having the
procedural knowledge of how to actually enroll their children once they have decided to do so.
Parents know how to engage with school ’s activities.
In addition to the factual knowledge requirement discussed above regarding parents’
awareness of school activities, and the importance of those activities, parents must also have the
requisite knowledge of how to participate in them. Parent participation in Jewish school activities
and events positively impacts their dispositions to Jewish education. A prerequisite to
participating in activities and events is awareness of such activities and events. However, without
the procedural knowledge of how to engage with such activities and events, parents are unable to
apply their factual knowledge of what events the school organizes (Krathwohl, 2002). Parents
may know what activities the school puts on, and value those activities, but if they are not aware
of the times of the activities, and the protocols for attending, they will be unable to act.
Assumed metacognitive influences. Ambrose et al. (2010) describe metacognitive
knowledge as referring to the introspection and understanding of one’s own understandings.
Metacognitive knowledge allows for improved performance through reflection on, and
adjustment to one’s progress. Metacognition allows for individuals to take stock of their own
thought processes, and adjust their thoughts and actions based on that information.
Metacognition, allows for cognitive regulation which helps improve performance (Pintrich,

24
2003). Through individuals’ awareness and control of their cognitive processes, individuals can
improve their performance (Baker, 2006).
In this study, a number of necessary influences relating to metacognitive knowledge that
affect enrollment have been identified. These influences include that: (a) parents understand how
their decisions will affect their children’s academic as well as non-academic outcomes, and (b)
parents need to reflect on the value that they place on the non-academic outcomes of their
children’s education.
Parents understand how their decisions will affect their children ’s academic as well as
non-academic outcomes.
In order for parents to choose to keep their children enrolled in a school, it is important
that parents appreciate the implications of their decisions. As discussed above, metacognition
improves performance (Pintrich, 2003). By understanding their own decision-making process,
parents’ enrollment choices for their children will be improved. According to a study by Bosetti
(2004) involving 1,500 parents in 29 different schools, including private, private religious, public
and alternative schools, parents who actively engage with the decision-making process for their
children’s schools were more satisfied with the schools that their children eventually enrolled in.
Bosetti’s (2004) study found that private school parents sought out schools that met the specific
needs that they perceived for their children. According to Bosetti (2004), “religious private
school parents were clustered around their top two reasons: Shared Values and Beliefs (62%) and
Strong Academic Reputation (44%)” (p. 397). When deciding whether or not to matriculate their
children from one program to another, NCJDS parents would be well served by having an
improved understanding of their own thought processes and how their decisions will impact their
children’s long-term academic and non-academic learning outcomes.

25
Parents need to reflect on the value that they place on the non-academic outcomes of
their children ’s education.
Metacognitive introspection allows individuals to take stock of their own emotions,
thoughts and values. Ambrose et al. (2010) explain that metacognitive knowledge relates to
introspection and individuals’ understanding of their thought-processes and perceptions. As
noted above, Bosetti (2004) found that private school parents actively engaged in the decision-
making process of selecting schools for their children. These parents who actively chose to enroll
their children in private religious schools ranked the two top factors impacting their decisions as
(a) the values and beliefs that the school shared with them, and (b) the schools’ academic
reputation (Bosetti, 2004).
As discussed above, according to Roso (2013), teaching character through Jewish values
is a main purpose of Jewish education, as are morality, and culture. Schick (2009) similarly
explains that a key factor that drive Jewish day school enrollment is parents’ commitment to
promote their children’s’ relationship with Jewish community and culture.
Through metacognitive strategies, individuals can “monitor and regulate their own
motivation, affect, or behavior” (Pintrich, 2003, p. 677). Further, individuals who “set goals or
plans, and try to monitor and control their own cognition, motivation, and behavior in line with
these goals” show improved performance (Pintrich, 2003, p. 677). As will be discussed in the
next section in greater detail below, values are important motivators for parents making decisions
as to whether or not they will enroll their children in day schools. By reflecting on their values,
parents can better determine precisely what goals they have for their children, and actively
pursue them.

26
Table 2 shows the assumed knowledge influences impacting NCJDS parents’ decisions to
enroll their children in subsequent programs in the school, and related literature.
Table 2
Summary of Assumed Knowledge Influences on Parents ’ Ability to Achieve the Performance
Goal
Assumed Knowledge Influences Research
Literature
Author, Year;
Author, Year.
Declarative Factual (terms, facts, concepts)
Parents know...

Parents know the improved and lasting association and commitment to
Jewish community and culture that day schools can, and do, foster.
Bedrick (2012);
Roso (2013);
Schick ( 2009).

Parents articulate their goals for their children’s education. Clark and Estes
(2008);
Bandura (1997);
Pintrich (2003);
Rueda (2011).
Parents articulate the school’s mission. Clark and Estes
(2008);
Hiles (2006).

Parents articulate the school’s activities. Beck (2002);
Clark and Estes
(2008).

Declarative Conceptual (categories, process models, principles,
relationships)
Parents know...

Stakeholder understands school’s ability, and role in helping shape
students’ character and other non-academic outcomes.
Ambrose et al.
(2010);
Bedrick (2012);

27
Chazan, Chazan &
Jacobs (2007);
Roso (2013).

Procedural
Parents know how to...

Parents know how to engage with school’s activities. Krathwohl (2002).
Metacognitive
Parents understand how their decisions will affect their children’s
academic as well as non-academic outcomes.
Ambrose et al.
(2010);
Bosetti (2004);
Pintrich (2003).
Parents need to reflect on the value that they place on the non-
academic outcomes of their children’s education.
Ambrose et al.
(2010);
Bosetti (2004);
Pintrich (2003);
Roso (2013).
Motivation
According to Clark & Estes (2008), motivation refers to: (a) active choice, (b)
persistence, and (c) mental effort. Motivation is the core element that drives individuals’ actions
and how much effort individuals exert on particular tasks or goals (Clark & Estes, 2008). Clark
and Estes (2008) explain that active choice is a motivational issue when individuals have
intention to act, but do not actually take any action. Similarly, persistence is a motivational
problem when individuals begin a task, but there is not enough time, or energy, being spent on
the task to actually accomplish it (Clark & Estes, 2008). Finally, mental effort is a motivational
problem when individuals choose to begin and persist at a task, but are faced with some kind of
challenge and choose not to invest adequate mental effort (Clark & Estes, 2008). Clark and Estes
(2008) further explain that “mental effort is determined, in large measure, by our confidence.
Those who lack confidence tend not to invest much mental effort in a task […] Under-
confidence often leads to persistence and choice problems” (p. 81).

28
Similarly, Ambrose et al. (2010) define motivation as “the personal investment that an
individual has in reaching a desired state or outcome” (p. 66). According to Ambrose et al.
(2010), two central components to motivation are: (a) subjective value of a goal, and (b)
expectancy for successful attainment of goal.
Motivation is indicated by three main observable features, which are affected by a
number of cognitive components. The five cognitive components of motivation are: (a) efficacy,
(b) control, (c) interest, (d) value, and (e) goals (Pintrich, 2003). By evaluating the observable
manifestations of motivation as well as its components distinctly, researchers and practitioners
can identify specific points of intervention to improve motivation, thereby improving
performance. This section of the study will evaluate and examine the motivational components
determined to be necessary for a school like NCJDS to raise it student retention to the desired
levels.
Assumed motivational value influences. Motivation positively correlates with the
value that individuals associate with a goal, which in turn affects performance. Goals are the
“basic organizing feature of motivated behavior” which guide individuals’ purposeful actions
and pursuits (Ambrose et al., 2010, p. 70). The values placed on goals serve as the base-level
ingredients of what constitutes individuals’ motivation (Benassi et al., 2014). According to
Ambrose et al. (2010), a goal’s importance is its subjective value, the lack of which leads to a
lack of motivation and action. While individuals’ lack of value associated with goals leads to
decreased motivation, and therefore decreased performance, the opposite is also true:
performance is enhanced where individuals value the goal, and the greater degree to which
individuals value the goal, the greater degree of motivation and performance (Pintrich, 2003).

29
Value can be broken down into two main categories comprised of internal and external
factors (Rueda, 2011). Stakeholders are more or less likely to engage in a particular activity or
goal depending on the subjective value that they place on that goal. According to Wigfield and
Eccles (2000), individuals’ choice to pursue a goal, persistence in that pursuit, and performance
in achieving the goal can be explained by their beliefs about how well they will do on the
activity, and the extent to which they value the activity.
Learning and engaging requires desire to do the task (Wigfield et al. 2006), which may be
broken down into four subsets that can be categorized as: intrinsic value, attainment value, utility
value, and cost (Eccles, 2006; Rueda, 2011; Pintrich, 2003). Intrinsic value may be described as
individuals’ perceived enjoyment in completing given tasks (Wigfield et al., 2006). Attainment
value may be described in terms of the “needs, personal interests, and personal values that an
activity fulfills” (Eccles, 2006). Utility value may be described in terms of how well tasks or
goals support individuals’ other short-term or long-term goals, plans, needs, or sought-after
rewards (Eccles, 2006). Cost may be described in terms of the detrimental or negative value
required for individuals to achieve the goal – “the cost of participating in the activity” (Eccles,
2006).
Similarly, Ambrose et al. (2010) refer to three broad determinants of subjective value that
relate to goals: (a) attainment value, which may be described as the satisfaction that individuals
gain through mastery and accomplishment of the goals; (b) intrinsic value, which may be
described as the satisfaction that individuals gain through the process of performing the tasks
required for the goal, regardless of the outcome itself; and (c) instrumental value, which may be
described as the value that individuals derive from the degree to which a task or goal aids in
accomplishing another goal, often an extrinsic reward.

30
Based on the available literature, a number of assumed motivational value influences that
affect student enrollment in day schools have been identified. The motivation values identified
include that: (a) parents believe that the quality of the educational experience is worth the cost;
(b) parents value the goal of instilling strong and lasting Jewish cultural affiliation in their
children; (c) parents will need to prioritize their children’s learning outcomes over the value of
tuition to be spent; (d) parents must value the activities that the school provides; (e) parents value
sending their children to NCJDS because of their non-academic goals; and (f) parents believe
that sending their children to NCJDS will help their children reach the goal of academic success,
as well as a strengthened and lasting connection to their community.
Parents believe that the quality of the educational experience is worth the cost.
The value that parents place on Jewish education is a highly determinative factor
regarding their motivation to enroll their children in day school. Parents’ motivation will be
affected by their perception of the costs associated with enrollment. According to Pintrich
(2003), cost beliefs involve individuals’ perceptions of the costs and/or negative consequences of
a task. Such value beliefs appear to predict choice behavior, such as enrollment intentions
(Pintrich, 2003). “The value of a task also depends on a set of beliefs that can best be
characterized as the cost of participating in the activity” (Eccles, 2006).
According to findings by Buddin, Cordes and Kirby (1998), when selecting schools for
their children, families make the “‘economically rational’ choice between private and public
alternatives” (p. 133). Further, household income’s effect on private school enrollment seems to
relate to the perceived quality of the public schools available, and “greater consumer satisfaction
with the programs offered by the private schools” (Long & Toma, 1988, p. 356). That is to say
that the perceived quality of the education as compared to alternatives is a significant factor in

31
parents’ decision-making processes and affects how parents evaluate the financial impact of
tuition on their decisions. Jewish day school must therefore be an economically rational choice in
order for parents to choose to enroll their children.
The cost value associated with Jewish education is a particularly salient influence
impacting Jewish parents’ decisions to enroll their children in Jewish day schools. There is a
perception among American Jews that living a traditional Jewish life is quite costly (Chiswick &
Chiswick, 2000). Participation in Jewish life competes with numerous alternatives, and because
the implicit cost of Jewish life is very high, if the Jewish choice is perceived as inferior, the
optimal response would be to allocate less to it, “thus beginning the downward spiral that leads
to low levels of Jewish human capital and little commitment to Jewish communal life” (Chiswick
& Chiswick, 2000, p. 82). In the case of private Jewish schools, fewer students enrolled requires
that a school charge higher tuition to cover costs. Jewish community leaders have termed the
tuition spiral the “tuition crisis,” that has driven “schools to raise their tuition annually and often
by considerable amounts” and has led to even affluent families struggling to meet their
competing needs (Schick, 2009, p. 3). According to findings by Bedrick (2012), in one Boston
Jewish day school, 60% of families who removed their children from the school did so because
of the perceived prohibitive financial burden.
Increasing the perception of the value of Jewish life would positively impact the “time
and effort devoted to Jewish activities and communal participation” (Chiswick & Chiswick,
2000, p. 82). Currently, free public education presents tough competition for costly Jewish day
schools; therefore, for actual usage and enrollment in Jewish education, the education must be
worth the cost, and must not come at the expense of high-quality secular education. The

32
perceived cost value of enrolling students in day school is a determinative factor affecting
enrollment.
Parents value the goal of instilling strong and lasting Jewish cultural affiliation in
their children.
Studies have indicated that commitment to Jewish affiliation is an indicator of parents’
willingness and/or likelihood to enroll their children in day school. As discussed above, goals are
the “basic organizing feature of motivated behavior” and guide purposeful actions (Ambrose et
al., 2010, p. 70). A goal’s importance is linked to the subjective value that individuals place on
the goal, and a lack of perceived value leads to a lack of motivation (Ambrose et al., 2010).
According to findings presented by Schick (2009), “among the nearly 90% of American
Jews who are not Orthodox, the movement into new areas often is a result of, or leads to, the
downsizing of Jewish commitment and identity and this, too, obviously has consequences for
day schools because as commitment wanes, so does the likelihood that children will be sent to a
day school” (p. 21). Beck (2002) explains that many parents who choose to enroll their children
in Jewish day schools do so in order to surround them with a Jewish milieu and culture, rather
than to specifically introduce them to any religious education or specific body of Jewish
knowledge. These parents are not necessarily valuing the content of Jewish education, but rather
the cultural affiliation associated with it. Based on Schick’s (2009) and Beck’s (2002) findings,
the downward enrollment in Jewish day schools may be ascribed to parents’ lack of value placed
on Jewish education. Given the correlation between parents’ commitment to Jewish affiliation
and day school enrollment, it is imperative for NCJDS that their parent body value the
connections to Jewish culture that the school engenders in students in order for the school to
achieve its goal enrollment.

33
Parents will need to prioritize their children ’s learning outcomes over the value of
tuition to be spent.
Cost value is the determination of negative consequences that accomplishing a certain
task will be. As described above, Eccles (2006) explains that “the value of a task also depends on
a set of beliefs that can best be characterized as the cost of participating in the activity.”
Participation in Jewish communal life is accompanied by significant costs (Chiswick &
Chiswick, 2000). The available alternatives to participation in Jewish activities drives such
participation down where the alternatives are perceived as superior (Chiswick & Chiswick,
2000). Free public education represents particularly fierce competition for costly Jewish day
schools if parents do not value the unique defining aspects of Jewish education (Chiswick &
Chiswick, 2000).
According to Beck’s (2002) study, a significant group of parents indicated that although
they were initially interested in Jewish day schools, they were deterred from enrolling their
children because of the costs. Bedrick’s (2012) findings that 60% of families examined who
chose not to re-enroll their children in private Jewish day school in Boston did so because of the
prohibitive financial burden support Shick’s (2009) categorization of the importance and impact
of tuition on enrollment decisions.
However, though Jewish day school tuition may be high, tuition in and of itself may not
be dispositive in deterring enrollment. Beck (2002) further found that parents who placed value
on the specific education provided by the day schools worked to find solutions that allowed them
to cover the cost of tuition – these parents “felt that the value and benefits of Jewish Day School
education outweighed the financial hardship that they would have to endure” (p. 17). Therefore,

34
NCJDS must value the outcomes associated with NCJDS over the cost of tuition in order for
them to choose to matriculate their children between programs.
Parents must value the activities that the school provides.
Values affect motivation by the determining the importance of the goals they associate
with. As Eccles (2006) explains, learning and engagement requires desire to accomplish a task,
which is affected by the value associated with it. The intrinsic value, that is the degree to which
individuals enjoy the process of completing particular tasks (Wigfield et al., 2006), that parents
place on Jewish education impacts their motivation to enroll their children (Pintrich, 2003). In
Beck’s (2002) study, Beck found that parents who enrolled their children in Jewish day schools
generally enjoyed attending the special events that their children’s schools organize, which
usually surrounded the Sabbath and holidays. Attendance at these events created a positive
perception among parents of the value of the school (Beck, 2002).
Parents value sending their children to NCJDS because of their non-academic goals.
As discussed, the value that parents assign to day school will determine whether or not
they choose to enroll their children. Motivation to perform or execute a task or goal is increased
where the tasks or goals support individuals’ other, short-term or long-terms, goals, plans, needs,
or sought-after rewards (Eccles, 2006).
Non-academic outcomes are the foremost factors that parents of children enrolled in
private religious schools evaluate when selecting a school for their children (Bosetti, 2004). In
Beck’s (2002) study, the majority of parents were motivated to enroll their children because of
the character-building components of the programs. Although positively disposed to the Jewish
content, their primary attractions lay with the learning environment (Beck, 2002). Beck’s (2002)
findings indicate that many parents appeared to have chosen to enroll their children in day

35
schools because of the character-building aspects of the education, which affected by the Jewish
milieu. Non-academic outcomes, such as character building and the promotion of Jewish culture
are main goals and attractions of Jewish school (Roso, 2013).
According to Wertheimer (2007), only a minority of Reform households enroll their
children in day schools, and fewer than 30% of Conservative households enroll their children,
whereas a vast majority of Orthodox children are enrolled in day schools. Wertheimer (1999)
explains that Jewish religious affiliation is a strong determinant of day school enrollment. A key
component that this affiliation represents is the value parents place on the unique facets and
outcomes related to Jewish schools and Jewish education. Simply, religious orientation is a
determinative factor among Jewish families with regards to Jewish day school enrollment
(Wertheimer, 1999; Wertheimer 2007). Therefore, parents who choose to enroll their children in
Jewish day schools do so in large part because of the non-academic outcomes associated with
Jewish education.
Parents believe that sending their children to NCJDS will help their children reach the
goal of academic success, as well as a strengthened and lasting connection to their
community.
The utility value of a task, that is, how well a task fits into an individuals’ broader goals
or plans, affects motivation to complete the task. Utility value relates to how valuable the task is
perceived to be in relation to a future task or goal (Eccles, 2006; Rueda, 2011). Rueda (2011)
explains that increased perceptions of utility value improve individual performance related to a
given task or goal.
In the context of parents’ decision to enroll their children in a given school, parents’
choices will be impacted by their perceptions of the utility value of the different school options

36
as they relate to their other goals for their children’s educations. Bosetti’s (2004) study of 1,500
parents investigating parents’ enrollment decisions found that the long-term educational goals
that parents have for their children’s educations was highly determinative on their decisions.
According to Bosetti (2004) “private school parents are seeking a school that addresses the
individual needs of their child” (p. 397). Bosetti (2004) further explains that “religious private
school parents were clustered around their top two reasons: Shared Values and Beliefs (62%) and
Strong Academic Reputation (44%)” (p. 397). NCJDS’ enrollment at key transition points
between programs will benefit from parents’ belief that matriculating their children between
programs at NCJDS will help them achieve the larger goals that they hold for their children.
Assumed motivational team confidence influences. Team confidence is a key
motivational cause that affects active choice and persistence (Clark & Estes, 2008). Active
choice is the process by which intention to act on a solution, is translated into actual action
(Clark & Estes, 2008). Eccles (2006) describes the relationship between confidence and
motivation. Eccles (2006) explains that expectations for success positively influences motivation.
According to Clark and Estes (2008), under-confidence leads to active choice problems,
whereas individual as well as team confidence allows stakeholders to actively choose and sustain
pursuance of goals. Simply stated, confidence affects motivation (Rueda, 2011; Wigfield
&Eccles, 2000).
Clark and Estes (2008) explain that team confidence relates to individuals’ beliefs that
the other members of their team working towards a particular goal “possess the skills necessary
to achieve the team’s performance goals” (p. 92). Bandura (1997) explains that team confidence,
which Bandura defines as “collective efficacy,” is a “a group’s shared belief in its conjoint
capabilities to organize and execute the course of actions required to produce given levels of

37
attainments” (p. 477). Bandura (1997) further describes the importance of team confidence as a
key predictor of performance. According to Bandura (1997 “the stronger the beliefs people hold
about their collective capabilities, the more they achieve” (p. 480). If individuals lack team
confidence, performance goals will not be met (Clark & Estes, 2008).
Within NCJDS, it is important that the key stakeholder of focus, parents of NCJDS
students, make the active choice to enroll their children in the school, and keep them enrolled
through the school’s transition points from program to program. Team confidence influences
identified that may affect active choice regarding enrollment among the parent body at NCJDS
include that: (a) parents are confident that the school has the ability to meets its stated goals, (b)
parents are confident that the quality of educational experience at this school is better than their
alternatives, and (c) parents believe that the religious and cultural experiences at this school are
better than their alternatives.
Parents are confident that the school has the ability to meets its stated goals.
Confidence is an important determinant of whether or not a stakeholder will actively
choose to pursue the performance goal. As discussed above, under-confidence impedes
individuals’ active pursuit of goals (Clark & Estes, 2008). Private school parents actively seek
schools that will help their children achieve the learning goals that they have set out for them
(Bosetti, 2004).
Wertheimer (1999) explains that one major failings of mid-20
th
century supplemental
Jewish education in America was the dissonance between parents’ perceptions of the goals of the
schools and the schools’ actual goals. As Jewish parents came to believe that supplementary
Jewish education was incapable of meeting the goals of such education, engagement fell, and

38
supplemental Jewish education suffered a “precipitous decline in enrollments” (Wertheimer,
1999, p. 38).
In discussing Jewish education and the causes of declining enrollment, Ackerman (1969)
observed that Jewish education “falls woefully short of achieving many of its stated goals” (p.
24). According to Ackerman (1969), “when judged by even the least demanding standard of
what it means to be an educated Jew, it is hard to avoid the feeling that the academic aspirations
of the one-day-a-week school are either a joke or an act of cynical pretentiousness” (p. 21).
Ackerman (1969) further explains that core failing of supplemental Jewish education which led
to significant declines in enrollment, is that “it distorts its uniqueness and creates obstacles to the
achievement of its goals” (p. 35). Although dated, Ackerman’s (1969) description of the
purposes and goals of Jewish education remains consistent today, that is, broadly to contribute to
the preservation of Jewish culture, history religion and practice, as does Ackerman’s description
of the impact of schools’ failure to meet their goals.
As outlined in Chapter One, NCJDS’ mission is to be the premier private Jewish school
in Northern California’s Silicon Valley, and to provide students with an excellent education in
General and Judaic studies, and to instill in them Jewish values, and a love of Torah, the Jewish
people and Israel. The stated goals that NCJDS has articulated cuts to the core of why parents
would choose to send their children to the school. If parents lack the team confidence in NCJDS’
ability to meet these stated goals, they would have little reason to enroll their children in the
school.

39
Parents are confident that the quality of educational experience at this school is better
than their alternatives.
While team confidence is generally an important factor regarding active choice, team
confidence may be a more highly weighted motivational factor where cost value is high. The
degree of confidence that individuals have affect their motivation and active choice to pursue
goals (Clark & Estes, 2008). Therefore, where there are alternative options, one cost associated
with selecting a particular school could be described in relation to the lost benefits that would be
available were parents to send their children to the alternative school.
In their investigation examining the determinants of school choice in California, Buddin,
Cordes & Kirby (1998) assert that parents choose between public and private schools for their
children by comparing the benefits received under each alternative. As discussed, Bosetti (2004)
found that the second most important factor that parents of private religious school students
weigh in selecting their children’s schools is strong academics. In a 1988 study of the
determinates of private school enrollment, Long and Toma found that the cost of tuition plays a
greater factor where the quality of less expensive alternatives increases. Household income’s
effect on private school attendance appeared to relate to the quality of the public schools
available (Long & Toma, 1988, p. 356). That is to say that the perceived quality of the education
as compared to alternatives is a significant factor in parents’ decision-making process.
Additionally, it appears that parents’ decisions to send their children to private schools is
affected more by the cost of tuition and their income levels as grade level increases (Long &
Toma, 1988). Household income is generally less of a factor in determining private school
enrollment at lower grade levels (Long & Toma, 1988). Long and Toma’s (1988) findings

40
related to enrollment indicate the importance of team confidence at NCJDS in order to address
the enrollment gaps between programs in the school.
Currently, free public education presents tough competition for costly Jewish day schools
(Chiswick & Chiswick, 2000). In order for parents to choose to provide Jewish education for
their children, the education must be worth the cost, and must not come at the expense of high
quality secular education (Chiswick & Chiswick, 2000). In a 2002 study investigating parents
who enroll their children in Jewish preschools, Beck examined parents’ motivations and
expectations of the schools, shedding light on the reasons why Jewish families make their
enrollment decisions. According Beck’s (2002) study, parents who chose not to send their
children to day school did so in part because they felt that the day schools didn’t have the
appropriate support systems to meet the children’s needs. This concern was particularly acute for
parents of children with learning issues (Beck, 2002).
Therefore, in order for NCJDS, a private school charging significant tuition, to address its
retention gaps between programs, parents must have team confidence that the educational
experiences at the school are superior to the alternatives.
Parents believe that the religious and cultural experiences at this school are better than
their alternatives.
Similar to the impact of parents’ team confidence in NCJDS’ ability to provide superior
educational opportunities for their children as compared to the alternatives, parents must also
have team confidence that NCJDS will provide superior religious and cultural experiences to the
alternatives in order to support parents’ active choice to matriculate their children between
programs (Clark & Estes, 2008).

41
According to Wertheimer (2007), the limited nature of supplemental Jewish education,
the main alternative for Jewish families to day schools, suffer a number of systemic limitations.
Most supplemental programs struggle to maintain quality due to lack of resources and the part
time nature of the teachers (Wertheimer, 2007). Additionally, many are often too focused on the
“one time performance” of bar or mat mitzvahs, and fade after those milestones, failing to create
lifelong cultures (Wertheimer, 2007). Wertheimer (2007) explains that “due to the increasingly
consumer-driven quality of American life” there is now a proliferation of supplemental schools
seeking to provide tailored alternatives to established institutions, and that these new schools are
attracting families to enroll their children (p. 5).
According to Schick (2009), the trend of increased competition is also present among day
schools. Schick (2009) explains that there has been a proliferation of small Jewish day schools
vying to compete for enrollment among committed, often Orthodox, families. These new schools
are being created to meet the demands as parents are looking to find “schools that more closely
fit their religious outlook” (Schick, 2009, p. 12).
Parents of both Jewish day school and Jewish supplemental school students are
increasingly actively seeking religious educational experiences that they believe to be superior to
the alternatives. Parents’ confidence in the religious and cultural experiences offered at NCJDS
is a particularly salient motivational influence on parents’ decision whether or not to enroll their
children in higher grades given the alternative choices that they have.
This section of the study has examined the motivational components determined to be
necessary for a school like NCJDS to raise its student retention to the desired levels. The
following section will assess organizational influences that affect parents’ choice and ability to
matriculate their children from program to program at NCJDS.

42
Table 3 shows the assumed motivation influences and related literature.
Table 3
Summary of Assumed Motivation Influences on Parents ’ Ability to Achieve the Performance
Goal
Assumed Motivation Influences Research
Literature
Author, Year;
Author, Year.
Value
Parents need to value...

Parents value the goal of instilling strong and lasting Jewish cultural
affiliation in their children.
Ambrose et al.
(2010);
Beck (2002);
Schick (2009).

Parents will need to prioritize their children’s learning outcomes over
the value of tuition to be spent.
Beck (2002);
Bedrick (2012);
Chiswick and
Chiswick (2000);
Eccles (2006);
Schick (2009).

Parents must value the activities that the school provides. Beck (2002);
Eccles (2006);
Pintrich (2003);
Wigfield et al.
(2006).

Parents value sending their children to NCJDS because of their non-
academic goals.
Beck (2002);
Eccles (2006);
Wertheimer
(1999);
Wertheimer (2007).
Parents believe that sending their children to NCJDS will help their
children reach the goal of academic success, as well as a strengthened
and lasting connection to their community.
Bosetti (2004);
Eccles (2006);
Rueda (2011).

Expectancy Value

43
Parents believe that the quality of the educational experience is worth
the cost.
Bedrick (2012);
Buddin, Cordes
and Kirby (1998);
Chiswick and
Chiswick (2000);
Eccles (2006);
Pintrich (2003);
Schick (2009).
Team Confidence
Parents need to have confidence that...

Parents are confident that the school has the ability to meet its stated
goals.
Ackerman (1969);
Bosetti (2004);
Clark and Estes
(2008);
Wertheimer
(1999);
Wertheimer (2007).

Parents are confident that the quality of educational experience at this
school is better than their alternatives.
Beck (2002);
Bosetti (2004);
Buddin, Cordes &
Kirby (1998);
Chiswick and
Chiswick (2000);
Clark and Estes
(2008);
Long and Toma
(1998).

Parents believe that the religious and cultural experiences at this school
are better than their alternatives.
Clark and Estes
(2008);
Schick (2009);
Wertheimer (2007).
Organization
Organizational barriers are pervasive and often unseen, yet they have the ability to
impede performance even where requisite knowledge and motivation are exemplary. According
to Clark and Estes (2008), organizational influences that contribute to gaps are comprised of
inefficient or ineffective work processes and material resources. Clark and Estes (2008) explain

44
that knowledge and motivation alone are not guarantors of organizational achievement of
performance goals absent sufficient processes and materials.
Work process is the “system of interacting processes that require specialized knowledge,
skill and motivation” for successful operation, that come together to achieve organizational goals
(Clark & Estes, 2008, p. 104). If organizational policies do not effectively support processes, an
organization may suffer from chaos and inefficiency, regardless of knowledge or motivation
(Clark & Estes, 2008).
According to Clark and Estes (2008), a core work process that influences performance is
culture. Organizational culture develops over time, and refers to the “the core values, goals,
beliefs, emotions, and processes established” in an organization, “culture is both a powerful force
in performance and a difficult characteristic to identify and to influence” (Clark & Estes, 2008, p.
108).
Similarly, Gallimore and Goldenberg (2001) describe cultural models as “shared mental
schema or normative understandings of how the world works, or ought to work” (p. 47).
Gallimore and Goldenberg (2001) are describing cultural models as the shared norms and
understandings of the world that exist within groups. These norms and understandings are “often
invisible and unnoticed by those who hold them” (Gallimore & Goldenberg, 2001, p. 47).
Cultural models serve to inform and direct how groups, and the individuals within them, react to
internal and external triggers (Gallimore & Goldenberg, 2001).
Due to the foregoing, when assessing gaps within organizations it is particularly
important to identify the cultural models at work within the organization to figure out how they
may be contributing to the gap (Gallimore & Goldenberg, 2001). Because of the important role
that organizational barriers can have in contributing to performance gaps, and their difficulty to

45
pinpoint and address, particular focus should be given to distinguishing them (Clark & Estes,
2008). By isolating the organizational factors contributing to performance gaps, organizations
can address and improve root causes of problems that may override what would otherwise be
satisfactory performance.
This section of the study will evaluate and examine the organizational components
determined to be necessary for a school like NCJDS to raise its student retention to the desired
levels.
Assumed organizational influences. Organizational barriers impeding performance
must be addressed in order for the optimal level of performance to be achieved. The assumed
organizational influences contributing to the enrollment gap at NCJDS are that: (a) NCJDS
ensures that parents are aware of the school’s commitment to its non-academic mission; (b)
NCJDS works to make parents aware of the school’s commitment to its academic mission; (c)
NCJDS works to create a culture in which children are a part of a cohort, that benefits from its
cohesion; (d) NCJDS works to create a community and culture among the parent body; (e)
NCJDS works to create a culture around the school that encourages parents to keep their enrolled
through transition points; (f) NCJDS creates incentives for parents to continue to enroll their
children into the upper grades; (g) NCJDS effectively recognizes parents who enroll their
children into the upper grades; (h) NCJDS effectively prepares parents (regarding deadlines,
requirements) to enroll their children into the upper grades.
NCJDS ensures that the parents are aware of the school ’s commitment to its non-
academic mission.
Organizational commitment to, and articulation of, its goals is key to success. Clark and
Estes (2008) explain that effective organizations have a clear vision and goals. Organizational

46
“vision and commitment, clearly and candidly communicated to everyone and demonstrated with
visible management involvement in the process, is a critical success factor” (Clark & Estes,
2008, p. 118).
As discussed above, Bosetti (2004) found that the primary factor that parents who enroll
their children in private religious schools look at when selecting a school for their children is
shared values and beliefs. For parents who choose to send their children to private religious
schools, the non-academic component of the school is the most important component (Bosetti,
2004).
According to Roso (2013), a “main purpose of Jewish day school education is teaching
character through the promotion of Jewish culture” which is a primary reason that parents choose
to enroll their children (p. 36). As discussed above, Beck (2002) found that many parents who
chose to enroll their children in Jewish education were seeking a “Jewish milieu rather than
[providing] religious education or even any specific body of knowledge” (p. 15).
Jewish supplemental schools often lack formal missions, which make it difficult for
parents to be entirely certain of the school’s goals (Wertheimer, 2007). This lack of clarity is one
component that deters enrollment, because without a clear mission, it is difficult for parents to
gauge where the schools’ commitments lay (Wertheimer, 2007).
The Jewish, rather than academic, context drives enrollment in Jewish education
(Ackerman, 1969; Beck, 2002; Wertheimer, 2007). NCJDS’ mission is to be the premier private
Jewish school in Northern California’s Silicon Valley and to provide students with an excellent
education in General and Judaic studies, and to instill in them Jewish values, and a love of Torah,
the Jewish people and Israel. Because the non-academic mission at NCJDS is one of its key
distinguishing characteristics that attracts parents to enroll and matriculate their children through

47
the school’s programs, it is extremely important that the school ensure that parents are aware of
its commitment to that mission.
NCJDS works to make parents aware of the school ’s commitment to its academic
mission.
Organizational success requires a clear mission that is clearly communicated to the parent
body. As discussed above, an important motivational influence that affects parents’ decision
whether to enroll their children in Jewish school is the team confidence in the school’s academic
education (Chiswick & Chiswick, 2000). Central to that team confidence is confidence in team
members’ commitment (Clark & Estes, 2008). As noted, the second most important factor that
private religious school parents consider when selecting a school for their children is strong
academics (Bosetti, 2004). Therefore, NCJDS must ensure that parents are aware of its
commitment to its academic mission of providing students with an excellent education in secular
studies.
NCJDS works to create a culture in which children are a part of a cohort, that benefits
from its cohesion.
Parents who choose to enroll their children in Jewish education tend to do so with the
culture and environment of the school in mind. Beck’s 2002 study found that most of the parents
surveyed who had enrolled their children in Jewish preschool programs were not originally
motivated by the Jewish content. These parents were most concerned with the environment and
relationships (Beck, 2002). They were positively disposed to the Jewish content, but that wasn’t
their primary concern, rather, peer group was a key factor (Beck, 2002).
In addition to the general impact of Jewish culture on enrollment choices, according to
Wertheimer (1999), fostering peer groups within the Jewish educational context reinforces

48
participation. Similarly, Roso (2013) explains that one Jewish day schools’ core goals of
“promoting character training” is accomplished through fostering peer groups within the schools
(p. 38). Therefore, fostering cohorts among the students at NCJDS would serve to reinforce
students’ connection to the school, as well as aid the school’s character-building efforts.
NCJDS works to create a community and culture among the parent body.
Cultural models’ and peer groups’ effects can serve to funnel stakeholders to participate
in tasks. As explained above, cultural models are the “shared mental schema or normative
understandings of how the world works, or ought to work” (Gallimore & Goldenberg, 2001, p.
47). Individuals’ actions and reactions are impacted by cultural models in which they are
immersed (Gallimore & Goldenberg, 2001).
Jewish day schools can foster culture through purposeful engagement. According to
Wertheimer (1999), “Jewish family education, in short, builds upon the investment that parents
are already making in their children’s education to encourage more intensive parental
engagement” (p. 81). This Jewish family education is often accomplished through organizing
joint events, celebrations and activities “so that adults and children develop peer groups that
reinforce each other’s participation” (Wertheimer, 1999, p. 81). The foregoing reinforcement
drives engagement with community, culture, and the institution itself (Wertheimer, 1999).
Beck’s 2002 study noted the impact that parents’ communities have on their enrollment
decisions for their children. At its core: peer group choices matter. Parents studied by Beck
(2002) indicated that knowing other families also enrolling their children in a Jewish day school
was a factor that affected their decision to enroll their children. Similarly, Beck (2002) found that
parents who chose not to enroll their children in day school indicated the same sentiment,

49
however it cut the other way – if their peer group were sending their children to a school, they
were more inclined to do so as well.
By working to create a community and culture among the parent body at NCJDS, NCJDS
can increase parents’ engagement with the school and foster positive retention trends.
NCJDS works to create a culture around that school that encourages parents to keep
their children enrolled through transition points.
Cultural models can be fostered that help align group behavior with organizational goals.
Cultural models drive how individuals in a group understand how processes operate, or should
operate, and thereby direct individuals’ actions (Gallimore & Goldenberg, 2001). According to
Denler, Wolters and Benzon (2014), a core aspect of Social Cognitive Theory asserts the power
of models to assist in the acquiring of new behaviors. Therefore, organizations may influence
cultural models in order to support individuals acquiring particular behaviors.
As discussed in detail above, in studying the motivations that influence parents’ decisions
to enroll their children in Jewish preschool, Beck (2002) found that parents’ peer groups are an
important factor that influences parents’ enrollment decisions for their children. Parents are
likely to enroll their children in a school that their peer groups are enrolling their children in
(Beck, 2002). Therefore, creating a culture among the parent body at NCJDS, in which parents
are encouraged to enroll their children in subsequent programs within the school, may influence
retention between programs.
NCJDS creates incentives for parents to continue to enroll their children into the upper
grades.
Tangible rewards structures can help increase motivation. According to Pintrich (2003),
rewards can influence intrinsic motivation and interest. Similarly, Clark and Estes (2008) explain

50
that “financial or other tangible incentives [...] can significantly increase people’s willingness to
choose and persist at work goals” (p. 96). As noted, organizational effectiveness is improved
where organizational structures and processes are aligned with and support the organization’s
goal (Clark & Estes, 2008). In the case of NCJDS, the organizational goal would be supported by
rewarding parents. Parents’ motivation to enroll their children in subsequent programs at NCJDS
can be augmented by the school offering some sort of financial incentive to do so.
NCJDS effectively recognizes parents who enroll their children into the upper grades.
Intangible incentives, such as recognition, serve to improve motivation and performance.
According to Clark and Estes (2008), in addition to tangible incentives, intangible incentives can
serve a similar motivational function. Intangible incentive categories include such things “as pats
on the back (what some call ‘catching people doing a good job’), recognition award plaques, and
‘performer of the week/month/year’ recognition” (p. 99). Pintrich (2003) echoes this concept that
recognition of achievement serves to increase motivation. These intangible incentives may
improve motivation and performance. Therefore, parents’ motivation to enroll their children in
subsequent programs at NCJDS may be augmented by the school’s use of non-monetary
rewards, or acknowledgements.
NCJDS effectively prepares parents (regarding deadlines, requirements) to enroll their
children into the upper grades.
The organization’s structures and processes should be aligned to meet the goals of the
institution, and of the stakeholders. According to Clark and Estes (2008), in order for
organizations to be effective, they must ensure that the organizational processes and structures
are aligned with and are supportive of the organization’s performance goals and values. Simply,

51
organizations must provide adequate knowledge, skills, and motivational support for individuals
in order for individuals to successfully perform tasks (Clark & Estes, 2008).
As identified above, parents of NCJDS students must have the procedural knowledge of
how to enroll their children in subsequent grades and programs. In order for parents to acquire
the necessary procedural knowledge, organizational structures and processes must be in place
that support such acquisition. If NCJDS parents are to enroll their children in upper grades, the
school’s procedures should be tailored to give parents the information that they require in order
to complete the task.
The summary of assumed organizational influences affecting parents’ decision to
matriculate their children between programs at NCJDS is displayed in Table 4. Table 4 shows
the assumed policies, processes, and procedures, culture and recognition influences.
Table 4
Summary of Assumed Organizational Influences on Parents ’ Ability to Achieve the Performance
Goal
Assumed Organization Influence Research Literature
Author, Year;
Author, Year.
Policies, Processes, & Procedures
Parents need policies that...

NCJDS effectively prepares parents (regarding deadlines,
requirements) to enroll their children into the upper grades.
Clark and Estes
(2008).
Culture
Parents need a culture that...

NCJDS ensures that the parents are aware of the school’s
commitment to its non-academic mission
Ackerman (1969);
Beck (2002);
Bosetti (2004);
Clark and Estes
(2008);
Roso (2013);

52
Wertheimer (2007).
NCJDS works to make parents aware of the school’s commitment to
its academic mission.

Bosetti (2004);
Chiswick and
Chiswick (2000);
Clark and Estes
(2008).
NCJDS works to create a culture in which children are a part of a
cohort, that benefits from its cohesion.
Beck (2002);
Roso (2013);
Wertheimer (1999).
NCJDS works to create a culture around the school that encourages
parents to keep their children enrolled through transition points.
Beck (2002);
Denler, Wolters and
Benzon (2014);
Gallimore &
Goldenberg (2001).

NCJDS works to create a community and culture among the parent
body.
Beck (2002);
Gallimore &
Goldenberg (2001);
Wertheimer (1999).

Recognition

NCJDS effectively recognizes parents who enroll their children into
the upper grades.
Clark and Estes
(2008);
Pintrich (2003).

NCJDS creates incentives for parents to continue to enroll their
children into the upper grades.
Clark and Estes
(2008);
Pintrich (2003).

Therefore, the knowledge, motivation and organization influences found in the literature
discussed above were utilized for the inquiry outlined in Chapter Three to evaluate the extent to
which the influences identified are assets or needs at NCJDS. Influences that are revealed to be
needs require remedying in order for NCJDS to meets its goal of 100% student matriculation
between programs in the school.

53
CHAPTER THREE: METHODOLOGY
Purpose of the Project and Questions
The purpose of this project is to conduct a gap analysis to examine the knowledge,
motivation and organizational influences that interfere with 100% of parents of NCJDS students
at transition points between programs choosing to keep their children enrolled in NCJDS. The
questions that will guide this gap analysis are the following:
As such, the fundamental core questions that will guide this study are:
1. What are the knowledge, motivation, and organizational influences that interfere with
100% of parents choosing to matriculate their children between the school’s programs?
2. What are the recommended knowledge, motivation, and organizational solutions for
solving the retention problem?
Conceptual and Methodological Framework
The Clark and Estes (2008) gap analysis is a clear and organized analytical methodology
that streamlines a process by which organizations can address gaps between set performance
goals, and the realities of the organization’s actual performance. The Clark and Estes (2008)
model is unique in that it seeks to address the gaps in performance by evaluating elements of
knowledge, motivation and organization associated with an organization’s performance gap.
Often, organizations assume particular causes are affecting gaps in organizational performance,
and seek to address those causes without analyzing the veracity of those assumptions (Clark &
Estes, 2008; Rueda, 2011).
The gap analysis is particularly appropriate for evaluating and addressing organizational
performance gaps because unlike other performance problem solving methodologies, crucial to
the analysis is the systematic evaluation of assumed causes for the gap, using both qualitative

54
and quantitative methods. Through the structured approach, organizations can positively address
performance problems by relying on research based on substantiated understandings of gaps in
knowledge, motivation and organization factors. The causal influences can then be verified and
solutions recommended for each.
The Clark and Estes (2008) gap analysis can be broken down into a series of discrete
steps. The gap analysis process begins by first identifying measurable organizational
performance goals. The second step of the process is to measure the performance goals against
the current organizational performance, identifying “gaps” between the two. Once the gap has
been identified, the third step in the process is to develop a method for analyzing the knowledge,
motivation, and organizational causes contributing to the gap. The fourth step of the gap analysis
process involves developing and implementing solutions to address the specific knowledge,
motivation and organizational causes of the gap. Following the implementation of the proposed
solutions, the gap analysis remains an iterative process during which there is renewed evaluation
of goals and performance. The gap analysis framework (Clark & Estes, 2008) is shown in Figure
1.
An improvement model of the gap analysis was selected as appropriate for the study.

55

Figure 1. The Gap Analysis Process (Clark & Estes, 2008).
Assessment of Performance Influences
The third stage of the gap analysis involves analyzing the knowledge, motivation, and
organizational causes contributing to the organizational performance gap. In analyzing the
performance gap, specific knowledge, motivation and organizational influences were identified
based on a survey of the pertinent literature, as discussed in Chapter Two. Based on the
influences implied by the research literature in Chapter Two, a targeted assessment was created
to evaluate each influence within the context of NCJDS.
Knowledge Assessment
Based on the literature discussed in Chapter Two, declarative factual, conceptual,
procedural and metacognitive knowledge influences have been identified. The declarative factual
influences involve knowledge that the parents can state (Ambrose et. al, 2010). The conceptual
knowledge influences involve parents’ knowledge of how their factual knowledge interrelates
(Anderson & Krathwohl, 2001; Krathwohl, 2002). The procedural knowledge influences
evaluated in this study involve knowledge relating to how to complete specific tasks (Anderson

56
& Krathwohl, 2001; Krathwohl, 2002). The metacognitive knowledge that this study evaluates
relates to parents’ understandings of their own thought processes and cognition (Ambrose et al.,
2010). This study has sought to evaluate the assumed knowledge influences using both surveys
and interviews to determine their status as needs or assets. A summary of the knowledge
influences and corresponding methods of assessment is found in Table 5.
Table 5
Summary of Knowledge Influences and Method of Assessment
Assumed
Knowledge
Influences
Survey Item Interview Item
Declarative
Factual

Parents know
the improved
and lasting
association and
commitment to
Jewish
community
and culture that
day schools
can, and do,
foster.
Multiple choice:
How effective are Jewish schools at
instilling a lasting association and
commitment with Jewish community
and culture?
a) Extremely effective.
b) Very effective.
c) Moderately effective.
d) Slightly effective.
e) Not effective at all.
Main Question: Tell me what
you think about Jewish schools’
relationship to instilling lasting
Jewish values?
Probing Question: To what
extent do you think that a lasting
relationship with Jewish values
can be instilled in students
outside of Jewish schools?
Question: To what extent, if any,
is there a relationship between
Jewish schools and instilling
lasting Jewish values in students?
Probing Question: To what
extent do you think the values
instilled outside of school
compare to those instilled within
the school?

57
Parents
articulate their
goals for their
children’s
education.

Open Ended Question:
Please list at least one, but no more than
five, goals that you have for your
child’s education?
Question: Tell me in your own
words: what are you goals for
your children’s education?
Parents
articulate the
school’s
mission.
Multiple choice:
The school’s mission is to:
a) provide a Jewish environment in
which all children have the opportunity
to be successful.
b) provide students with an excellent
education in General and Jewish
studies, and to instill in them Jewish
values, and a love of Torah, the Jewish
people and Israel
c) provide students with an excellent
education in General and Jewish
studies, and ensure all students are
performing at or near grade level and
make learning meaningful for the 21st
century

Question: In your own words,
tell me what the school’s mission
is?
Question: Where can you find
the school’s mission?
Parents
articulate the
school’s
activities.
Open Ended Question:
Please list at least one, but no more than
five, activities that NCJDS organizes?

Question: What are some of the
activities that the school
organizes?
Declarative
Conceptual

Stakeholder
understands
school’s
ability, and
role in helping
shape students’
character and
Multiple choice: Complete the sentence.
NCJDS plays a(n) _____ role in helping
shape students’ character and other non-
academic outcomes.
a) Extremely critical
b) Very critical
Question: to what extent, if any,
do Jewish schools have any
ability to shape students’
character or other non-academic
outcomes?

58
other non-
academic
outcomes.
c) Moderately critical
d) Slightly critical
e) Not at all critical
Question: to what extent does
NCJDS play a role, if at all, in
shaping students’ character or
other non-academic outcomes?
Questions: Explain the
relationship you see, if any,
between NCJDS and the
fostering of students’ character
and other non-academic
outcomes.

Procedural
Parents will
need to know
how to enroll
matriculating
students in the
school’s
subsequent
program.

Question:
Please order the following steps
required to enroll students in subsequent
programs at NCJDS:
__ Obtain enrollment contract in
hardcopy from the school’s office, or
download online.
__ Submit first tuition deposit to the
school.
__ Submit completed and signed
enrollment contract to the school.
__ Submit second tuition deposit to the
school.
__ Submit financial aid application.
__ Fill out and sign enrollment
paperwork.
Question: Walk me through
some of the steps that you would
use to enroll you child in ____
(subsequent grade child will be
entering).

Parents know
how to engage
with school’s
activities.
Question: How do you find out
about school activities?
Question: Pretend I’m a new
parent and explain to me how to
attend school activities?
Follow-up Question? Are there
any special steps to do so?

59
Metacognitive
Stakeholders
will need to
understand
how their
decisions will
affect their
children’s
academic as
well as non-
academic
outcomes
Circle your agreement or disagreement
with the following:
1. When selecting a school for my
child, I think about how my
decision will affect their
academic outcomes.
a. Definitely agree
b. Agree
c. Disagree
d. Definitely disagree
2. When selecting a school for my
child, I think about how my
decision will affect their non-
academic outcomes.
a. Definitely agree
b. Agree
c. Disagree
d. Definitely disagree
Main Question: How do you
think about how your decisions
will affect your child’s academic
and nonacademic outcomes?
Question: What long term effects
do you think that the specific
school you choose for you child
will have?
Question: To what extent do you
think there are non-academic
(emotional, cultural etc.)
outcomes that particular schools
may encourage?
Question: How do you weigh
these factors/outcomes when
selecting the school for your
child?
Stakeholders
will need to
reflect on the
value that they
place on the
non-academic
outcomes of
their children’s
education - as
balanced
against the cost
of tuition.
Circle your agreement or disagreement
with the following:
1. When selecting a school for my
child, I think about the value that
I place on tuition as compared to
the non-academic outcomes of
my child’s education.
a. Definitely agree
b. Agree
c. Disagree
d. Definitely disagree

Question: When selecting a
school your child, to what extent,
if at all, does tuition factor into
the equation?

Question: How do you weigh
academic and nonacademic
outcomes of school against the
cost of tuition?
Question: Are there particular
outcomes that you value more or
less?
Question: Are any of these
factors, including tuition,
dispositive?

60
Motivation Assessment
Chapter Two identified a series of assumed motivation influences affecting enrollment at
NCJDS. These motivational influences include topics of parents’ beliefs in terms of value,
expectancy value and team confidence regarding NCJDS. The assumed motivational influences
have been evaluated using both survey and interview protocols. A summary of the motivation
influences and corresponding methods of assessment is found in Table 6.
Table 6
Summary of Motivation Influences and Method of Assessment
Assumed
Motivation
Influences
Survey Item Interview Item
Value
Parents value
the goal of
instilling strong
and lasting
Jewish cultural
affiliation in
their children.
Multiple choice:
How important is instilling strong and
lasting Jewish cultural affiliation?
a) Extremely important.
b) Very important.
c) Moderately important.
d) Slightly important.
e) Not important at all.
How important is instilling strong and
lasting Jewish cultural affiliation when
selecting a school?
a) Extremely important.
b) Very important.
c) Moderately important.
d) Slightly important.
e) Not important at all.
Question: To what extent, if any,
do you value instilling strong
and lasting Jewish cultural
affiliation as an educational
goal?
Question: How do you feel about
that goal? Is it important to you?
(to what degree?)
Question: How important is
instilling strong and lasting
Jewish cultural affiliation in your
child to you?

61
Parents will
need to
prioritize their
children’s
learning
outcomes over
the value of
tuition to be
spent.
Please place the following in order of
their value to you:
__ Secular academics.
__ Character building.
__ Cost of education.
__ Jewish values.
Question: How do you measure
the importance of your child’s
learning outcomes, compared to
the cost of tuition?
Probing question: Is there a
relation between the two in your
mind?
Parents must
value the
activities/events
that the school
provides.
Circle your agreement or disagreement
with the following:
1. I find the activities/events that
NCJDS organizes enjoyable.
Circle one:
a. Definitely agree
b. Agree
c. Disagree
d. Definitely disagree
2. I find the activities/events that
NCJDS organizes to be
incidental to the school’s
mission.
Circle one:
a. Definitely agree
b. Agree
c. Disagree
d. Definitely disagree.
Question: Tell me about any
events or activities that you may
have attended at NCJDS.
Question: (If attended events)
Did you find them to be valuable
experiences? - Why or why not?

Question: How important do you
feel that the activities that
NCJDS organizes are?
Parents value
sending their
children to
NCJDS
because of their
non-academic
goals.
Please place the following school
outcomes in order of their value to you:
__Academic excellence.
__Character building.
__Jewish values.
__Knowledge of Jewish topics.
Question: In your own words,
what are the main reasons that
you send/would send your child
to NCJDS?
Expectancy
Value

62

Parents believe
that the quality
of the
educational
experience is
worth the cost.
Multiple Choice:
Complete the sentence:
Tuition at NCJDS is _____ compared to
the quality of the education provided.
a) Extremely well priced.
b) Very well priced.
c) Moderately well priced.
d) Slightly well priced.
e) Not well priced at all.

Circle your agreement or disagreement
with the following:
The quality of the educational
experience at NCJDS is worth the cost.
Circle one:
a) Definitely agree
b) Agree
c) Disagree
d) Definitely disagree

Question: Do you think that the
quality of the education at
NCJDS is worth the cost?
Team
Confidence

Parents are
confident that
the school has
the ability to
meet its stated
goals.

Please rate how confident you are that
NCJDS has the ability to do the
following right now using the scale
below.
0 = Not confident at all
50 = Moderately confident
100 = Highly confident

1. __ meet its stated goals.
2. __ provide students with an excellent
education in secular studies.
3. __ provide students with an excellent
education in Jewish studies.
Question: To what degree do you
feel confident that NCJDS has
the ability to meet its goals

63
4. __ instill Jewish values, and a love of
Torah, the Jewish people and Israel in
students.
Parents believe
that sending
their children to
NCJDS will
help their
children reach
the goal of
academic
success, as well
as a
strengthened
and lasting
connection to
their
community.
Please rate how confident you are that
NCJDS will help your child achieve the
goals listed below by writing the
appropriate number.
Rate your degree of confidence by
recording a number from 0 to 100 using
the scale given below:
0 = Not confident at all
50 = Moderately confident
100 = Highly confident
1. __ academic success
2. __ a strengthened and lasting
connection to their community.
Question: How confident do you
feel that NCJDS will support
your child in achieving academic
success?
Question: To what degree do you
feel confident that NCJDS will
support your child in to
achieving a strong sense of
connection to the Jewish
community?
Parents are
confident that
the quality of
educational
experience at
this school is
better than their
alternatives.
Rate your agreement or disagreement
with the following:
I am confident that the quality of the
educational experience is better than the
alternatives
Circle one:
a) Definitely agree
b) Agree
c) Disagree
d) Definitely disagree
Question: Please rate how confident
you are that the following experience
provided at NCJDS is superior to those
provided at other schools by indicating
the appropriate number.
Question: Were there any other
schools that you deciding
between?
Question: What factors did you
weigh?
Question: How did the school’s
educational experience compare
to the alternative choices?
Question: To what degree are
you confident that NCJDS offers
better quality educational
experiences than other schools?

64
Rate your degree of confidence by
recording a number from 0 to 100 using
the scale given below:
0 = Not confident at all
50 = Moderately confident
100 = Highly confident

1.__ educational experience
Parents believe
that the
religious and
cultural
experiences at
this school are
better than their
alternatives.
Question: Circle your agreement or
disagreement with the following:
The quality of the religious and cultural
experience is better than the alternatives
Circle one:
a) Definitely agree
b) Agree
c) Disagree
d) Definitely disagree
Question: Please rate how confident
you are that the following experiences
provided at NCJDS are superior to
those provided at other schools by
writing the appropriate number.
Rate your degree of confidence by
recording a number from 0 to 100 using
the scale given below:
0 = Not confident at all
50 = Moderately confident
100 = Highly confident
1. __ religious experiences
2. __ cultural experiences
Question: How does the school’s
religious and cultural experience
compare to the alternative
choices?
Question: To what degree are
you confident that NCJDS offers
better cultural experiences than
other schools?

65
Organization Assessment
Based on a review of the literature found in Chapter Two, a number of organizational
influences were identified relating to parents’ enrollment of their children at NCJDS. These
influences relate to the processes and procedures in effect at NCJDS which affect enrollment
procedures, the unseen cultural context at play within the school which direct group activity
(Gallimore & Goldenberg, 2001), as well as the programs that NCJDS operates to encourage
parents to enroll their children in upper grades (Clark & Estes, 2008). The assumed organization
influences identified have been evaluated using both quantitative survey, and qualitative
interview protocols. A summary of the organization influences and corresponding methods of
assessment is found in Table 7.
Table 7
Summary of Organization Influences and Method of Assessment

Assumed Organization
Influences
Survey Item Interview Item
Policies, Processes, &
Procedures

NCJDS effectively prepares
parents (regarding deadlines,
requirements) to enroll their
children into the upper grades.
1. Circle your agreement or
disagreement with the
following:
NCJDS communicates
important administrative
information to parents in a
clear manner.
Circle one:
a) Definitely agree
b) Agree
Question: To what extent,
if any, do you feel that
NCJDS prepares you to
enroll you child into
successive grades?
Question: Give me an
example of a
procedure/policy that
makes it easy for parents to

66
c) Disagree
d) Definitely disagree

2. Multiple choice:
How effective is NCJDS at
communicating administrative
information to parents in a
clear manner?
a) Extremely effective.
b) Very effective.
c) Moderately effective.
d) Slightly effective.
e) Not effective at all.
4. How effective is NCJDS at
preparing parents to enroll
their children in subsequent
grades and programs?
a) Extremely effective.
b) Very effective.
c) Moderately effective.
d) Slightly effective.
e) Not effective at all.
5. Multiple Choice:
a) The procedures at NCJDS
make it difficult for parents to
enroll their children in
subsequent grades.
b) The procedures at NCJDS
make it easy for parents to
enroll their children in
subsequent grades.
c) The procedures at NCJDS
do not affect parents’ ability to
enroll their children in
subsequent grades.
Question: Give me an
example of a
procedure/policy that
makes it difficult for
parents to enroll their
children in subsequent
grades.

67
enroll their children in
subsequent grades.
Culture
NCJDS ensures that parents
are aware of the school’s
commitment to its non-
academic mission
1. Circle your agreement or
disagreement with the
following:
NCJDS is genuinely
committed to its non-academic
mission.
Circle one:
a) Definitely agree
b) Agree
c) Disagree
d) Definitely disagree
2. Please place the following
in order of the school’s
commitment to each:
__Academic excellence.
__Character building.
__Jewish values.
__Knowledge of Jewish
topics.
__Raising tuition.
Question: To what extent
do you think that NCJDS is
committed to more than
academics alone - if so,
what else is it committed
to?
Question: In your own
words, tell me what kind of
support NCJDS provides to
foster character building,
and a positive relationship
with Jewish culture?
Question: How does
NCJDS show its
commitment to its non-
academic mission?
NCJDS works to make
parents aware of the school’s
commitment to its academic
mission

1. Circle your agreement or
disagreement with the
following:
NCJDS is genuinely
committed to its academic
mission.
Circle one:
a) Definitely agree
b) Agree
Question: To what extent
do you think that NCJDS is
committed to its academic
mission?
Question: Tell me, how
does NCJDS demonstrate
that commitment?

68
c) Disagree
d) Definitely disagree
NCJDS works to create a
culture in which children are a
part of a cohort, that benefits
from its cohesion
1. How effective is NCJDS at
creating a culture in which
children are a part of a cohort?
a) Extremely effective.
b) Very effective.
c) Moderately effective.
d) Slightly effective.
e) Not effective at all.
Question: Do you think that
NCJDS works to create a
culture in which children
are part of a cohort?

NCJDS works to create a
culture around the school that
encourages parents to keep
their children enrolled
through transition points.
1. Circle your agreement or
disagreement with the
following:
NCJDS works to create a
culture around the school that
encourages parents to keep
their children through
successive programs in the
school.
Circle one:
a) Definitely agree
b) Agree
c) Disagree
d) Definitely disagree
Question: To what extent
do you think that NCJDS
works to create a culture
that encourages parents to
keep their children enrolled
through transition points?
NCJDS works to create a
community and culture
among the parent body.
1. Circle your agreement or
disagreement with the
following:
NCJDS works to create a
community and culture among
the parent body.
Circle one:
a) Definitely agree
b) Agree
Question: To what extent
do you feel that there is a
culture of community
among the parent body at
NCJDS?

Question: What, if any, role
do you think NCJDS
actively plays in fosters a
sense of community and

69
c) Disagree
d) Definitely disagree
2. How effective is NCJDS at
creating a community and
culture among the parent
body?
a) Extremely effective.
b) Very effective.
c) Moderately effective.
d) Slightly effective.
e) Not effective at all.
culture among the parent
body?

Question: To what extent
does the school organize
any activities specifically
for parents?
Recognition
NCJDS effectively recognizes
parents who enroll their
children into the upper grades.
1. How effective is NCJDS
recognizing parents who enroll
their children in upper grades?
a) Extremely effective.
b) Very effective.
c) Moderately effective.
d) Slightly effective.
e) Not effective at all.

2. Open Ended Question:
Please list at least one, but no
more than five ways that
NCJDS recognized parents
who enroll their children in
upper grades:

Question: Tell me in what
way, if any, does NCJDS
recognizes parents who
enroll their children in
upper grades.
NCJDS creates incentives for
parents to continue to enroll
their children into the upper
grades.
1. Circle your agreement or
disagreement with the
following:
Question: Question: Tell
me in what ways, if any,
does NCJDS incentivizes
parents who enroll their
children in upper grades.

70
NCJDS creates incentives for
parents to enroll their children
into upper grades.
Circle one:
a) Definitely agree
b) Agree
c) Disagree
d) Definitely disagree
2. Open Ended Question:
Please list at least one, but no
more than five ways that
NCJDS incentivizes parents to
enroll their children in upper
grades:
Question: Do you think that
the school adequately
incentivizes parents to
enroll their children into
upper grades?

Participating Stakeholders and Sample Selection
The stakeholder group of focus for this this study is the parents of NCJDS students. As
the stakeholder group with the most consequential role in actually enrolling students to
matriculate from one program to another within NCJDS, parents of NCJDS students are the
optimal choice for evaluation within the context of this study.
Sampling
The sample population of the study consisted of parents of NCJDS students. The
population size of parents enrolling children at NCJDS is 414, representing both single and dual
parent households.
Survey sampling. The criteria used to select participants for the survey was having a
child enrolled in NCJDS. For the purpose the survey, the maximum number of data points was
optimal, and therefore the sample size was limited by parents’ volunteer participation only. The
sample population in this study was 68.

71
Interview sampling. The criteria to select participants for the interview sampling was
current enrollment of children in NCJDS. Parents of current students were utilized for the study
to help triangulate data regarding the influences that induce parents to enroll their children in the
school. Parent interviews were limited to a total of 10 participants.
Instrumentation
The instrumentation and protocol used for this study was:
Survey Design
Quantitative data related to knowledge, motivation and organizational influences
affecting NCJDS parents was obtained using a unique survey specifically designed for the
NCJDS context. The survey items were derived from Tables 5, 6, and 7 listed above. The Survey
items were constructed based on the assumed influences identified in Chapter Two, to address
the three levels of knowledge, motivation and organizational factors critical to the gap analysis
framework (Clark & Estes, 2008).
Interview Protocol Design
Qualitative data related to knowledge, motivation and organizational influences affecting
NCJDS parents was obtained using a structured set of open-ended questions. The interview
protocol was derived from Tables 5, 6, and 7 listed above. The interview questions were
constructed based on the assumed influences identified in Chapter Two, to address the three
levels of knowledge, motivation and organizational factors critical to the gap analysis framework
(Clark & Estes, 2008).
Data Collection
Data was collected prior to the outset of the COVID-19 pandemic. Following University
of Southern California Institutional Review Board approval, participants were solicited by:

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Surveys
The survey was distributed to the entire parent body of students currently attending
NCJDS on the Qualtrics online platform via email in the school’s parent-wide weekly email.
Parent participation was voluntary. The survey was made available for parents for one month. In
that time, parents were reminded of the survey in the parent-wide weekly school email three
times. All of the surveys were kept anonymous and information about questions was used only
for the analytical purposes of this study.
Interviews
In addition to the survey that was distributed, interviews were conducted to triangulate
data, and gain additional insight into the problem. Interviews were conducted through a mix of
in-person interviews and Skype interviews. All interviews were limited to one hour. All
interviews were recorded and transcribed. The interview responses were anonymized and kept
confidential. Interview participants were solicited from the sample of survey participants.
Participation in the interviews was limited to 10 parents.
Data Analysis
For the purposes of this study, separate data analysis strategies were used for each the
survey data, and the interview data. To better evaluate the information collected from more than
one source, both qualitative and quantitative information was evaluated, using interview and
survey protocols respectively.
For the quantitative survey data, the results were examined using descriptive statistics to
identify the mean scores and deviation of the data.

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For the qualitative interview data, the interviews were transcribed. Participants’ interview
responses were then coded based on the knowledge, motivation, and organizational categories
identified.
Trustworthiness of Data
In order to maintain the credibility and trustworthiness of this study, all topics raised by
the literature were explored by more than one source of data. This study sought to triangulate
data using both surveys and interviews. Triangulation is the process by which different data
sources of information are examined, in order to build and justify information from each
(Creswell, 2013). By exploring the knowledge, motivation and organizational influences from
multiple perspectives through the twin sources of data, the results collected are further
confirmed.
Role of Investigator
The investigator in this study is a former employee at NCJDS. The investigator in this
study chose to leave the school to focus on other pursuits, and as such, the separation from the
school was extremely positive. Objectivity is “an essential aspect of competent inquiry”
(Creswell, 2013, p. 8). The amiable relationship between the investigator and the school, in
addition to the distance as an outsider with no inherent investment in any particular outcome,
may have allowed for the research to be conducted without prejudice or preconceptions.
However, it is possible that the investigator’s unconscious bias may have had an effect.
Because of the investigator’s position as an outsider, albeit a trusted former employee,
those surveyed and interviewed were extremely candid about their perceptions. Additionally,
many current parents in the school, particularly those of preschool students, did not have children
enrolled in NCJDS when the investigator was an employee of the school and were unaware of

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the investigator’s relationship when participating in the study. However, given that NCJDS
served as the primary go-between, linking the investigator with the stakeholders, it is possible
that some participants still felt that the investigator was “connected” to the school, and were
unwilling to be completely candid.
Limitations
This study is limited in a number of ways. As a gap analysis of a specific organization,
NCJDS, this study is not meant to be generalizable, but rather is designed to address the
particular gap and its corresponding causes at NCJDS. The purpose of this study is to identify
specific research-based solutions for implementation at NCJDS in order to address its enrollment
gaps between programs. The gaps, influences and solutions identified cannot be generalized to
other Jewish day schools because of the particularity of the study.
Additionally, this study is limited by its focus on only one stakeholder. For practical
purposes, NCJDS parents, as the group that has the most, and ultimate power to affect the
school’s retention through their decision to enroll students in the school, were selected as the
stakeholder of focus for this study. Future studies may benefit and expand upon the body of
knowledge developed in this study by focusing on other stakeholders, including the school’s
administration or Board of Trustees.
Another limitation is that not all stakeholders participated in the study. Participation in
the survey and interviews by stakeholders limits the generalizability of the study. Participation in
the data collection was completely voluntary, and therefore, it is possible that only stakeholders
with more pronounced opinions on particular issues took part. This may represent a limitation if
the participants did not represent the characteristics of those who chose not to participate.
Because of the potentially narrow characteristics of participants, the study may not be

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generalizable to stakeholders who did not participate and do not share the characteristics of those
who did (Creswell, 2013).

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CHAPTER FOUR: RESULTS AND FINDINGS
Northern California Jewish Day School (NCJDS) operates in Northern California and
suffers from an enrollment gap between the successive preschool, lower school, and middle
school programs in NCJDS which compromises the efficiency and sustainability of the
institution. NCJDS is highly reliant on its revenue from tuition in order to meet its financial
needs, and therefore a critical mass of students is required for NCJDS to be financially viable.
The framework for this study was based on the Clark and Estes (2008) Gap Analysis Process
Model. Based on the Clark and Estes (2008) framework, stakeholders’ knowledge, motivation,
and organizational inadequacies contribute to and cause the gap in student enrollment. As such,
all three of these assumed causes were examined in this study.
This study was conducted based on a mixed-methods approach, utilizing both qualitative
interview data as well as quantitative survey data (Creswell, 2013). Data for this study was
collected prior to the outset of the COVID-19 pandemic. These multiple sources of quantitative
and qualitative data were collected in order to confirm the assumed causes contributing to the
gaps in student enrollment. The data primarily focused on the knowledge, motivation, and
organizational challenges that NCJDS parents encounter, which impact enrollment at NCJDS.
The fundamental core questions that guided this study, which focus on the enrollment decisions
of parents at NCJDS for their children, are:
1. What are the knowledge, motivation, and organizational influences that interfere with
100% of parents choosing to matriculate their children between the school’s programs?
2. What are the recommended knowledge, motivation, and organizational solutions for
solving the retention problem?

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Data were first collected using quantitative research methods in the form of a survey sent
to the parents of NCJDS students to triangulate the knowledge, motivation, and organizational
barriers that affect parents’ decision to enroll their children in subsequent programs in the school.
Additionally, the surveys offered an opportunity to contact participants about also participating
in interviews. These qualitative interviews were utilized to enrich the data collected as well as to
offer more detail about the knowledge, motivation, and organizational barriers that affect
parents.
Participating Stakeholders

The stakeholders who participated in the study were parents of Northern California
Jewish Day School students. A quantitative survey was distributed to all 414 parents of NCJDS
students. 68 surveys were completed, which represents a 16% return rate. Although this response
rate is seemingly low, it represents a higher percentage of households since many parents
informed the investigator that they did not complete the survey because (a) their partner did, (b)
that they share the same beliefs as their partner, (c) that their partner deals with everything
school-related, or (d) that they in some way assisted their partner in completing the survey. In
addition to the quantitative survey, ten parents further participated in more in-depth qualitative
interviews. All ten parents who were interviewed had filled out the quantitative survey.
The parents who participated have children enrolled in NCJDS’ preschool, elementary
school and middle school. Some participants had children enrolled in all three programs
simultaneously, while others only had children enrolled in one program. While the participants’
socioeconomic backgrounds varied, the vast majority represent middle-class households who,
although many receive financial assistance or tuition reductions, have the financial capabilities to
send their children to private schools. Additionally, nearly all participants identified as Jewish (in

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point of fact, only one participant indicated that he didn’t identify as Jewish but that his spouse
did). As noted in Chapter Four, a number of the parents who participated in this study enrolled
their children in NCJDS after the investigator was no longer employed by the school and were
unaware of the investigator’s previous relationship with the organization; specifically, five of the
interview participants only enrolled their children in NCJDS after the investigator was no longer
an employee at the school.
The distributed survey did not include any category for participants to indicate their gender
or age. Similarly, the distributed survey did not include questions related to religious observance,
levels of education or ethnic heritage. The survey was only distributed in English.
Determination of Assets and Needs

As discussed above, this study utilized a quantitative survey as well as qualitative, semi-
structured interviews to triangulate data. Triangulation is the process of combining
methodologies within a study to investigate the same phenomena (Bowen, 2009). By examining
information through both quantitative survey results as well as qualitative interview results, the
results are corroborated through the data sets. Through such triangulation, this study has sought
to create a “confluence of evidence that breeds credibility” (Bowen, 2009, p. 28).
In this study, the Clark and Estes (2008) gap analysis methodology was used to determine
whether or not the assumed influences outlined in Chapter Three are needs or assets to NCJDS.
A need influence is one that is determined to be an influence that contributes to the gap between
the performance goal and actual performance. The investigator determined that the assumed
influences identified and discussed in Chapter Three were determined to be assets if over 75% of
survey data collected and 80% of interview data confirmed the influence; survey and interview
data with results below 75% and 80% respectively confirmed the assumed influence as a need.

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Interview data was shown to have confirmed the influence via the investigator’s coding
discussed below. Confirmed need influences indicate areas that NCJDS should direct attention
to, and remedy, in order to address the enrollment gaps identified and discussed in previous
chapters.
Results and Findings for Knowledge Causes

The assumed knowledge causes affecting the enrollment gap at NCJDS were outlined in
Chapter Three. As discussed in Chapter Three, knowledge gaps may be categorized into four
main types: (a) declarative, (b) conceptual, (c) procedural, and (d) metacognitive (Clark & Estes,
2008). Based on a survey of the literature, a number of knowledge influences that affect parents’
decision to enroll their children in private Jewish schools such as NCJDS were identified.
As noted in Chapter Three, declarative knowledge influences include that: (a) parents are
aware of the improved and lasting association and commitment to Jewish community and
culture, (b) parents articulate their goals for their children’s education, (c) parents are able to
articulate the school’s mission, and (d) parents are able to articulate the school’s activities.
Similarly, the literature identified conceptual knowledge influences that parents
understand the school’s ability and role in helping shape character and other non-academic
outcomes.
For NCJDS enrollment, procedural knowledge is a key aspect of ensuring matriculation.
The literature on procedural knowledge indicates that influences include that: (a) parents know
how to enroll matriculating students in the school’s subsequent programs, and (b) parents know
how to engage with the school’s activities.
The literature on metacognitive knowledge causes affecting private Jewish school
enrollment include that: (a) parents understand how their decisions will affect their children’s

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academic as well as non-academic outcomes, and (b) parents need to reflect on the value they
place on the non-academic outcomes of their children’s education.
Factual Knowledge
Factual Knowledge Influence 1: Parents need to know the improved and lasting
association and commitment to Jewish community and culture that day schools can, and
do, foster. The expectation is that parents send their children to a Jewish school because of a
core value of fostering an enduring relationship to Jewish community and culture as part of their
children’s identity. This is something that would otherwise be difficult for parents to achieve
outside of school hours due to competing activities and priorities.
Survey results. Parents were asked to select how effective Jewish day schools are at
instilling a lasting association and commitment with Jewish community and culture. As indicated
in Table 8, 79% of parents were aware of the strong impact that attending Jewish day school has
on students’ lasting commitment and association with Jewish community and culture, indicating
that they believe Jewish schools to be in the “extremely effective” or “very effective” range of
instilling a lasting commitment and association with Jewish community and culture. Because the
threshold validation level for this assumed influence is 75%, this influence is an asset. However,
the fact that 21% of parents surveyed indicated that they believed that Jewish schools are only
moderately, slightly, or not at all effective at instilling a lasting commitment and association with
Jewish community and culture, thus undervaluing the impact of Jewish day schools in creating
lasting connections to Jewish community and culture, indicates a knowledge area that NCJDS
could leverage and improve among the parent body.

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Table 8
Survey Results for Factual Knowledge of Positive Impact on Long-Term Association and
Commitment to Jewish Community and Culture
# Factual Knowledge Item (n = 68) Count %

How effective are Jewish schools at instilling a
lasting association and commitment with Jewish
community and culture?

1 Extremely effective* 19 28%
2 Very effective* 35 51%
3 Moderately effective 10 15%
4 Slightly effective 3 5%
5 Not effective at all 1 1%
Total 68 100%
*Correct response
Interview findings. Interview participants were asked to describe Jewish schools’
connection to instilling a lasting relationship with Jewish values. All of the parents interviewed
indicated that they believed that Jewish days schools have the capacity to create a lasting
relationship with the Jewish community and culture. One parent explained his view on the
relationship between Jewish schools’ efficacy in instilling a lasting relationship to Jewish values
and culture by stating that “There are some schools that I think do a very, very good job of it,
like a very good job and then there are schools that I think do not do a good job at all.” This
parent made it clear that he believes that Jewish schools can be effective, however, that the
results vary by school. The participants discussed Jewish schools as necessary to creating strong,
lasting connections to the Jewish community and culture. One parent explained her view on the
importance of Jewish schools in forming children’s connection as the driving factor in choosing
to send her daughter to NCJDS:

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One of the reasons that we picked [a] Jewish school is [... we] really felt like we would
benefit from having a partner in creating a Jewish home and Jewish identity, and I do feel
that having my child in Jewish school is doing that.
According to this interviewee, she felt that Jewish school was the dispositive factor in
accomplishing her goal of creating lasting connections between her daughter and Jewish culture.
Another interviewed parent was more blunt in his explanation of the necessity of Jewish school
in creating lasting connections to the Jewish community and culture:
Parents are stretched so thin that I think often that [...] I don’t know if parents can do the
job fully on their own. I think for most families that might be too much to ask: to
completely take that burden upon themselves without having a Jewish Day School in the
mix, I think it might be too much, I really do. Because there’s only a certain amount of
education that you can instill at home that you can do sending kids 6, 7, 8 hours a day to
other schools. It’s impossible.
This participant made it clear that he is aware that Jewish schools create deep-rooted positive
relationships and connections with Jewish culture that are more impactful than what parents can
accomplish by themselves outside of school.
Summary. The assumed influence is that parents need to know the improved and lasting
association, as well as commitment to the Jewish community and culture, that day schools can
and do, foster. Since the survey data revealed that 79% of the parents surveyed are aware of the
positive impact that Jewish day schools have on students, and the threshold set is 75%, this
influence is an asset. Further, the interview data reveals that the parents understand the strong
impact that Jewish day schools have in creating enduring connections to Jewish culture and
community. However, as discussed above, that 21% of parents surveyed did not appreciate the

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lasting benefits that Jewish schools have in fostering a connection to Jewish culture and
community reveals significant room for improvement.
Factual Knowledge Influence 2: Parents must have articulable goals for their
children ’s education. The assumption is that many parents do not have clear articulable goals
consistent with the purpose of Jewish day schools, without which they are unable to choose to
send their children to a school that aligns with their purposes in educating their children.
Survey results. Parents were given an open-ended question in which they were asked to
list at least one, but no more than five, goals that they have for their children’s education. As
illustrated in Figure 2 which depicts the number of parents who listed 0, 1, 2, 3, 4, 5, 6 or 7 goals
for their children’s education, all but two survey respondents listed at least one goal for their
children’s education. This assumed influence was determined to be an asset as essentially all
parents indicated they have articulable goals for their children’s education. Although the survey
results demonstrated this influence to be an asset, the open-ended findings of this question offer
NCJDS particular areas of focus moving forward in order to meet the goals that parents have for
their children.

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Figure 2. Survey Results of Factual Knowledge of Articulable Goals for Children’s Education.
This figure shows the number of parents who listed 0, 1, 2, 3, 4, 5, 6 or 7 goals for their
children’s education.

Interview findings. Participants were asked to describe what their goals are for their
children’s education. One parent discussed his goals as follows:
I want them to get a good Judaic studies and a good secular education. Hebrew is not as
important to me just because there’s a limited amount of time in the day. So me
personally I would rather have them get a sense of Jewish values [...] So then, in terms of
the Judaic skills that they’re gonna be able to pick up and the secular subjects, and, um,
engagement and skill-building.
This parent explained his goals for his children’s education in terms of gaining a good Jewish
and secular education as well as obtaining Jewish values. A parent with a daughter in preschool
described her goals for her daughter in terms of connection to the Jewish community, responding
that “I think that, at a young age, you build the foundations. So I want them to know the Jewish
calendar and be connected to the stories.” Another parent explained her goals as:

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So definitely academics because she does need to be educated and developed to be able
to persevere in this world, [...] to exist to move forward to, [...] to be successful. But, I
also wanted her to get the values that are from within the Torah from within the Jewish
community. I wanted her to be engaged in projects like mitzvah [good-deed] projects that
do good and I felt like that a Jewish school would [...] give that; [...] I also wanted her to
have that community around her [...] I wanted her to learn how to be, how to feel part of a
Jewish community.
This parent also explained that she wanted her daughter to grow up with a strong sense of
connection to the Jewish community, culture, and values. The parents interviewed all discussed
connections to Jewish values, culture, and community as important goals in their children’s
education. Participants’ discussions of quality secular academic education generally as goals for
their children were almost afterthoughts, leaving the investigator with a sense that these aspects
of the discussion were mere platitudes. The lion’s share of parents’ explanations of their goals
for their children’s education were focused on Jewish culture and community.
Summary. The assumed influence is that parents must have articulable goals for their
children’s education. Since nearly all participants surveyed were able to list at least one goal for
their children’s education, the participants demonstrated that they have articulable goals for their
children’s education. Similarly, the interview data demonstrated that parents have a variety of
goals for their children that they were readily able to articulate. Because parents articulated goals
for their children in the surveys and interviews, this influence was determined to be an asset.

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Factual Knowledge Influence 3: Parents must know the school ’s goals. The
assumption relating to this influence is that parents are unaware of the school’s mission.
Survey results. Survey participants were asked to select the school’s mission from three
possible options. As indicated in Table 9, 59% of parents knew what the school’s stated mission
is, whereas 41% of parents were unaware. As the required threshold for validation of survey
results is 75%, this influence has been determined to be a need.
Table 9
Survey Results for Parents ’ Knowledge of NCJDS ’ Mission
# Factual Knowledge Item Count %
The school’s mission is to:
1
provide a Jewish environment in which all children have
the opportunity to be successful.
4 6%
2
provide students with an excellent education in General
and Jewish studies, and to instill in them Jewish values,
and a love of Torah, the Jewish people and Israel*
39 59%
3
provide students with an excellent education in General
and Jewish studies, and ensure all students are
performing at or near grade level and make learning
meaningful for the 21st century
23 35%
Total 66 100%
*Correct response
Interview findings. Interview participants were asked to explain the school’s mission in
their own words. Only one parent was able to state NCJDS’ mission nearly verbatim and
included every item touched upon in the school’s stated mission. That same parent, elsewhere in
his interview in relation to Jewish schools’ potential to impact students’ long-term association
and commitment to the Jewish community and culture, stated that:
There are some schools that I think do a very, very good job of it, like a very good job
and then there are schools that I think do not do a good job at all. If I had to make a

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range, I think that schools that have a very strong sense of purpose and mission, do a
better job.
This parent clearly believes that Jewish schools’ effectiveness at creating a strong sense of
Jewish community and culture in students is directly tied to the schools’ missions. His focus and
value on schools’ missions may have predisposed him to pay more attention to NCJDS’ mission
and contributed to his outlier status regarding this influence. In contrast, other parents stated that
they weren’t sure what NCJDS’ mission is. One parent simply stated, “they want kids to have a
love of Torah the love of Israel.” Two parents did not even try to explain NCJDS’ mission, with
one parent stating “I wouldn’t say I’m totally clear on the mission.” This parent felt so unclear on
NCJDS’ mission that she didn’t even try to explain what she may have understood it to be based
on the school’s other statements or actions.
Summary. The assumed influence is that parents know the school’s mission. Survey
findings indicated that only a little more than half of NCJDS’ parents surveyed, 59%, knew the
school’s stated mission. Since the threshold established is 75%, this influence was determined to
be a need. Interview findings similarly demonstrated that, with the exception of one outlier
parent who knew the school’s mission statement almost verbatim and was able to name all of the
core values of the mission statement, the majority of parents were unable to articulate the
components of NCJDS’ mission.
Factual Knowledge Influence 4: Parents must be able to articulate NCJDS ’
activities. The assumption related to this influence is that parents are unaware of activities that
NCJDS operates.
Survey results. According to the results of the survey, as shown in Table 10, when asked
to list at least one, but no more than five activities that NCJDS organizes, 11 of the 68 survey

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participants, or 16%, did not list any activities. Responses from respondents who did not list any
activities in their responses included: (a) that they were “not sure” of any activities; (b) that the
question was not applicable, further indicating that they may not think that the school organizes
activities; and (c) “0”, again showing that the respondent did not believe that the school operates
any activities. Conversely, all of the other survey respondents listed multiple activities that
NCJDS organizes. Because the threshold for survey items is 75%, this influence was determined
to be an asset. Although the responses to this survey question revealed this assumed influence to
be an asset, the fact that 16% of parents were unable to list a single activity NCJDS organizes
indicates an area that the school may choose to focus on in the future.
Table 10
Survey Results for Factual Knowledge of NCJDS Activities
# of Activities Listed Count %
0 11 16
1 17 25
2 7 10
3 13 19
4 10 15
5 8 12
6 2 3
68 100%

Interview findings. Parents were asked to describe whether they were aware of any
events made available by NCJDS and whether they had attended any such events. The interview
findings demonstrated that all of the participants were aware of a number of activities that

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NCJDS organizes. In their interview responses, a number of parents specifically referenced the
wide variety of activities organized by NCJDS. One parent explained:
Wow, it’s so long list. What we start with Tefila everyday, and the higher grades I know
they pray in the synagogue - we don’t, the kindergarten doesn’t. And it goes to
celebrating all the holidays: Israeli holidays and Jewish holidays, for example, now we
celebrate Yom Haatzmaut.
This parent described the activities that the school organizes, ranging from daily religious
activities to regular holiday events. Another parent described a litany of activities organized by
NCJDS:
So they, they’ve done, things like they’ve done a Hannukah STEAM night, where they
provide several activities that kids can do, from making the Menorahs out of clay, to
making candles, to, to there was some… some other activities as well I’m sorry I don’t
remember 100 percent; they were going to do a Purim Carnival for them; they do a back
to school picnic; they, they do concerts; they did a havdallah ceremony, you know,
various, it runs the gamut. I know the PA has organized like movie nights as well for kids
and it’s sorry I’m going into the PA, but the PA is wonderful in terms of trying to do
activities for kids and for adults. [...] they also do activities like ice skating for the kids.
They do movie nights, as I mentioned.[...] they’ve done, they are doing a mother daughter
yoga session on Mother’s Day. [...] They’ve done just a regular moms’ hangout type of
thing, because they recognize that we need our community.
This parent’s enumeration of the wide variety of activities that the school organizes, ranging
from religious events to non-academic and non-religious community building activities

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demonstrated a strong awareness of NCJDS’ activities. All parents interviewed were readily able
to discuss a number of activities that the school organizes.
Summary. The assumed influence is that parents articulate the activities organized by
NCJDS. The survey data demonstrated that 84% of parents are able to articulate activities
organized by NCJDS. Since the threshold established for survey items is 75%, this influence was
determined to be an asset. The interview data further corroborated that this influence is an asset
as every participant interviewed was able to list a number of activities organized by the school.
Conceptual Knowledge
Conceptual Knowledge Influence 1: Parents understand the school ’s ability, and
role in helping shape students ’ character and other non-academic outcomes. This assumed
influence is based on the concept that parents are unaware of the positive outcomes associated
with Jewish schools.
Survey results. Parents were asked to describe their understandings of the role that
NCJDS plays in shaping their children’s character and other non-academic outcomes. As
illustrated in Table 11, 96% of parents surveyed demonstrated an awareness of the impact that
NCJDS has on students’ non-academic growth and development. Because the stated threshold
for validation of the survey results is 75%, this influence was determined to be an asset.

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Table 11
Survey Results for Conceptual Knowledge of Positive Impact on Students ’ Non-Academic
Outcomes
# Conceptual Knowledge Item Count %

NCJDS plays a(n) _____ role in helping shape students’
character and other non-academic outcomes.

1 Extremely critical. 12 18%
2 Very critical. 24 36%
3 Moderately critical. 28 42%
4 Slightly critical. 3 4%
5 Not at all critical. 0 0%
Total 67 100%

Interview findings. Interview participants were asked to explain their perceptions of
Jewish schools’ relationship in instilling lasting Jewish values in children and impacting their
character. One parent participant discussed her view on the relationship between Jewish schools
and instilling Jewish values in her daughter at an early age as having “a big chunk in building a
kid’s character [...] I know that her teachers really made a mark.” This participant explained that
she felt that Jewish schools are particularly impactful in instilling Jewish values in children at a
young age. Another participant explained that she views Jewish schools’ ability to impact
students’ character and relationship with Jewish values as sine qua non for these children:
I think they have a very significant part in it [...] it’s made, and makes, my job as a parent
a little bit easier because it’s a place where it answers my values and my daughter sees
me participating and hopefully that teaches her encourages her to participate.

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To this parent, Jewish schools have a strong, positive relationship in instilling Jewish values in
students and affecting their character. The interview participants all discussed Jewish schools as
having a strong ability to impact students’ character and other non-academic outcomes.
Summary. The assumed influence is that parents understand Jewish schools’ ability to
impact students’ character and values. Since 96% of survey participants indicated that they
perceive Jewish schools as playing a critical role in shaping students’ character and the threshold
cut off is 75%, this influence is an asset. Corroborating the survey results, the interview data
demonstrates parents’ awareness of the positive impact of Jewish schools on students,
confirming that this influence is an asset as indicated in the survey data.
Procedural Knowledge
Procedural Knowledge Influence 1: Parents must know how to enroll students in
NCJDS ’ subsequent programs.
Survey results. Parents were asked to organize the steps required to enroll students in
subsequent programs at NCJDS in the correct order. As shown in Table 12 below, 70% of
parents surveyed accurately indicated the first step required to enroll students in subsequent
programs, 39% of parents surveyed accurately indicated the second step required to enroll
students in subsequent programs, 39% of parents surveyed accurately indicated the third step
required to enroll students in subsequent programs, 23% of parents surveyed accurately indicated
the fourth step required to enroll students in subsequent programs, 12% of parents surveyed
accurately indicated the fifth step required to enroll students in subsequent programs and 79% of
parents surveyed accurately indicated the sixth step required to enroll students in subsequent
programs. Because the threshold established for survey results to validate assumed influences as
assets, 75%, was only met for one of the six steps, this influence is a need.

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Table 12
Survey Results for Procedural Knowledge of How to Enroll Students in Subsequent Programs
Procedural
Knowledge
Item
Parents who
Selected the
Correct Step
Count %
Step 1 39 70%
Step 2 22 39%
Step 3 22 39%
Step 4 13 23%
Step 5 7 12%
Step 6 44 79%

Interview findings. Interview participants were asked to describe the steps required to
matriculate students between programs. Parents who participated in the interviews described
their understanding of the procedures required for enrollment as simply filling out the enrollment
contract. One parent explained the process as “straightforward,” only requiring that parents
complete the enrollment contract. Although this parent, like the other interview participants,
accurately explained that in order to enroll children in subsequent programs in the school a
parent must submit a completed enrollment contract, she, like the other interview participants,
could not describe the actual steps required for enrollment in subsequent programs and grades. In
the course of the interviews, the interview participants all noted that given the time of the year,
they expected that they should have received communications from NCJDS outlining the steps
for enrollment, but had not. As one parent explained:

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[I think that we should have been] supposed to enroll for next year. No one said, anything
[yet...] I know that my other daughter’s school, I had to enroll them in January. [... a]nd I
didn’t hear anything about next year from [NCJDS], so I don’t know.
This parent’s statement that NCJDS was, from her perspective, not communicating with parents
in a timely manner about enrollment indicates some uncertainty on her part about the enrollment
process. The fact that the parents were unaware of the enrollment timeline demonstrated their
lack of knowledge of the procedures surrounding enrolling students in subsequent grades.
Summary. The assumed influence is that parents of NCJDS students know how to enroll
their children in subsequent programs. Because the threshold for survey data is 75%, and above
75% of survey participants were able to identify only one of the six steps in the enrollment
process, with 79% of parents aware of the sixth and final step, this influence is a need. The
interview data similarly demonstrated that the parents interviewed were unable to articulate the
steps required to enroll students in subsequent programs in NCJDS, and were unaware of the
procedural timeline for enrollment, which is a key component of the process.
Procedural Knowledge Influence 2: Parents must know how to engage with the
school ’s activities.
Survey results. No survey questions were utilized for this influence.
Interview findings. Parents were asked to explain how they find out about activities at
NCJDS. All of the parents who participated in the interviews demonstrated an awareness of how
to engage with NCJDS activities. When asked, every interview participant described different
ways to find out about activities that the school organizes and the steps required to attend them.
One parent described the ways that she finds out about activities as follows:

95
The school sends out emails, and they’re very good about sending out reminders as well
[...] there’s also WhatsApp groups where people post again with reminders [...] those are
the two main ways… but they also send out SMS. So for example, they organized a
couple of Yom Haatzmaut activities for the kids, and they send an email, but they also
send an SMS as a reminder, which I appreciate [...]
This parent described the three main ways that the school communicates with parents. When
asked to explain the steps required to attend such activities organized by the school, the interview
participants similarly displayed an awareness of the procedures required to participate in NCJDS
activities.
Summary. The assumed influence is that parents must know how to engage with the
school’s activities. All of the interview participants demonstrated that they knew how to find out
about NCJDS’ activities and attend them. The interview data for this influence determined that
this influence is an asset.
Metacognitive Knowledge
Metacognitive Knowledge Influence 1: Parents need to understand how their decisions
will affect their children’s academic as well as non-academic outcomes. The assumption is that
parents’ decisions regarding where to enroll their children in school require parents to understand
their own rationale behind such decisions.
Survey results. Survey participants were asked whether they think about how their
decisions will affect their children’s academic and non-academic educational outcomes when
selecting their children’s school. As shown in Table 12 and Table 13, 100% of parents take their
children’s academic outcomes into account when selecting schools for their children and 96% of
parents take their children’s academic and non-academic outcomes into account when selecting

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schools for their children. Because the influence threshold is set at 75% for survey data, this
influence was determined to be an asset. In addition to demonstrating that this influence is an
asset, the data for this influence indicate that parents may place different values on academic and
non-academic outcomes. This may indicate different areas for NCJDS to focus on when
marketing programs to parents.
Table 13
Survey Results for Metacognitive Knowledge of Parents ’ Understanding of their Thought-
Processes Regarding Academic Outcomes
# Metacognitive Knowledge Item Count %

When selecting a school for my child, I think about how
my decision will affect their academic outcomes.

1 Definitely Agree. 41 71%
2 Agree. 17 29%
3 Disagree. 0 0%
4 Definitely Disagree. 0 0%
Total 58 100%

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Table 14
Survey Results for Metacognitive Knowledge of Parents ’ Understanding of their Thought-
Processes Regarding Non-Academic Outcomes
# Metacognitive Knowledge Item Count %

When selecting a school for my child, I think about how
my decision will affect their non-academic outcomes.

1 Definitely Agree. 39 66%
2 Agree. 18 30%
3 Disagree. 1 2%
4 Definitely Disagree. 1 2%
Total 59 100%

Interview findings. Participants were asked to describe how they made the decision to
send their children to NCJDS and what outcomes they may have factored into that decision.
Participants’ responses offered a wide breadth and depth of thought that parents put into how
they think about choosing schools for their children. Responses ranged from one parent
responding “I don’t know, I guess I should think more about these questions. I don’t know…”
when asked to describe the long-term effects that his decision has on his children’s education to
another parent stating that “we’re definitely trying to make a decision that will ensure that they
have the... that there won’t be any mixed messages. That we’re getting messages in school that
are mostly the same messages that [they] are getting at home.” These responses demonstrate the
disparate emphasis that parents place on the impact that their decisions have on their children’s
outcomes. Similarly, these responses demonstrate the wide variety of understandings that parents
have of the impact that their decisions have on their children’s outcomes.
Although the responses varied as indicated above regarding parents’ understandings of
their decisions, a recurring response that came up among almost all of the parents interviewed

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was that ultimately NCJDS was the only genuine option for them because of its Orthodox
approach. Although not explicitly stated, this feeling that the parents have demonstrated that they
ultimately felt that the long term cultural and religious impact that the school would have on their
children was a deciding factor for them. That decision is in and of itself evidence of the parents’
understanding that their decisions about where they send their children have a long term impact.
Summary. The assumed influence is that parents need to understand how their decisions
will affect their children’s academic as well as non-academic outcomes. Since the survey data
revealed that 96% of parents take their children’s academic and non-academic outcomes into
account when selecting schools for their children, and the threshold is set at 75%, this influence
is an asset. The interview data similarly reveal that parents are aware of how their decisions will
affect their children’s outcomes.
Metacognitive Knowledge Influence 2: Parents must be aware of the value that they
place on the non-academic outcomes of their children ’s education as balanced against the
cost of tuition. The assumption behind this influence is that parents understand their own value
in balancing their motivations for selecting schools for their children.
Survey results. Parents were asked whether they think about the value that they place on
tuition as compared to the non-academic outcomes of their children’s education when selecting a
school for their children. As indicated in Table 15 below, 82% of parents indicated that they
think about the value that they place on the non-academic outcomes provided by NCJDS
compared to the cost of tuition to enroll their children in the school. As the threshold for survey
data validation is set at 75%, this influence is an asset.

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Table 15
Survey Results for Metacognitive Knowledge Results of Parents ’ Reflection on their
Comparative Values
# Metacognitive Knowledge Item % Count

When selecting a school for my child, I think about the
value that I place on tuition as compared to the non-
academic outcomes of my child’s education.

1 Definitely Agree. 27% 16
2 Agree. 55% 33
3 Disagree. 18% 11
4 Definitely Disagree. 0% 0
Total 100% 60

Interview findings. Interview participants were asked how they weigh academic and non-
academic outcomes for their children against the cost of tuition. All interview participants
indicated that they think about the relative value of tuition as compared to their children’s
educational outcomes. Ultimately, all of the parents indicated that when selecting the school for
their children they weighed the value that they placed on tuition compared to the value they
placed on their children’s educational outcomes. As one parent succinctly put it, she and her
husband had to really think about the value they placed on her children going to Jewish school
and the associated educational outcomes compared to the cost of tuition, because “with two kids
going to Jewish school it’s like having a second mortgage.” This parent explained that she
conceptualized the cost of tuition in very tangible terms and compared that tangible idea in her
mind to the goals that she had for her children’s education.
Summary. The assumed influence is that parents must be aware of the value they place on
their children’s non-academic outcomes, compared to the relative value they place on the cost of

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tuition. The survey data collected demonstrated that this influence is an asset because 82% of
parents indicated they think about the value that they place on the non-academic outcomes
provided by NCJDS compared to the cost of tuition to enroll their children in the school. The
interview data collected showed that the interview participants thought about the relative
importance that they place on non-academic learning outcomes and the importance of the cost of
tuition, supporting the determination that this influence is an asset.
Results and Findings for Motivation Causes
The assumed motivation causes affecting the enrollment gap at NCJDS were outlined in
Chapter Three. As discussed in Chapter Three, the motivation gaps may be categorized as: (a)
value, (b) expectancy value, and (c) team confidence. Based on a survey of the literature, a
number of knowledge influences that affect parents’ decision to enroll their children in private
Jewish day schools, such as NCJDS, were identified.
As discussed in Chapter Three, the value motivation influences include that: (a) parents
value the goal of instilling strong and lasting Jewish cultural affiliation in their children, (b)
parents prioritize their children’s learning outcomes over the value of tuition to be spent, (c)
parents value the activities/events organized by NCJDS, and (d) parents value sending their
children to NCJDS because of their non-academic goals for their children.
Based on a review of the literature, Chapter Three also identifies the expectancy value
motivation influence that parents believe the quality of the educational experience is worth the
cost.
The team confidence motivation influences identified in Chapter Three include that: (a)
parents are confident that NCJDS has the ability to meet its stated goals, (b) parents believe that
sending their children to NCJDS will help support their goal that their children attain academic

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success, as well as a strengthened and lasting connection to their community, (c) parents are
confident that the quality of educational experience at this school is better than the alternatives,
and (d) parents believe that the religious and cultural experiences at NCJDS are better than the
alternatives.
Value
Value Motivation Influence 1: Parents value the goal of instilling strong and lasting
Jewish cultural affiliation in their children. The assumption related to this influence is that
parents must value the goal of instilling lasting Jewish affiliation in their children in order to
choose to send their children to NCJDS.
Survey results. Parents were asked to describe the value they place on instilling deep-
seated Jewish affiliations in their children and how important that value is in relation to selecting
a school for their children. As illustrated in Table 16, 100% of parents surveyed indicated that
they value instilling strong and last Jewish cultural affiliation as moderately important, very
important or extremely important with 91% of those parents selecting very important or
extremely important. Similarly, 95% of parents surveyed indicated that the goal of instilling
strong and lasting Jewish cultural affiliation is moderately important, very important or
extremely important in their selection of a school for their children as. Because the threshold for
survey results is 75%, this influence was determined to be an asset.

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Table 16
Survey Results for Value Motivation of Parents ’ Value of the Goal of Instilling Strong and
Lasting Jewish Cultural Affiliation in their Children
# Value Motivation Item % Count

How important is instilling strong and lasting Jewish
cultural affiliation?

1 Extremely Important. 65% 38
2 Very Important. 26% 15
3 Moderately Important. 9% 5
4 Slightly Important. 0% 0
5 Not Important at all. 0% 0
Total 100% 58
# Value Motivation Item % Count

How important is instilling strong and lasting Jewish
cultural affiliation in selecting a school?

1 Extremely Important. 45% 26
2 Very Important. 29% 17
3 Moderately Important. 21% 12
4 Slightly Important. 5% 3
5 Not Important at all. 0% 0
Total 100% 58

Interview findings. Interview participants were asked to describe to what extent they
value instilling strong and lasting Jewish cultural affiliation in their children. All parents
interviewed explained that instilling enduring Jewish affiliation in their children is a very
important goal, and one of the central deciding factors that they evaluated when choosing to send
their children to NCJDS. One parent explained the value is a core parenting goal for her: “it is

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important for me. I think that’s a lifelong effort for us as parents.” To this parent, instilling
lasting Jewish cultural affiliation is a fundamental value.
Summary. The assumed influence is that parents value instilling lasting Jewish cultural
affiliation in their children. Since 100% of survey parents indicated that they believe instilling
strong and lasting cultural affiliation is important to them, and 91% of parents indicated that that
value was an important factor when selecting a school for their children, and the threshold cutoff
is 75%, this influence is an asset. The interview data also illustrates that parents value instilling
long-term Jewish cultural affiliation in their children and further confirm this influence as an
asset.
Value Motivation Influence 2: Parents will need to prioritize their children ’s
learning outcomes over the value of tuition to be spent. The assumption is that parents must
prioritize their children’s educational outcomes to a greater degree than the cost of tuition in
order for them to make the decision to enroll their children at NCJDS.
Survey results. Parents were asked to rank secular academics, character building, Jewish
values and the cost of tuition based on the relative values they place on those options. As shown
in Table 17 and illustrated in Figure 3, 66% of survey participants indicated that they valued the
cost of secular academics, character building and Jewish values above the cost of tuition. Figure
3 highlights the 34% of parents who value the cost of tuition above their children’s learning
outcomes. Because the threshold set for survey results is 75%, this influence has been
determined to be a need.

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Table 17
Survey Results for Value Motivation of Parents ’ Comparative Valuation of Education Outcomes
and Cost of Tuition
Value
Motivation
Item
Order
Placement #1
Order Placement
#2
Order Placement
#3
Order Placement
#4
Please place
the
following in
order of
their value
to you:
Count % Count % Count % Count %
Secular
Academics.
13 23% 21 38% 17 30% 5 9%
Character
Building.
21 38% 13 23% 18 32% 4 7%
Cost of
Education.
0 0% 9 16% 10 18% 37 66%
Jewish
Values.
22 39% 13 23% 11 20% 10 18%
Total 56 100% 56 100% 56 100% 56 100%

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Figure 3. Parents’ Comparative Valuation of Education Outcomes and Cost of Tuition. This
figure illustrates the comparative value that parents apply to: (a) secular academics, (b) character
building, (c) cost of education, (d) Jewish values.

Interview findings. Interview participants were asked to describe how they measure the
cost of tuition against their children’s educational outcomes. The interview data reinforced the
survey findings while offering a more nuanced perspective regarding the relative values that
parents place on the learning outcomes as compared to the cost of tuition. One parent explained
that her child’s educational outcomes are always valued higher than the cost of tuition, and noted
that her selection of different schools for her different children is evidence of that: “we have
another daughter that is in a not-Jewish private school because we found that that school may be
really good for her... And then I have another daughter that is in the public system.” This parent
explained that she has three children enrolled in three different schools, which include two
private schools, and that those choices demonstrate that she values her children’s individual
educational needs above the potential cost of tuition.

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A common theme discussed by the parents is that while they would like to value their
children’s educational outcomes above the cost of tuition, that relative value has its limits. One
parent explained that “if the tuition was too high then that would definitely affect our
[decisions].” To this parent, the cost of his children’s education only ranks below their
educational outcomes to the degree that the cost isn’t too high, that there is a tipping point after
which the cost of tuition is valued higher than educational outcomes.
Summary. The assumed influence is that parents must value their children’s educational
outcomes above the cost of tuition. Survey findings indicated that 66% of parents valued the cost
of tuition to a lesser degree than their children’s education outcomes, which include secular
academics, character building and Jewish values. Because the threshold established is 75%, this
influence was determined to be a need. The interview data collected supports the determination
that this influence is a need because it demonstrates that the parents interviewed would value the
cost of tuition above their children’s educational outcomes once a particular tuition threshold
were met. If tuition were to become rise above a critical limit, that cost alone would determine
choice, regardless of parents’ values placed on their children’ educational outcomes.
Value Motivation Influence 3: Parents must value the activities/events that the
school provides.
Survey results. Survey participants were asked to what degree they agree that the
activities that NCJDS organizes are enjoyable and core to the school’s mission. As indicated in
Table 18, 94% of parents indicated that they find the activities/events NCJDS organizes to be
enjoyable; however, Table 18 also shows that only 64% of parents indicated that they find the
activities/events that NCJDS organizes to be incidental to the school’s mission. Because the
threshold established for survey data is 75% and only 64% of parents find the activities/events

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organized by the school to be incidental to the school’s mission, the survey data appears to
indicate that this influence is a need.
Table 18
Survey Results for Value Motivation of Parents ’ Perceptions of the Value of NCJDS Events
# Value Motivation Item Count %

I find the activities/events that NCJDS organizes
enjoyable.

1 Definitely Agree. 16 28%
2 Agree. 38 66%
3 Disagree. 1 3%
4 Definitely Disagree . 2 3%
Total 57 100%
# Value Motivation Item Count %

I find the activities/events that NCJDS organizes to be
incidental to the school’s mission.

1 Definitely Agree. 5 9%
2 Agree. 32 56%
3 Disagree. 17 30%
4 Definitely Disagree . 3 5%
Total 57 100%

Interview findings. Interview participants were asked whether they find the
activities/events organized by NCJDS to be valuable and important. Parents interviewed
described the activities/events that NCJDS organized to be generally enjoyable experiences. The
interview participants explained that they found the experiences to be valuable, particularly in
relation to community building.
One parent explained that the events NCJDS organizes “build that sense of community, it
engages the kids, it shows them that there’s a lot of benefit from being where they are.” This

108
parent explained that the activities both build community and reinforce the value of the school to
the children themselves.
Another parent echoed that the sentiment that the events are particularly important in
relation to their ability to foster a sense of community at the school: “the most important part of
[the activities] is more about community building, and I think that they’re very successful in that
regard.” This parent’s description of the importance of the school’s activities focused on their
community building characteristic.
A third parent anchored the importance of the activities/events and their community
building nature as incidental to fostering a connection Jewish culture. According to this parent:
“when the school puts on an event that is a community event, that makes the kids feel that it’s
not that they are living in a bubble, but other people outside their bubble are also aware.” This
parent explained that for a child to have a sense of connection to a minority culture, they must
not feel isolated in their affiliation with that culture and that the activities/events organized by
NCJDS show children that they are not alone in their cultural practice.
Summary. This assumed influence is that parents value the activities/events organized by
NCJDS. The survey results indicated that only 65% of parents find the activities/events
organized by NCJDS to be incidental to the school’s mission. Because the threshold for survey
results is 75%, the survey results point to this influence as a need. However, the interview data
demonstrates that the parents find the activities/events organized by NCJDS important,
particularly in their ability to foster a sense of community. As noted above, survey participation
and interview participants demonstrated that they are unaware of NCJDS’ mission. Therefore,
the survey responses regarding whether NCJDS’ activities/events are “incidental to the school’s
mission” are likely skewed because of parents’ lack of awareness of the school’s mission.

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Therefore, because 94% of surveyed parents indicated that they find NCJDS’ activities/events
enjoyable and the interview data shows that parents find the activities/events to be important, this
influence is an asset.
Value Motivation Influence 4: Parents value sending their children to NCJDS
because of their non-academic goals.
Survey results. Parents were asked to comparatively rank the values that they place on
academic excellence, character building, Jewish values, and knowledge of Jewish topics against
one another. As shown in Table 19, 78% of parents ranked non-academic outcomes, which
included character building, Jewish values, and knowledge of Jewish topics, as having a greater
value to them than academic excellence. The rankings shown in Table 19 are also illustrated
visually in Figure 4 below. Figure 4 highlights parents’ consistent emphasis of the importance of
non-academic outcomes.
Because the threshold established for survey results to validate influences as assets is
75%, this influence is an asset.

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Table 19
Survey Results for Value Motivation of Parents ’ Comparative Valuation of Education Outcomes
#
Value
Motivation
Item
Order Placement
#1
Order Placement
#2
Order Placement
#3
Order Placement
#4

Please
place the
following
in order of
their value
to you:
Count % Count % Count % Count %
1
Academic
Excellence.
11 22% 12 24% 12 24% 15 30%
2
Character
Building.
16 32% 11 22% 10 20% 13 26%
3
Jewish
Values.
17 34% 14 28% 14 28% 5 10%
4
Knowledge
of Jewish
Topics.
6 12% 13 26% 14 28% 17 34%
Total 56 100% 56 100% 56 100% 56 100%

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Figure 4. Value Motivation of Parents’ Comparative Valuation of Education Outcomes. This
figure illustrates the comparative values that parents place on educational outcomes such as: (a)
academic excellence, character building, (c) Jewish values, and (d) knowledge of Jewish topics.
The Y Axis in the Figure 4 represents the order placement, and the X Axis represents the number
of parents who placed a given educational outcome each order placement.

Interview findings. Parents were asked to describe the reasons they chose to send their
children to NCJDS. Interview participants described numerous reasons why they chose to enroll
their children in NCDJS, which included rationales such as community building, instilling a
sense of pride in their children, and exposing their children to Jewish culture and religion.
Although parents included explanations that they believe that the quality of the academics at
NCJDS is good as part of their reasoning when making their decisions, the non-academic
outcomes were the key motivators.
Summary. Because 78% of surveyed parents indicated that they value their children’s
non-academic outcomes such as character building, knowledge of Jewish topics and Jewish

112
values above academic success and the threshold cut off is 75%, this influence is an asset. The
Interview data corroborates the survey results, demonstrating that parent’s prioritize the non-
academic outcomes above academic excellence when selecting a school for their children.
Expectancy Value
Expectancy Value Motivation Influence 1: Parents believe that the quality of the
educational experience is worth the cost.
Survey results. Parents were asked whether they think that the quality of the education at
NCJDS is worth the cost of the school’s tuition. As illustrated in Table 20, 25% of survey
participants indicated that they believe NCJDS’ tuition to be very well priced compared to the
quality of education provided, 55% of participants indicated that they believe NCJDS’ tuition to
be moderately well priced compared to the quality of education provided, 11% of participants
indicated that they believe NCJDS’ tuition to be slightly well priced compared to the quality of
education provided and 9% participants indicated that they believe NCJDS’ tuition to be not well
priced at all compared to the quality of education provided. Similarly, Table 20 shows 82% of
survey participants agree that the quality of the educational experience at NCJDS is worth the
cost. Because the threshold for survey items is 75%, this influence was determined to be an asset.

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Table 20
Survey Results for Value Motivation of Parents ’ Perception of Quality of Education Provided at
NCJDS
# Expectancy Value Motivation Item Count %

Tuition at NCJDS is _____ compared to the quality of
the education provided.

1 Extremely Well Prices. 0 0%
2 Very Well Priced. 14 25%
3 Moderately Well Priced. 31 55%
4 Slightly Well Priced. 6 11%
5 Not Well Priced At All. 5 9%
Total 56 100%
# Expectancy Value Motivation Item Count %

The quality of the educational experience at NCJDS is
worth the cost.

1 Definitely Agree. 13 23%
2 Agree. 33 59%
3 Disagree. 7 13%
4 Definitely Disagree. 3 5%
Total 56 100%

Interview findings. Parents were asked if they think that the quality of the education at
NCJDS is worth the cost. The interview findings demonstrate that parents do believe that the
quality of the education offered at NCJDS is worth the cost. Interview participants explained that
although the cost of tuition at NCJDS is high, they believe that when they evaluate what the
school offers holistically, the quality of the education is worth the cost. One parent explained that
“it takes a lot of money to run a school, and to have a dual curriculum and everything that we
would like it to have. [...] Nobody wants it cost that much, but you know that that’s reality.” This
parent explained that NCJDS offers a dual curriculum of Judaic classes and secular classes and

114
that such an expanded offering requires significant tuition. Another parent echoed that sentiment,
stating that the quality of the education at NCJDS “is worth the cost given the set of
circumstances.” To these parents, the cost of sending their children to NCJDS is justifiable given
the breadth and caliber of the education that the school provides.
Summary. The assumed influence is that parents believe that the quality of the education
offered at NCJDS is worth the cost of tuition. The survey data demonstrated that 80% of parents
believe that the tuition at NCJDS is moderately or very well priced compared to the quality of
the education, and 82% of parents believe that the educational quality at NCJDS is worth the cost
of the tuition. Because the threshold established for survey items is 75%, this influence was
determined to be an asset. The interview data further corroborated that this influence is an asset
as the interview participants explained that they believe the quality and variety of the education
provided by NCJDS is worth the cost of the tuition.
Team Confidence
Team Confidence Influence 1: Parents are confident that the school has the ability
to meet its stated goals, provide students with quality secular academic education, provide
students with quality Jewish education and instill Jewish values in its students. The
assumption related to this influence is that parents are confident that NCJDS can meet its goals
for its students’ academic and non-academic education.
Survey results. Survey participants were asked to rate their confidence in NCJDS’ ability
to meet its stated goals. As illustrated in Table 21, 65% of parents were at least 75% confident
that NCJDS can meets its stated goals, 54% of parents were at least 75% confident that NCJDS
can provide their children with excellent secular educations, 65% of parents were at least 75%
confident that NCJDS can provide their children with excellent Jewish studies educations and

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81% of parents were at least 75% confident that NCJDS can instill Jewish values in their
children. Because the required threshold for validation of survey results has been set at 75%, this
influence has been determined to be a need. The varied confidence levels that survey participants
indicated for the different goals provides insight into particular areas that NCJDS may want to
target in the future.

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Table 21
Descriptive Survey Results for Team Confidence Motivation of Parents ’ Perception of NCJDS ’
Ability to Meet its Stated Goals
# Team
Confidence
Motivation
Item

Rate your
confidence that
NCJDS has the
ability to do
the following:
0 = Not
confident at all
50 =
Moderately
confident
100 = Highly
confident
Mean Standard
Deviation
Median Respondents
Indicating
Confidence Level
of 75 or Below
Respondents
Indicating
Confidence Level
Above 75
Count % Count %
1 Meet its stated
goals.
76 21 80 19 35% 35 65%
2 Provide
students with
an excellent
education in
secular studies.
74 22 80 25 46% 29 54%
3 Provide
students with
an excellent
education in
Jewish studies.
79 20 84 19 35% 35 65%
4 Instill Jewish
values and a
love of Torah.
86 18 90 10 19% 44 81%

Interview findings. Interview participants were asked to describe their confidence in
NCJDS’ ability to meet its stated goals. The parents interviewed explained that they are

117
confident that NCJDS has the ability to meet its stated goals. One parent succinctly stated that
she does feel “they are answering the goals that they have set for themselves.” Similarly, another
parent stated that “I would say that its track record has been excellent in terms of meeting its
goals.”
Another parent’s response indicated a potential rationale for why some parents of NCJDS
students may feel that the school’s ability to provide quality education may not be 100% could
be because of the high-quality secular education options that are available at the local public
schools. This parent stated: “I think that education is like the best. It’s just that we’re, in our area,
the public school is also the best.” To this parent, the quality of the education offered at NCJDS
may seem lower to some parents because of the impressive quality of the local public school
alternative.
Summary. The assumed influence is that parents must be confident that NCJDS is able to
meet its stated goals for its students, provide quality education, and instill Jewish values in its
students. Survey data indicated that 65% of parents were at least 75% confident that NCJDS can
meets its states goals, 54% of parents were at least 75% confident that NCJDS can provide their
children with excellent secular educations, 65% of parents were at least 75% confident that
NCJDS can provide their children with excellent Jewish studies educations and 81% of parents
were at least 75% confident that NCJDS can instill Jewish values in their children. Since the
threshold established is 75%, this influence was determined to be a need. In the interview
responses, parents appeared to have a greater degree of confidence in the school’s abilities,
however, given the survey results, there is room for improvement.

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Team Confidence Influence 2: Parents believe that sending their children to NCJDS
will help their children reach the goal of academic success, as well as a strengthened and
lasting connection to their community.
Survey results. Parents were asked to rate their confidence in NCJDS’ ability to help
their children achieve academic success and a strengthened and lasting connection to their
community. As indicated in Table 22, 59% of parents were at least 75% confident that NCJDS
can help their children achieve academic success and 76% of parents were at least 75% confident
that NCJDS can help their children achieve a stronger and long-lasting connection to their
community. Because the required threshold for validation of survey results is 75%, this influence
has been determined to be a need with regards to NCJDS’ ability to help students achieve
academic success and attain a strengthened and lasting connection to their community.

119
Table 22
Descriptive Survey Results for Team Confidence Motivation of Parents ’ Perception of NCJDS’
Ability to Help Children Achieve Academic Success and a Strengthened and Lasting Connection
to their Community
# Team
Confidence
Motivation
Item

Rate your
confidence that
NCJDS will
help your child
achieve the
goals listed
below by
selecting the
appropriate
number.
0 = Not
confident at all
50 =
Moderately
confident
100 = Highly
confident
Mean Standard
Deviation
Median Respondents
Indicating
Confidence Level
of 75 or Below
Respondents
Indicating
Confidence Level
Above 75
Count % Count %
1 Academic
Success
75 21 80 22 41% 32 59%
2 Strengthened
and Lasting
Connection to
their
Community
81 19 81 13 24% 41 76%

120
Interview findings. Parents were asked to describe their confidence that NCJDS will help
support their children in achieving academic success and a strong sense of connection to the
Jewish community. Interview participants indicated that their confidence in NCJDS’ ability to
help their children achieve academic success was lower than their confidence in the school’s
ability to help their children achieve strengthened and lasting connections to the Jewish
community.
Interview participants explained that they did not believe that that school will necessarily
help children achieve academic success. One parent expressed that the school’s ability to help
children achieve academic success is a particular issue for children who need extra attention.
According to this parent, NCJDS “could probably do a little bit of a better job in terms of
offering remedial help and things of that nature [... the school doesn’t] necessarily have that
ability to offer additional help that maybe certain kids need.” This parent explained that he is not
confident in NCJDS’ ability to help all children achieve academic success.
Interview participants also described their confidence in the school’s ability to foster
strengthened and lasting connections to the Jewish community in students. Interview data
suggested that parents are confident in the school’s ability to foster connections to the Jewish
community. One parent explained that she believes that the school has already fostered a
strengthened connection to the Jewish community in her child through her daughter’s teachers
who “just do everything they do they do out of joy [...] The kids have so much fun, they’re just
so connected to the stories, to the songs, to the tradition.” This parent’s high confidence in the
school’s ability to foster strengthened and lasting connections to the Jewish community in its
students is a result of the increased connection that she perceived her daughter to have already
gained from attending NCJDS.

121
Summary. The assumed influence is that parents must be confident that NCJDS will help
their children achieve academic success and attain strengthened and lasting connections to the
Jewish community. Because the survey data revealed that 59% of parents were at least 75%
confident that NCJDS will help their children achieve academic success, and 76% of parents
were at least 75% confident that NCJDS can help their children achieve strengthened, lasting
connections to the Jewish community, and the threshold set is 75%, this influence is a need with
regards to parents’ confidence in the school’s ability to help children achieve academic success.
Interview findings similarly demonstrated that parents are not confident that NCJDS can help
their children achieve academic success but are confident in the school’s ability to foster
strengthened and lasting connections to the Jewish community.
Team Confidence Influence 3: Parents are confident that the quality of educational
experience at this school is better than their alternatives.
Survey results. Parents were asked whether they believe that the educational experience
at NCJDS is better than the alternatives and to what degree they are confident that the
educational experiences are superior to the alternatives. As shown in Table 23 and Table 24,
64% of survey participants indicated that they are confident that the quality of the educational
experience at NCJDS is better than the alternatives, and 50% of survey participants indicated that
they are at least 75% confident that the educational experiences provided at NCJDS are superior
to those provided at other schools. Because the threshold set for survey results is 75%, this
influence has been determined to be a need.

122
Table 23
Survey Results for Team Confidence Motivation of Parents ’ Perceptions of NCJDS ’ Educational
Experience as Better than Alternatives
# Team Confidence Motivation Item Count %

I am confident that the quality of the educational
experience is better than the alternatives.

1 Definitely Agree. 11 20%
2 Agree. 24 44%
3 Disagree. 16 30%
4 Definitely Disagree. 3 6%
Total 54 100%

123
Table 24
Survey Results for Team Confidence Motivation of Parents ’ Perceptions of NCJDS ’ Educational
Experience as Superior to Alternatives
# Team
Confidence
Motivation
Item

Rate your
confidence that
the following
experience
provided at
NCJDS are
superior to
those provided
at other schools
by selecting the
appropriate
number.
0 = Not
confident at all
50 =
Moderately
confident
100 = Highly
confident
Mean Standard
Deviation
Median Respondents
Indicating
Confidence Level
of 75 or Below
Respondents
Indicating
Confidence Level
Above 75
Count % Count %
1 Educational
Experience
71 23 76 27 50% 27 50%

Interview findings. Interview participants were asked to explain to what degree they
were confident that NCJDS offers better quality educational experiences than alternative schools.
The interview data reinforced the survey findings while offering additional information on what
kind of educational experience the school offers. The majority of parents explained that although
they may not feel that NCJDS offers superior educational experiences to those offered in

124
alternative schools, they are confident that the educational experiences are not inferior to the
alternatives. As one parent explained, “on the general studies side I’m not sure I can say better.
but I can say with confidence comparable.” According to this parent, the educational experiences
offered at NCJDS are similar to those offered at other schools but may not be superior.
Summary. The assumed influence is that parents must be confident that the quality of the
educational experience at NCJDS is better than their alternatives. Survey data illustrated 64% of
survey participants indicated that they are confident that the quality of the educational experience
at NCJDS is better than the alternatives, and 50% of survey participants indicated that they are at
least 75% confident that the educational experiences provided at NCJDS are better than the
alternatives. Because the threshold established is 75%, this influence was determined to be a
need. The interview data collected supports the determination that this influence is a need.
Team Confidence Influence 4: Parents believe that the religious and cultural
experiences at this school are better than their alternatives.
Survey results. Survey participants were asked whether they believe, and to what degree
they are confident, that the quality of the religious and cultural experience at NCJDS is better
than the alternatives. As shown in Table 25 and Table 26, 92% of survey participants indicated
that they believe the quality of the religious and cultural experience at NCJDS to be superior to
the alternatives, and 69% of participants indicated that they are 75% confident or more that the
quality of the religious and cultural experience at NCJDS is superior to the alternatives. Because
the threshold established is 75% and 92% of parents are confident that the quality of the religious
and cultural experience at NCJDS is better than the alternatives, the survey data shows that this
influence is an asset.

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Table 25
Survey Results for Team Confidence Motivation of Parents ’ Perceptions of NCJDS ’ Religious
and Culture Experience as Better than the Alternatives
# Team Confidence Motivation Item Count %

The quality of the religious and cultural experience is
better than the alternatives.

1 Definitely Agree. 24 44%
2 Agree. 26 48%
3 Disagree. 2 4%
4 Definitely Disagree. 2 4%
Total 54 100%

126
Table 26
Survey Results for Team Confidence Motivation of Parents ’ Perceptions of NCJDS’ Religious
and Cultural Experience as Superior to the Alternatives

# Team
Confidence
Motivation
Item

Rate your
confidence that
that the
following
experience
provided at
NCJDS are
superior to
those provided
at other schools
by Selecting
the appropriate
number.
0 = Not
confident at all
50 =
Moderately
confident
100 = Highly
confident
Mean Standard
Deviation
Median Respondents
Indicating
Confidence Level
of 75 or Below
Respondents
Indicating
Confidence Level
Above 75
Count % Count %
1 Religious
Experiences
80 21 82 17 31% 37 69%
2 Cultural
Experiences
80 20 85 17 31% 37 69%

127
Interview findings. Interview participants were asked to describe their degree of
confidence that NCJDS offers better religious and cultural experiences than other schools. One
parent described the Hebrew program at NCJDS, a core aspect of the religious and cultural
experience at the schools, as “really strong [...] incredibly strong, not to say that other areas are
not. But the Hebrew is a very strong part of the school [...] I don’t think there’s a comparative
school in the [area] that has such strong Hebrew dynamics.” The parent’s description of his
confidence that the high-quality Hebrew program offered at NCJDS is better than similar
programs offered at alternative schools in the area was common among interview participants.
All interview participants explained that they have a high degree of confidence that the Hebrew
program offered at NCJDS is better than alternative options, and many further explained that that
confidence was one of the deciding factors that led them to enroll their children in the school.
During his interview, another parent explained that the religious experience at NCJDS
“eclipses anything that comes close.” This parent’s sentiment that the religious and cultural
experiences at NCJDS are superior to the alternatives in the area was echoed by other interview
participants. The interview data collected reinforces the survey data discussed above, supporting
the finding that this influence is an asset.
Summary. The assumed influence is that parents must be confident that the religious and
cultural experiences offered at NCJDS are superior to the alternatives. Survey findings indicated
that 92% of parents are confident that the quality of the religious and cultural experience at
NCJDS is better than the alternatives. Because the threshold established is 75%, this influence
was determined to be an asset. The interview data collected supports the determination that this
influences is an asset because it demonstrates that the parents are confident that the quality of the
religious and cultural experience at the school is superior to the alternatives.

128
Results and Findings for Organization Causes
The assumed organization causes affecting the enrollment gap at NCJDS were outlined in
Chapter Two. As discussed in Chapter Two, the organization causes identified may be
categorized into three categories: (a) policies, processes and procedures; (b) culture; and (c)
recognition. Organization influences affecting parents’ decision to enroll their children in
subsequent programs at NCJDS were identified based on a review of the literature in Chapter
Two.
As discussed in Chapter Two, the organization policies, processes and procedures
influence identified is that NCJDS effectively prepares parents to enroll their child into the upper
grades. The organizational culture at NCJDS is a key component of ensuring enrollment at the
school. The organizational culture influences affecting parents’ decision to enroll their children
in NCJDS identified in Chapter Two include that: (a) NCJDS ensures that the parents are aware
of the school’s commitment to its non-academic mission; (b) NCJDS works to make parents
aware of the school’s commitment to its academic mission; (c) NCJDS works to create a culture
in which children are a part of a cohort, that benefits from its cohesion; (d) NCJDS works to
create a culture around the school that encourages parents to keep their children enrolled through
transition points; and (e) NCJDS works to create a community and culture among the parent
body.
Chapter Two also identified organization recognition influences that impact parents’
decision to enroll their children in subsequent programs in the school. The organization
recognition influences identified in Chapter Three include that: (a) NCJDS effectively recognizes
parents who enroll their children into the upper grades and (b) NCJDS creates incentives for
parents to continue to enroll their children into the upper grades.

129
Policies, Processes, & Procedures
Policies, Processes, & Procedures Influence 1: NCJDS effectively prepares parents
(regarding deadlines, requirements) to enroll their child into the upper grades.
Survey results. Survey participants were asked a series of questions to determine whether
NCJDS effectively prepared parents to enroll their children in upper grades in the school, which
included: (a) whether NCJDS communicates important administrative information to parents in a
clear manner, (b) how effective NCJDS is at communicating administrative information to
parents in a clear manner, (c) how effective NCJDS is at preparing parents to enroll their
children in subsequent grades and programs, and (d) to select whether the policies and
procedures at NCJDS affect parents’ ability to enroll their children in subsequent grades and
programs in the school. As shown in Table 27, Table 28, Table 29 and Table 30, 79% of survey
participants indicated that they agree that NCJDS communicates important administrative
information to parent in a clear manner, 81% of survey participants indicated that NCJDS is
moderately, very or extremely effective at communicating administrative information to parents
in a clear manner, 81% of survey participants indicated that NCJDS is moderately, very or
extremely effective at preparing parents to enroll their children in subsequent grades and
programs, and only 6% of survey participants indicated that procedures at NCJDS make it
difficult for parents to enroll their children in subsequent grades. Because the threshold
established for survey data is 75%, the survey data indicates that this influence is an asset.

130
Table 27
Survey Results for Organization Policies, Processes, & Procedures Regarding NCJDS ’
Communication of Important Administrative Information to Parents

# Organization Policies, Processes, & Procedures Item Count %

NCJDS communicates important administrative
information to parents in a clear manner.

1 Definitely Agree. 13 24%
2 Agree. 29 55%
3 Disagree. 8 15%
4 Definitely Disagree. 3 6%
Total 53 100%

Table 28
Survey Results for Organization Policies, Processes, & Procedures Regarding NCJDS ’
Effectiveness at Communicating Important Administrative Information to Parents
# Organization Policies, Processes, & Procedures Item Count %

How effective is NCJDS at communicating
administrative information to parents in a clear manner?

1 Extremely Effective. 10 19%
2 Very Effective. 19 36%
3 Moderately Effective. 14 26%
4 Slightly Effective. 6 11%
5 Not Effective At All. 4 8%
Total 53 100%

131
Table 29
Survey Results for Organization Policies, Processes, & Procedures Regarding NCJDS ’
Effectiveness at Preparing Parents to Enroll Children in Subsequent Grades and Programs
# Organization Policies, Processes, & Procedures Item Count %

How effective is NCJDS at preparing parents to enroll
their children in subsequent grades and programs?

1 Extremely Effective. 6 11%
2 Very Effective. 18 35%
3 Moderately Effective. 18 35%
4 Slightly Effective. 7 13%
5 Not Effective At All. 3 6%
Total 52 100%

Table 30
Survey Results for Organization Policies, Processes, & Procedures Regarding the Impact
NCJDS ’ Procedures Affecting Parents ’ Ability to Enroll Children in Subsequent Grades
# Organization Policies, Processes, & Procedures Item Count %
Multiple Choice:
1
The procedures at NCJDS make it difficult for parents to
enroll their children in subsequent grades.
3 6%
2
The procedures at NCJDS make it easy for parents to
enroll their children in subsequent grades.
28 53%
3
The procedures at NCJDS do not affect parents’ ability
to enroll their children in subsequent grades.
22 41%
Total 53 100%

Interview findings. Interview participants were asked to describe the policies and
procedures required by NCJDS for parents to enroll students in subsequent grades and the impact
of those policies and procedures on parents’ enrollment of their children. All of the parents

132
interviewed explained that they found the re-enrollment procedures to be generally straight-
forward and well-communicated, other than the lack of clarity regarding enrollment timelines
discussed above.
One parent noted that a difficult aspect of enrollment in the school is that tuition
payments begin in July, which essentially keeps parents paying tuition all year long. Although
the parent made it clear that this policy makes enrollment harder for her, the start of tuition
payments in July was not a deciding factor which kept her from enrolling her children in the
school.
Summary. The survey data demonstrated that 79% of survey participants indicated that
they agree that NCJDS communicates important administrative information to parent in a clear
manner, 81% of survey participants indicated that NCJDS is moderately, very or extremely
effective at communicating administrative information to parents in a clear manner, 81% of
survey participants indicated that NCJDS is moderately, very or extremely effective at preparing
parents to enroll their children in subsequent grades and programs, and 94% of survey
participants indicated that procedures at NCJDS do not hamper parents’ ability to enroll their
children in subsequent grades and programs. Since the threshold established for survey items is
75%, this influence was determined to be an asset. The interview data further confirmed this
influence as an asset.
Culture
Culture Influence 1: NCJDS ensures that the Parents are aware of the school ’s
commitment to its non-academic mission.
Survey results. Parents were asked to indicate whether the school is committed to its non-
academic mission. As shown in Table 31, 98% of interview participants agreed that NCJDS is

133
genuinely committed to its non-academic mission. Because the influence threshold is set at 75%
for survey data, this influence was determined to be an asset.
Table 31
Survey Results for Organization Culture Regarding NCJDS ’s Commitment to its Non-Academic
Mission
# Organization Culture Item Count %

NCJDS is genuinely committed to its non-academic
mission.

1 Definitely Agree. 17 32%
2 Agree. 35 66%
3 Disagree. 0 0%
4 Definitely Disagree. 1 2%
Total 53 100%

Interview findings. Interview participants were asked (a) to explain to what extent they
think that NCJDS is committed to its non-academic mission, (b) how NCJDS shows that
commitment, and (c) what kind of support NCJDS provides to foster the non-academic outcomes
in students.
Participants’ responses demonstrated that NCJDS is very committed to its non-academic
mission and provides significant resources to support its non-academic mission. Parents
explained that the school organizes numerous activities during and after school hours that
support and reinforce its non-academic mission. Such activities include community holiday
events and charitable events and outings.
One parent explained that NCJDS “encourage[s] inclusivity [...] they involve kids in
tefila, in doing mitzvot [...] they try to provide good resources [...] and the teachers put their heart
and soul into it [...] It’s kind of a community building thing too.” According to this parent, the

134
school is committed to its non-academic mission and demonstrates that commitment through
character building activities.
Another parent further echoed this description explaining that NCJDS organizes field
trips “visiting elders in the community, [...] making some field trips outside of the school to do
chessed, [...] because kids at that age are naturally kind of self-centered, so they have
opportunities where they do things for others with their peers.” This parent explained that the
school’s commitment to its non-academic mission is demonstrated through the charitable
activities that NCDJS organizes.
Summary. The assumed influence is that parents are made aware of NCJDS’ commitment
to its non-academic mission. Since survey data revealed that 98% of participants indicated that
NCDJS is genuinely committed to its non-academic mission, and the threshold is set at 75%, this
influence is an asset. The interview data similarly revealed that parents are aware of the school’s
commitment to its non-academic mission, which is evidenced by the community-related
activities the school organizes.
Culture Influence 2: NCJDS works to make parents aware of the school ’s
commitment to its academic mission
Survey results. Parents were asked to indicate whether the school is committed to its
academic mission. As shown in Table 32, 98% of interview participants agreed that NCJDS is
genuinely committed to its academic mission. Parents were also asked to rank the school’s
commitment to different educational outcomes. As shown in Table 33, 22% parents indicated
that NCJDS’ number one commitment is to academic excellence, 24% of parents indicated that
NCJDS’ number two commitment is to academic excellence, 26% of parents indicated that
NCJDS’ number three commitment is to academic excellence, 16% of parents indicated that

135
NCJDS’ number four commitment is to academic excellence, and 12% of parents indicated that
NCJDS’ number five commitment is to academic excellence. The rankings shown in Table 33
are also illustrated visually in Figure 5 below. Because the influence threshold is set at 75% for
survey data, this influence was determined to be an asset. In addition to demonstrating that this
influence is an asset, the data for this influence indicate the school’s comparative commitment to
its academic and non-academic mission.
Table 32
Survey Results for Organization Culture Regarding NCJDS ’s Commitment to Academic Mission
# Organization Culture Item Count %
NCJDS is genuinely committed to its academic mission.
1 Definitely Agree. 15 28%
2 Agree. 32 60%
3 Disagree. 4 8%
4 Definitely Disagree. 2 4%
Total 53 100%

136
Table 33
Survey Results for NCJDS ’ Relative Commitment to Certain Outcomes
Organization
Culture Item
Order
Placement #1
Order
Placement #2
Order
Placement #3
Order
Placement #4
Order
Placement #5
Please place
the
following in
order of the
school’s
commitment
to each:
Count % Count % Count % Count % Count %
Academic
excellence.
11 22% 12 24% 13 26% 8 16% 6 12%
Character
Building
3 6% 7 14% 12 24% 21 42% 7 14%
Jewish
Values.
20 40% 13 26% 12 24% 4 8% 1 2%
Knowledge
of Jewish
Topics.
8 16% 18 36% 9 18% 11 22% 4 8%
Raising
Tuition.
8 16% 0 0% 4 8% 6 12% 32 64%
Total 50
100
%
50 100% 50 100% 50 100% 50 100%

137

Figure 5. NCJDS’ Relative Commitment to Certain Outcomes. This figure illustrates the
comparative commitment that NCJDS places on: (a) academic excellence, (b) character building,
(c) Jewish values, (d) knowledge of Jewish topics, and (e) raising tuition. This figure calls out
the clustering of non-academic outcomes among NCJDS’ higher priority commitments.
Interview findings. Interview participants were asked to describe to what extent NCJDS
is committed to its academic mission and how it demonstrates that commitment. Parents who
were interviewed explained that the school is committed to its academic mission. Parents
explained that one way NCJDS demonstrates that commitment is through active steps it takes in
relation to its academic mission. One parent stated: “I see them change. I see the improvements.”
Similarly, another parent gave concrete examples of responsive academic changes that the school
made that demonstrate its commitment to its academic mission. That parent explained that
“based on feedback from parents [...] they increased class time [...] and added office hours to
help the kids with their homework. To me, it’s an act of our school and the faculty who do want
the kids to succeed.” To this parent, being responsive to concerns from parents regarding

138
academics exhibits the school’s commitment to its academic mission. Parents also explained that
the school shows its commitment by “hiring good teachers,” as succinctly summarized by one
parent.
Summary. The assumed influence is that parents are made aware of NCJDS’ commitment
to its academic mission. Since survey data revealed that 98% of participants indicated that
NCDJS is genuinely committed to its academic mission, and the threshold is set at 75%, this
influence is an asset. The interview data collected reinforces the determination that this influence
is an asset. Interview data illustrates that the school is committed to its academic mission which
is made evident through its responsiveness and ongoing improvements and by hiring quality
teachers.
Culture Influence 3: NCJDS works to create a culture in which children are a part
of a cohort, that benefits from its cohesion.
Survey results. Survey participants were whether NCJDS creates a culture in which
children are part of a cohort. As shown in Table 34, 90% of parents indicated that NCJDS is
either “extremely effective,” “very effective” or “moderately effective” at creating a culture in
which students are part of a cohort in the school. Because the threshold validation level for this
assumed influence is 75%, this influence is an asset. However, the fact that 34% of parents
surveyed indicated that NCJDS is only “moderately effective” at creating a cohort culture for
students indicates an area that NCJDS could improve upon.

139
Table 34
Survey Results for NCJDS ’ Effectiveness at Creating a Cohort Culture Among Students
# Organization Culture Item Count %

How effective is NCJDS at creating a culture in which
children are a part of a cohort?

1 Extremely effective 6 11%
2 Very effective 24 45%
3 Moderately effective 18 34%
4 Slightly effective 4 8%
5 Not effective at all 1 2%
Total 53 100%

Interview findings. Interview participants were asked whether NCJDS works to create a
culture in which children are a part of a cohort in the school. Interview participants indicated that
the school does indeed create a culture where children are made to feel a part of a cohort.
However, similar to the survey data, the interview data indicates that NCJDS has room for
improvement.
One interview participant explained that NCJDS “definitely [creates a cohort culture,] I
mean it’s definitely a pretty tight group, a lot of those kids have been together since preschool, so
you know if you come in later it is a little harder to get in[to the group.]” This parent described
the school as creating a culture in which children are made to feel a part of a cohort but indicated
the school’s efforts may not be as effective for students who join the school in later grades.
Another parent explained that students “of course they feel connected to their classmates
[...] I don’t know that my daughter feels connected to the rest of the school.” According to this
parent, NCJDS is effective at creating a cohort within classes or grades but does not necessarily
create the same connection to the school.

140
A third parent summarized sentiments echoed across the interview data collected that the
school creates cohort culture among students but there is palpable room for improvement: “I
think that they try [ to create a cohort culture among students], I don’t know if they try hard
enough [...] Could they do better at that? Probably.”
Summary. The assumed influence is that NCJDS creates a culture in which children are a
part of a cohort. Survey findings indicated that 90% of parents agree that NCJDS creates a
culture in which students are made to feel a part of a cohort. Since the threshold established is
75%, this influence was determined to be an asset. However, because only 56% of parents
indicated that the school is “extremely effective” or “very effective” at creating that culture
indicates that this is an area that the school can work to improve. Interview findings similarly
demonstrated that this influence is an asset while highlighting that there is room for
improvement.
Culture Influence 4: NCJDS works to create a culture around the school that
encourages parents to keep their children enrolled through transition points.
Survey results. Survey participants were asked whether NCJDS works to create a culture
around the school that encourages parents to keep their children enrolled from program to
program. As indicated in Table 35, 75% of survey participants indicated that the school works to
create a culture in which parents are encouraged to keep their children enrolled from program to
subsequent program. Because the influence threshold is set at 75% for survey data, this influence
was determined to be an asset.

141
Table 35
Survey Results Regarding NCJDS ’ Efforts to Create Culture of Re-Enrollment Among Parent
Body
# Organization Culture Item Count %

NCJDS works to create a culture around the school that
encourages parents to keep their children enrolled from
program to program.

1 Definitely Agree. 5 9%
2 Agree. 35 66%
3 Disagree. 11 21%
4 Definitely Disagree. 2 4%
Total 53 100%

Interview findings. Interview participants were asked to describe to what extent NCJDS
works to create a culture in which parents are encouraged to keep their children enrolled through
transition points. Interview data suggests that the school actively works to create a culture among
the parents that encourages them to keep the children enrolled from program to program within
the school. One parent described the culture that NCJDS is working to create among the parent
body to encourage parents them to keep their children enrolled between programs:
I think they’re doing a good job on that and definitely focusing on trying to figure out
ways to create that sense of community that, you know, people who don’t necessarily
share some of the values of the school are their older children and maybe you want to
focus more on a secular education, but due to a sense of community they’re willing to
forego perhaps a little bit in the secular education, perhaps another couple of years, in a,
in a school that’s, you know, teaching three different subjects essentially - between the
Hebrew, Judaic and secular, and they’re willing to forego that, you know, for until sixth

142
grade, because of the sense of community that they find, so I think they’re doing a good
job of that.
This parent explained that NCJDS is actively working to create a culture among the parent body
that encourages parents to keep their children enrolled. This interviewee further explained that
this culture that the school has created has been effective at encouraging some parents to keep
their children enrolled who otherwise might not have.
Summary. The assumed influence is that NCJDS works to create a culture that
encourages parents to keep their children enrolled through transition points in the school. Survey
data demonstrated that 75% of parents confirmed that NCJDS works to create a culture that
encourages parents to keep their children enrolled through transition points in the school. Since
the threshold established for survey items is 75%, this influence was determined to be an asset.
The interview data further corroborated that this influence is an asset.
Culture Influence 5: NCJDS works to create a community and culture among the
parent body.
Survey results. Survey participants were asked whether NCJDS works to create a
community and culture among the parent body. Table 36 indicates that 62% of parents agreed
that NCJDS works to create a community and culture among the parent body.
Survey participants were also asked how effective NCJDS is at creating a community and
culture among the parent body. As shown in Table 37, 19% of survey participants responded that
NCJDS is “very effective” at creating a community and culture among the parent body, and 49%
of survey participants responded that NCJDS “moderately effective” at creating a community
and culture among the parent body.

143
Because the stated threshold for validation of the survey results is 75% and only 61% of
parents agreed that NCJDS works to create a community and culture among the parent body and
68% agree that the school is effective at creating a community and culture among the parent
body, this influence was determined to be a need.
Table 36
Survey Results Regarding NCJDS ’ Efforts to Create Community Among the Parent Body
# Organization Culture Item Count %

NCJDS works to create a community and culture among
the parent body.

1 Definitely Agree. 4 8%
2 Agree. 28 53%
3 Disagree. 19 36%
4 Definitely Disagree. 2 4%
Total 53 100%

Table 37
Survey Results Regarding NCJDS ’ Effectiveness at Creating Community Among the Parent Body
# Organization Culture Item Count %

How effective is NCJDS at creating a community and
culture among the parent body?

1 Extremely effective 0 0%
2 Very effective 10 19%
3 Moderately effective 26 49%
4 Slightly effective 11 21%
5 Not effective at all 6 11%
Total 53 100%

144
Interview findings. Parents were asked to describe to what extent they feel there is a
culture of community among the parent body at NCJDS and what role, if any, the school plays in
fostering that sense of community. Interview participants added color to the survey data,
explaining that NCJDS does in fact work to create a community and culture among the parent
body, but that those efforts can be improved. One parent stated that NCJDS is working harder
than it had in the past to create community, and emphasized that “there’s a lot more of a sense
that they want to have, of creating a sense of belonging, for the parents to the school.” When
asked whether there is a culture of community among the parent body at NCJDS, one parent
explained that he thinks the school is working towards creating that sense of community, but has
a ways to go:
I think [the school is] building towards that, I think there’s still a lot of work to be done.
But I think the first step is to create a template that the school wants to cater to you in this
regard [but the school is not working to give] the message that we’re not just interested in
your in your child’s education, which is a big part of it, the main part, but we’re also
interested in you and your family.
This parent explained that the school is actively trying to create a sense of community among the
parent body, but it has not been completely successful yet.
Another parent similarly described that the school is working to create community at the
macro level, but that those efforts do not extend as much to specific grades or necessarily
continue through the year: “they’re doing a good job... I wish they would do more, especially on
the grade level.” This parent described the school as working to organize community building
events, but that those events aren’t enough to create community at the grade level or for families

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that join the school in the middle of the year, or in the middle of preschool, elementary school or
middle school programs.
Summary. The assumed influence is that NCJDS works to create a community and
culture among the parent body at the school. Because the survey data revealed that only 62% of
parents agreed that NCJDS works to create a community and culture among the parent body, and
only 68% agree that the school is effective at creating a community and culture among the parent
body, and the threshold set is 75%, this influence is a need. Interview data also revealed that the
school’s efforts to create a community and culture among the parent body are not yet sufficient
and that this influence is a need.
Recognition
Recognition Influence 1: NCJDS effectively recognized parents who enroll their
children into the upper grades.
Survey results. Survey participants were asked whether NCJDS is effective at
recognizing parents who enroll their children in subsequent grades. As shown in Table 38, 14%
and 49% of parents indicated that the school is “very effective” or “moderately effective” at
recognizing parents who enroll their children in upper grades, respectively. Survey participants
were also asked to list at least 1, but no more than 5 ways that the school recognized parents who
enroll their children in upper grades. As shown in Table 39, only 11% of parents surveyed listed
1 or more ways that NCJDS recognizes parents who enroll their children in upper grades, and
89% did not list any. The survey results in Table 39 are also illustrated in Figure 6, which
highlights the dramatic contrast of parents who did not list any ways in which NCJDS
recognized parents for matriculating their children through the school’s programs. Because the

146
survey data threshold set for determining whether an influence is a need or an asset is 75%, this
influence is a need.
Table 38
Survey Results for NCJDS ’ Effectiveness at Recognizing Re-Enrollment
# Organization Recognition Item Count %

How effective is NCJDS recognizing parents who enroll
their children in upper grades?

1 Extremely effective 0 0%
2 Very effective 7 14%
3 Moderately effective 24 49%
4 Slightly effective 6 12%
5 Not effective at all 12 24%
Total 49 100%

Table 39
Survey Results for Number of Types of Recognition for Re-Enrollment Listed by Parents
# of Types of
Recognition Listed
%
0 89
1 11
100%

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Figure 6. Number of Types of Recognition Listed. This figure shows the number of parents who
listed either one or zero types of recognition by the school for parents who re-enroll their
children in subsequent grades.

Interview findings. Interview participants were asked in what way, if any, NCJDS
recognized parents who enroll their children in subsequent grades in the school. All interview
participants indicated that the NCJDS does not recognize parents who enroll their children in
subsequent grades in any way. Interview responses ranged from one parent exclaiming “not in
any way” when asked the interview question, to another parent stating that she doesn’t “feel like
there’s any specific recognition.” These responses demonstrate that the school does not
recognize parents who enroll their children in subsequent grades.
Summary. The assumed influence is that NCJDS effectively recognizes parents who
enroll their children into upper grades in the school. Because the survey data shows that 63% of
parents stated that NCJDS effectively recognizes parents who enroll their children in upper
grades, while only 11% of parents listed at least one way in which NCJDS recognizes parents
who enroll their children in upper grades, and the threshold is set at 75% for validating

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influences as assets, this influence is a need. The interview data supported the survey data’s
finding that this influence is a need.
Recognition Influence 2: NCJDS creates incentives for parents to continue to enroll
their children into the upper grades.
Survey results. Survey participants were asked whether NCJDS creates incentives for
parents who enroll their children in subsequent grades. As shown in Table 40, 27% of parents
indicated that the school creates incentives for parents who enroll their children in upper grades,
respectively. Survey participants were also asked to list at least 1, but no more than 5 ways that
the school incentivizes parents who enroll their children in upper grades. As shown in Figure 7,
only 22% of parents surveyed listed 1 or more ways that NCJDS recognizes parents who enroll
their children in upper grades, and 78% did not list any. Because the survey data threshold set for
determining whether an influence is a need or an asset is 75%, this influence is a need.
Table 40
Survey Results Regarding NCJDS ’ Incentives for Parents who Enroll Children in Upper Grades
# Organization Culture Item Count %

NCJDS creates incentives for parents to enroll their
children into upper grades.

1 Definitely Agree. 0 0%
2 Agree. 14 27%
3 Disagree. 29 57%
4 Definitely Disagree. 8 16%
Total 51 100%

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Figure 7. Number of Types of Incentives Listed. This figure shows the number of parents who
listed either one or zero types of incentives from the school for parents who re-enroll their
children in subsequent grades.
Interview findings. Interview participants were asked in what way, if any, NCJDS
incentivizes parents who enroll their children in subsequent grades in the school. All interview
participants indicated that NCJDS does not incentivize parents who enroll their children in
subsequent grades in any way. Interview responses demonstrate that the school does not
recognize parents who enroll their children in subsequent grades.
Summary. The assumed influence is that NCJDS creates incentives for parents who enroll
their children into upper grades in the school. Because the survey data shows that 27% of parents
agreed that NCJDS creates incentives for parents who enroll their children in upper grades and
the threshold is set at 75% for validating influences as assets, this influence is a need. The
interview data suggests that NCJDS does not create incentives for parents who enroll their
children in subsequent grades, supporting the survey data’s finding that this influence is a need.

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Summary of Influences
This Chapter Four investigated the salience of the assumed influences identified in
Chapter Two on NCJDS parents and established the influences as either needs or assets. Some of
the core needs identified in this Chapter Four that NCJDS should address in order to improve its
organizational performance gap regarding enrollment attrition between the school’s programs
include that (a) parents are not aware of NCJDS’ mission, (b) parents’ understanding of the
enrollment process is impaired, (c) parents’ may place a greater value on the cost of tuition than
their children’s learning outcomes once tuition is above a certain price, and (d) parents are not
confident in NCJDS’ capabilities to provide high quality secular education. As discussed above,
a number of the influences determined to be assets only just met or exceeded the threshold limit
for confirmation as assets. These borderline assets demonstrate that NCJDS would benefit not
only from addressing the identified needs, but also the assets in order to address its enrollment
gap. Tables 41, 42, and 43 show the knowledge, motivation and organization influences for this
study and their verifications as an asset or a need.

151
Knowledge
Table 41
Summary of Determination of Knowledge Needs and Assets
Assumed Knowledge Influence Asset or Need
Declarative Factual
Parents know the improved and lasting
association and commitment to Jewish
community and culture that day schools can,
and do, foster.
Asset
Parents articulate their goals for their
children’s education.
Asset
Parents articulate the school’s mission. Need
Parents articulate the school’s activities. Asset
Declarative Conceptual
Stakeholder understands school’s ability, and
role in helping shape students’ character and
other non-academic outcomes.
Asset
Procedural
Parents will need to know how to enroll
matriculating students in the school’s
subsequent program.
Need
Parents know how to engage with school’s
activities.
Asset
Metacognitive
Stakeholders will need to understand how
their decisions will affect their children’s
academic as well as non-academic outcomes
Asset
Stakeholders will need to reflect on the value
that they place on the non-academic
outcomes of their children’s education - as
balanced against the cost of tuition.
Asset

152
Motivation
Table 42
Summary of Determination of Motivation Needs and Assets
Assumed Motivation Influence Asset or Need
Value
Parents value the goal of instilling strong and
lasting Jewish cultural affiliation in their
children.
Asset
Parents will need to prioritize their children’s
learning outcomes over the value of tuition to
be spent.
Need
Parents must value the activities/events that
the school provides.
Asset
Parents value sending their children to
NCJDS because of their non-academic goals.
Asset
Expectancy Value
Parents believe that the quality of the
educational experience is worth the cost.
Asset
Team Confidence
Parents are confident that the school has the
ability to meet its stated goals.
Need
Parents believe that sending their children to
NCJDS will help their children reach the goal
of academic success, as well as a
strengthened and lasting connection to their
community.
Need
Parents are confident that the quality of
educational experience at this school is better
than their alternatives.
Need
Parents believe that the religious and cultural
experiences at this school are better than their
alternatives.
Asset

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Organization

Table 43
Summary of Determination of Organization Needs and Assets
Assumed Organization Influence Asset or Need
Policies, Processes, & Procedures
NCJDS effectively prepares parents
(regarding deadlines, requirements) to enroll
their child into the upper grades.
Asset
Culture
NCJDS ensures that the Parents are aware of
the school’s commitment to its non-academic
mission.
Asset
NCJDS works to make parents aware of the
school’s commitment to its academic
mission.

Asset
NCJDS works to create a culture in which
children are a part of a cohort, that benefits
from its cohesion.
Asset
NCJDS works to create a culture around the
school that encourages parents to keep their
children enrolled through transition points.
Asset
NCJDS works to create a community and
culture among the parent body.
Need
Recognition
NCJDS effectively recognizes parents who
enroll their children into the upper grades.
Need
NCJDS creates incentives for parents to
continue to enroll their children into the upper
grades.
Need

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Chapter Five of this study will present a series of targeted recommendations to address
(a) the influences that have been determined to be a need in this Chapter Four because of their
importance in addressing the enrollment gap, (b) the influences that only just satisfied the
threshold to be designated assets because of their marginal status, and (c) influences identified as
assets by a large margin in order to solidify their status as assets to NCJDS. The recommended
solutions to address these influences are based on empirical evidence derived from the literature.
A summary of the proposed recommendations will be shared with the administration at NCJDS.

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CHAPTER FIVE: RECOMMENDATIONS AND EVALUATION
Purpose of the Project and Questions
The purpose of this project is to conduct a gap analysis to examine the knowledge,
motivation and organizational influences that interfere with parents of NCJDS students
matriculating between programs choosing to keep their children enrolled in NCJDS. The gap
analysis methodological framework for this study is based on the Clark and Estes (2008) model.
Clark and Estes’ (2008) gap analysis is a systematic, analytical methodology that can be utilized
to assist in identifying organizational goals and the gaps between those goals and the
organization’s actual performance. The Clark and Estes’ (2008) gap analysis framework focuses
on determining and addressing root causes of gaps in the areas of knowledge, motivation, and
organizational issues.
To address the specific gap between the 100% goal retention rate at key transition points
between programs at NCJDS and the school’s actual retention, this study focused on parents of
NCJDS students. The analysis in this study has focused on knowledge, motivation, and
organization influences that affect parents’ decisions to enroll their children in NCJDS and
matriculate them between the school’s programs.
The fundamental core questions guiding this study were:
1. What are the knowledge, motivation, and organizational influences that interfere
with 100% of parents choosing to matriculate their children between the school’s
programs?
2. What are the recommended knowledge, motivation, and organizational solutions
for solving the retention problem?

156
Recommendations to Address Knowledge, Motivation, and Organization Influences
This Chapter Five discusses the confirmed needs identified in Chapter Four and outlines
proposed solutions targeting those needs based in the literature. The assumed knowledge,
motivation, and organization influences are outlined in the following tables which identify which
assumed influences were determined as needs through the survey and interviews completed by
NCJDS parents discussed in detail in Chapter Four. In addition to outlining recommendations to
address the influences identified as needs in Chapter Four because of their impact contributing to
the enrollment gap at NCJDS, this Chapter Five will also provide recommendations rooted in the
literature in order to support maintaining the identified as assets as assets to NCJDS. Following
each table is an analysis of each influence, the principle, proposed solution to the cause, and
support for the proposed solution based on the literature.
Knowledge Recommendations
Introduction. The data collected in Chapter Four confirmed one declarative factual
knowledge need, zero declarative conceptual knowledge needs, one procedural knowledge need,
and zero metacognitive needs. The following section will discuss: (a) the needs identified in
Chapter Four because of their impact on parents of NCJDS students matriculating between
programs choosing to keep their children enrolled in NCJDS, offering literature-based
recommendations to address the needs; (b) assets identified in Chapter Four which only
marginally met the threshold for confirmation as assets because of their marginal status, offering
literature-based recommendations to solidify such influences as assets; and (c) influences that
were identified as assets in Chapter Four by a strong margin, offering recommendations to the
organization to provide consistency, continuity, and commitment to maintaining these influences
as assets. Table 44 lists the influences, principle and recommendations. Following the table, a

157
detailed discussion for each influence and recommendation as well as the literature supporting
the recommendation is provided.
Table 44
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Asset
or
Need
Principle and
Citation
Context-Specific
Recommendation
Declarative Factual
Parents know the
improved and lasting
association/commitment
to Jewish community
and culture that day
schools can, and do,
foster.
Asset Information
connected to prior
knowledge is more
accurately and
efficiently stored
because its
meaningfulness is
increased through its
connection to the
prior knowledge
(Ambrose et al.,
2012; Schraw &
McCrudden, 2006).

Learning is
enhanced when the
learner’s working
memory capacity is
not overloaded
(Kirshner, Kirshner,
& Paas, 2006).
Provide information
that day schools foster
improved and lasting
association/commitme
nt to Jewish
community and culture
to NCJDS parents that
connects with parents’
prior knowledge.

Provide informational
session to NCJDS
parent that connects
parents’ goals for their
children’s education
and NCJDS’ mission
to parents’ prior
knowledge.

Provide informational
session to NCJDS
parents about NCJDS’
activities that connects
to parents’ prior
knowledge.

Parents articulate their
goals for their children’s
education.
Asset
Parents articulate the
school’s mission.
Need
Parents articulate the
school’s activities.
Asset
Declarative Conceptual
Stakeholder understands
school’s ability, and role
Asset The way that
individuals organize
Provide an infographic
diagram for NCJDS

158
in helping shape
students’ character and
other non-academic
outcomes.
knowledge
influences the way
that they learn and
apply their
knowledge
(Ambrose et al.,
2012).

Learning is
enhanced when a
visual diagram of
how information is
organized is
provided (Schraw &
McCrudden, 2006).
parents illustrating
NCJDS’ ability and
role in helping shape
students’ character and
non-academic
outcomes.
Procedural
Parents will need to
know how to enroll
matriculating students in
the school’s subsequent
program.
Need Procedural aids
containing self-help
information can
provide individuals
with the information
required to perform
a task (Clark &
Estes, 2008).

Demonstration,
guided practice, and
feedback enhance an
individual’s
perfection of a
procedure (Clark &
Estes, 2008).

Provide NCJDS
parents with a checklist
of how to enroll
students in subsequent
programs in the school.

Provide NCJDS
parents with a training
video accompanied by
an online guided
practice of how to
enroll students in
subsequent programs
in the school.

Provide NCJDS
parents with a training
video accompanied by
an online guided
practice of how to go
about engaging with
NCJDS’ activities.
Parents know how to
engage with school’s
activities.
Asset
Metacognitive

159
Stakeholders will need to
understand how their
decisions will affect their
children’s academic as
well as non-academic
outcomes
Asset The use of
metacognitive
strategies fosters
metacognitive
knowledge (Baker,
2006).
Provide informational
sessions to NCJDS
parents that help them
to reflect on how their
decisions will affect
their children’s
academic as well as
non-academic
outcomes.

Provide informational
sessions to NCJDS
parents that help them
to reflect on the value
that they place on the
non-academic
outcomes of their
children’s education as
balanced against the
cost of tuition.
Stakeholders will need to
reflect on the value that
they place on the non-
academic outcomes of
their children’s education
- as balanced against the
cost of tuition.
Asset

Declarative knowledge solutions. The declarative knowledge influences being
addressed in this Chapter Five include that NCJDS parents: (a) know the lasting association and
commitment to Jewish community and culture, (b) articulate their goals for their children’s
education, (c) articulate NCJDS’ mission, and (d) articulate NCJDS’ activities. Ambrose et al.
(2012) and Schraw and McCrudden (2006) explain that by connecting new information to
individuals’ prior knowledge that new information is more efficiently encoded and recalled.
Additionally, information is more efficiently learned when individuals are not provided with an
overwhelming amount of information at one time (Kirshner, Kirshner, & Paas, 2006). The
foregoing suggests that NCJDS parents would benefit from receiving information that is
connected to their prior knowledge, without extraneous information. Therefore, it is
recommended that NCJDS provide information to parents, connecting to parents’ prior
knowledge: (a) that day schools foster improved and lasting association/commitment to Jewish

160
community and culture, (b) that connects parents’ goals for their children’s education with
NCJDS’ mission, and (c) about NCJDS’ activities.
In a study examining enrollment in Montessori schools, Hiles (2018) collected survey
data from 124 parents whose children were enrolled in three Montessori schools in
Massachusetts, in which survey participants described their rationales for sending their children
to the Montessori schools. Hiles (2018) found that enrollment is positively impacted by schools’
discussions with parents focusing on (a) parents’ prior knowledge and experiences of Montessori
education, (b) parents’ objectives for their children’s learning outcomes, and (c) the Montessori’s
approach and mission. According to Hiles (2006), “investing in parental and public awareness
about Montessori education may lead to increases in enrollment” (p. 10), particularly when the
information provided touches upon the foregoing. Based on Hiles’ (2006) results, and Shaw and
McCrudden’s (2006) principle, the recommendation that NCJDS provide information that
connects with their prior knowledge appears promising.
Conceptual knowledge solutions. The conceptual knowledge influences addressed in
Chapter Five include that NCJDS parents understand NCJDS’ ability and role in helping shape
students’ character and other non-academic outcomes. According to Ambrose et al. (2012), the
manner in which individuals organize their knowledge influences the way that they learn and
apply their knowledge. Ambrose et al. (2012) further explain that if people are given the means
or structure by which to best organize new information, they are much more likely to learn and
retain information at a higher level. Additionally, individuals’ learning is enhanced when a visual
diagram of how information is organized is provided (Schraw &McCrudden, 2006). The
recommendation, therefore, is to provide NCJDS parents with an infographic diagram illustrating

161
the school’s ability and role in helping shape students’ character and other non-academic
outcomes.
In a 2019 quantitative study, Kiernan et al. evaluated the impact of a methodological
infographic letter compared to a non-infographic letter on participants’ knowledge of the
information contained in the letters. Keirnan et al.’s (2019) study included 834 participants who
were provided with information regarding dropouts impact on study conclusions in the two
formats indicated. After receiving and reading the letters, participants were presented with
survey questions based on the information contained in the letters (Kiernan et al., 2019). Survey
results demonstrated that 88.7% of participants who received the infographic letter correctly
answered questions based on the information provided, versus 66.7% of participants who
received the non-infographic information (Kiernan et al., 2019). The results of Kiernan et al.’s
(2019) study indicated an absolute percentage difference of 22% in correct response rates
between the groups, demonstrating the improved outcomes associated with the presentation of
the information in an infographic format. Thus, based on these results, it would appear that
NCJDS parents might benefit from an infographic illustrating the school’s ability and role in
shaping students’ character and other non-academic outcomes.
Procedural knowledge solutions. The procedural knowledge influences being addressed
in this Chapter include that NCJDS parents know how to enroll matriculating students in the
school’s subsequent programs and that NCJDS parents know how to engage with NCJDS’
activities. According to Clark and Estes (2008), procedural aids that contain information
outlining how to complete a task can provide self-help procedural knowledge that may be
required by individuals. In addition to providing self-help procedural aids, Clark and Estes
(2008) explain that providing individuals with demonstrations, guided practice, and feedback

162
regarding how to complete a task enhances individuals’ ability to correctly complete the given
task. This would suggest that NCJDS parents would benefit from procedural aids as well as
demonstrations, guided practice, and feedback. Therefore, the researcher recommends that
NCJDS provide parents with procedural aids as well as demonstrations, guided practice, and
feedback related to the procedures required to (a) enroll matriculating students in the school’s
subsequent programs and (b) engage with NCJDS’ activities.
In a quantitative study involving 12,050 appointments, North et al. (2011) examined the
impact of video demonstrations and paper instructions on patient registration on an online health
portal, as compared to no instruction. The study demonstrated a higher patient registration rate
within 45 days among patients who were given the video demonstrations or paper instruction
sheet than patients who did not receive the procedural aids (North et al., 2011). Registration rates
among patients who received the video demonstrations on how to register were 11.7%,
registration rates among patients who received the paper instructions on how to register were
7.1%, and registration rates among patients who received no registration instructions were 2.5%
(North et al., 2011. p. i25). This study demonstrates the potential of providing similar learning
activities to NCJDS parents on enrollment procedures.
Metacognitive knowledge solutions. The metacognitive knowledge influences are that
NCJDS parents will need to understand how their decisions will affect their children’s academic
as well as non-academic outcomes, and reflect on the value that they place on the non-academic
outcomes of their children’s education. According to Baker (2006), applying metacognitive
strategies fosters metacognition as well as comprehension. Baker’s (2006) explanation of the
impact of applying metacognitive strategies on metacognition and comprehension suggests that
NCJDS parents would benefit from receiving informational sessions that help guide them to

163
reflect (a) on how their decisions will affect their children’s academic as well as non-academic
outcomes, and (b) on the value that they place on the non-academic outcomes of their children’s
education as balanced against the cost of tuition.
In a survey involving 1,500 parents of students in 11 private schools, 8 public schools,
and 10 alternative schools, Bosetti (2004) investigated the factors that inform parents’ decision-
making process in the selection of schools for their children. According to the survey results,
parents who actively sought information and engaged in the decision-making process regarding
the choice of school for their children were more satisfied with their children’s school (Bosetti,
2004). According to Bosetti (2004) “private school parents are seeking a school that addresses
the individual needs of their child” (p. 397). These parents took a variety of factors into
consideration when selecting their children’s schools, including the impact of tuition (Bosetti,
2004). According to Bosetti (2004) “religious private school parents were clustered around their
top two reasons: Shared Values and Beliefs (62%) and Strong Academic Reputation (44%)” ( p.
397). Bosetti’s (2004) results further indicate that about 91% of private school parents surveyed
actively chose their children’s schools, whereas only about 41% of public school parents were
active in choosing in their children’s schools, highlighting the impact of parent’s active
evaluation of their choice of school in affecting private school enrollment. This study supports
the application of Baker’s (2006) principles that providing metacognitive strategies improves
outcomes.
Motivation Recommendations
Introduction. As discussed in Chapter Four, the data collected demonstrated there is one
value motivation as a need, there are no expectancy value motivation needs, and there are three
team confidence motivation needs. Similar to the knowledge recommendations discussed above,

164
this section will discuss: (a) the needs identified in Chapter Four because of their impact on
parents of NCJDS students matriculating between programs choosing to keep their children
enrolled in NCJDS, and offering literature-based recommendations to address the need; (b)
assets identified in Chapter Four which only marginally met the threshold for confirmation as
assets because of their marginal status, offering literature-based recommendations to solidify
such influences as assets; and (c) influences that were identified as assets in Chapter Four by a
strong margin, offering recommendations to the organization to provide consistency, continuity,
and commitment to maintaining these influences as assets. Table 45 lists the motivation
influences, principle and recommendations. Following Table 45, a detailed discussion for each
high priority cause and recommendation and the literature supporting the recommendation is
provided.
Table 45
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence
Asset or
Need
Principle and
Citation
Context-Specific
Recommendation
Value
Parents value the goal
of instilling strong and
lasting Jewish cultural
affiliation in their
children.
Asset Motivation is
enhanced if the
individual values the
outcome (Eccles,
2006).

Activating and
building upon
personal interest can
increase motivation
(Schraw & Lehman,
2009).

Activate and build
upon parents’ value of
instilling strong and
lasting Jewish cultural
affiliation in their
children.

Communicate to
parents the importance
and utility value of
instilling strong and
lasting Jewish cultural
affiliation in their
children

165
Parents will need to
prioritize their
children’s learning
outcomes over the
value of tuition to be
spent.
Need Rationales that
include a discussion
of the importance
and utility value of
the outcome can
help individuals
develop positive
values (Eccles,
2006; Pintrich,
2003).
Activate and build
upon the value parents
place on their
children’s learning
outcomes.

Communicate to
parents the importance
and utility value of
their children’s
learning outcomes at
NCJDS.
Parents must value the
activities/events that
the school provides.
Asset Communicate to
parents the importance
and utility of the events
and activities
organized by NCJDS.
Parents value sending
their children to
NCJDS because of
their non-academic
goals.
Asset Communicate to
parents the importance
and utility value of the
non-academic goals at
NCJDS.
Expectancy Value
Parents believe that the
quality of the
educational experience
is worth the cost.
Asset Higher expectations
for success and
perceptions of
confidence can
positively impact
motivation (Eccles,
2006).
Provide parents with
messages and models
of high expectations
and confidence that the
quality of the
educational experience
at NCJDS is worth the
cost.
Team Confidence
Parents are confident
that the school has the
ability to meet its
stated goals.
Need Increased
understanding that
the team possesses
the necessary skill to
achieve the goal
Provide parents with
information that
NCJDS teachers and
administration have the
necessary skills to meet

166
increases team
confidence (Clark &
Estes, 2008).

Highlighting past
successes in
comparison to
similar, current tasks
increases team
confidence (Clark &
Estes, 2008).

Projecting genuine
expectation of
success increases
team confidence
(Clark & Estes,
2008).
the school’s stated
goals.

Communicate genuine
expectation on the part
of NCJDS that the
school has the ability
to meet its stated goals.

Communicate past
examples of NCJDS
successfully meeting
its stated goals to
parents.
Parents believe that
sending their children
to NCJDS will help
their children reach the
goal of academic
success, as well as a
strengthened and
lasting connection to
their community.
Need Provide parents with
information that
NCJDS teachers and
administration have the
necessary skills to aid
students in achieving
academic success as
well as a strengthened
and lasting connection
to the community.

Communicate past
examples of NCJDS
successfully aiding
students achieve
academic success as
well as a strengthened
and lasting connection
to the community to
parents.

Communicate genuine
expectation on the part
of NCJDS that the
school will help
students achieve
academic success and a
strengthened and
lasting connection to
the community.

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Parents are confident
that the quality of
educational experience
at this school is better
than their alternatives.
Need Provide parents with
information that
NCJDS teachers and
administration have the
necessary skills to
provide superior
educational
experiences than the
alternatives.

Communicate past
examples of NCJDS’
educational experience
proving superior to the
alternatives.

Communicate genuine
expectation on the part
of NCJDS that the
quality of the
educational
experiences at NCJDS
are superior to the
alternatives.
Parents believe that the
religious and cultural
experiences at this
school are better than
their alternatives.
Asset Provide parents with
information that
NCJDS teachers and
administration have the
necessary skills to
provide superior
religious and cultural
experiences than the
alternatives.

Communicate past
examples of NCJDS’
religious and cultural
experiences proving
superior to the
alternatives.

Communicate genuine
expectation on the part
of NCJDS that the
quality of the religious

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and cultural
experiences at NCJDS
are superior to the
alternatives.

Value solutions. The value influences addressed include that parents: (a) value the goal
of instilling strong and lasting Jewish cultural affiliation in their children, (b) need to prioritize
their children’s learning outcomes over the value of the cost of tuition, (c) value the activities
and events that NCJDS provides, and (d) value sending their children to NCJDS. Eccles (2006)
explains that individuals’ motivation is enhanced if the individual values an outcome. Where
individuals value the results of a task, individuals’ motivation to accomplish the task is
increased. Similarly, by activating and building upon individuals’ personal interest, individuals’
motivation can be increased (Schraw &Lehman, 2009). According to Eccles (2006) and Pintrich
(2003), individuals’ positive values can be fostered by presenting them with rationales that
include a discussion of the importance and utility value of the outcome. The foregoing suggests
that NCJDS parents would benefit from NCJDS fostering parents’ values. Therefore, the
researcher recommends that NCJDS provide parents with communications that include the
importance and utility value of: (a) of instilling strong and lasting Jewish cultural affiliation in
their children, (b) their children’s learning outcomes at NCJDS, (c) the events and activities
organized by NCJDS, and (d) the non-academic goals of NCJDS. Additionally, NCJDS should
activate and build upon parents’ value of instilling strong and lasting Jewish cultural affiliation in
their children, and the value that parents place on their children’s learning outcomes.
In a 2010 study, Hulleman et al. evaluated the impact of fostering a sense of value in a
task on students’ motivation. In two randomized experiments, Hulleman et al. (2010) examined
two groups of college students, totally 344 students, in a laboratory and classroom setting.

169
Students’ utility value were fostered by the researchers who asked the students to articulate the
relevance of the subject material to their own lives (Hulleman et al., 2010). The study found that
by cultivating the students’ value in their studies, the students’ motivation in the material was
increased (Hulleman et al., 2010). Additionally, the study found that these students maintained
the increased motivation beyond the interventional sessions (Hulleman et al., 2010). The
Hullemn et al. (2010) study supports the application of Eccles’ (2006) principles that motivation
is enhanced where individuals value the outcomes, and that positive values can be fostered
through discussions of the utility value of such outcomes. The study similarly supports Schraw
and Lehamn’s (2009) principle that activating and building on personal interest can increase
motivation.
Expectancy Value solutions. The expectancy value influence addressed is that NCJDS
parents believe that the quality of the educational experience at NCJDS is worth the cost.
According to Eccles (2006), providing higher expectations for success and perceptions of
confidence fosters motivation. This would suggest that NCJDS parents would benefit from
higher expectations for success and perceptions of confidence. Therefore, the recommendation is
that NCJDS should project high expectations for success and confidence to parents regarding the
quality of the educational experience at the school.
Constantino (2003) explains that parents are impacted by the messages put out by school
leadership. School leaders who want to impact parent beliefs and motivations must set high
expectations for students and staff and believe in the high expectations and outcomes
(Constantino, 2003). For school leaders, core to impacting the perceptions of parents “ is walking
the walk, engaging and believing in people, selling ideas and concepts, listening to customers
[...] where standards are high. [...] where everyone, including the principal, models excellence”

170
(Constantino, 2003, p. 17). Thus, based on Constantino (2003), NCJDS may benefit from the
school’s leadership projecting high expectations and confidence to NCJDS parents.
Team Confidence solutions. The team confidence influences addressed include that
NCJDS parents: (a) are confident that NCJDS has the ability to meet its stated goals; (b) believe
that sending their children to NCJDS will aid their children in achieving academic success, as
well as a strengthened and lasting connection to Jewish community; (c) are confident that the
quality of the educational experience at NCJDS is superior to the alternatives; and (d) believe
that the religious and cultural experience at NCJDS are superior to the alternatives. Clark and
Estes (2008) explain that team confidence relates to an individual’s belief that the other members
of their team working towards a particular goal “possess the skills necessary to achieve the
team’s performance goals” (p. 92). Team confidence can be increased by (a) increasing
individuals’ understanding that the team possesses the necessary skill to achieve the goal, (b)
highlighting the team’s past success that relate to similar current tasks, and (c) leadership
projecting genuine expectations that the team will successfully complete the task (Clark & Estes,
2008).
The foregoing research suggests that NCJDS would benefit from increasing parents’ team
confidence. Therefore, it is recommended that NCJDS foster parents’ team confidence by
communicating to parents: (a) that NCJDS staff have the necessary skills to meet the school’s
stated goals, aid students in achieving academic success as well a strengthened and lasting
connection to the Jewish community, provide a superior education than the alternatives, and
provide superior religious and cultural experiences than the alternatives; (b) genuine expectations
that the school has the ability meet its stated goals, will help students achieve academic success
and a strengthened and lasting connection to the community, the quality of the education

171
experience at NCJDS is superior to the alternatives, and that the quality of the religious and
cultural experiences at NCJDS are superior to the alternatives; and (c) past examples of NCJDS
meeting its stated goals, successfully aiding students achieve academic success, as well as a
strengthened and lasting connection to the community, providing superior educational
experiences to the alternatives, and providing superior religious and cultural experiences to the
alternatives.
Bandura (1997) similarly describes the concept of team confidence, which Bandura terms
“collective efficacy,” as “a group’s shared belief in its conjoint capabilities to organize and
execute the course of actions required to produce given levels of attainments” (p. 477). Bandura
(1997) further explains that collective efficacy predicts performance: “the stronger the beliefs
people hold about their collective capabilities, the more they achieve” (p. 480). Further, the
effectiveness of the collective efficacy on performance persists regardless of whether the
collective efficacy develops naturally or is fostered externally (Bandura, 1997). Bandura’s
(1997) discussion of the impact of collective efficacy supports the potential impact of improving
team confidence among the parent body at NCJDS.
Organization Recommendations
Introduction. The data collected in Chapter Four confirmed no policies, processes and
procedures organization needs, one culture organization need, and two recognition organization
needs. Although the findings in Chapter Four indicated a number of organization influence assets
for NCJDS, this section will discuss the full complement of organization influences, which
include: (a) the needs identified in Chapter Four because of their impact on parents of NCJDS
students matriculating between programs choosing to keep their children enrolled in NCJDS, and
offering literature-based recommendations to address the need; (b) assets identified in Chapter

172
Four which only marginally met the threshold for confirmation as assets because of their
marginal status, offering literature-based recommendations to solidify such influences as assets;
and (c) influences that were identified as assets in Chapter Four by a strong margin, offering
recommendations to the organization to provide consistency, continuity, and commitment to
maintaining these influences as assets. Table 46 lists the organization causes, priority, principle
and recommendations. Following the table, a detailed discussion for each high priority cause
and recommendation and the literature supporting the recommendation is provided.
Table 46
Summary of Organization Influences and Recommendations
Assumed
Organization
Influence
Asset or
Need
Principle and
Citation
Context-Specific
Recommendation
Policies, Processes, &
Procedures

NCJDS effectively
prepares parents
(regarding deadlines,
requirements) to enroll
their children into the
upper grades.
Asset Organizational
performance
increases when the
organization’s
policies, procedures,
and communications
are aligned to
support
organizational goals
(Clark & Estes,
2008).
The NCJDS enrollment
procedures and
communications
should be evaluated
and realigned to
effectively prepare
parents to enroll their
children into the upper
grades.
Culture
NCJDS ensures that
the parents are aware
of the school’s
commitment to its non-
academic mission.
Asset Organizational
performance
increases when the
organization’s
policies, procedures,
and communications
The communications at
NCJDS should be
evaluated and
realigned to make
NCJDS parents aware
of the school’s

173
are aligned to
support
organizational goals
(Clark & Estes,
2008).

Organizational
performance
increases when
organizational
culture is aligned
with policies,
procedures,
communication and
goals within the
organization (Clark
& Estes, 2008).
commitment to its non-
academic mission.
NCJDS works to make
parents aware of the
school’s commitment
to its academic
mission.

Asset The communications at
NCJDS should be
evaluated and
realigned to make
NCJDS parents aware
of the school’s
commitment to its
academic mission.
NCJDS works to create
a culture in which
children are a part of a
cohort, that benefits
from its cohesion.
Asset NCJDS policies,
procedures and
communications
should be evaluated
and realigned towards
the goal of promoting a
culture in which
children are a part of a
cohort.
NCJDS works to create
a culture around the
school that encourages
parents to keep their
children enrolled
through transition
points.
Asset NCJDS policies,
procedures and
communications
should be evaluated
and realigned towards
the goal of promoting a
culture that encourages
parents to keep
children enrolled
through transition
points.
NCJDS works to create
a community and
culture among the
parent body.
Need NCJDS policies,
procedures and
communications
should be evaluated
and realigned towards
the goal of promoting a
culture among the
parent body.
Recognition

174
NCJDS effectively
recognizes parents who
enroll their children
into the upper grades.
Need Organizations are
more effective when
organizational
structures and
processes are
aligned with and
support the
organization’s goals
(Clark & Estes,
2008).

Intangible incentives
can increase
performance (Clark
& Estes, 2008).
NCJDS structures and
processes should be
evaluated and
realigned to include
tangible and intangible
incentives that
recognize and
incentivize parents to
enroll their children
into upper grades in the
school.
NCJDS creates
incentives for parents
to continue to enroll
their children into the
upper grades.
Need

Policies, Processes, & Procedures Solutions. The policies, processes, and procedures
influence addressed is that NCJDS effectively prepares parents to enroll their children in
subsequent grades and programs in the school. According to Clark and Estes (2008),
organizational performance is improved by aligning the organization’s policies, procedures and
communications to support the organizational goals. Clark and Estes’ (2008) principle suggests
that NCJDS would benefit from aligning the school’s policies, procedures and communications
to support the school’s goals. Therefore, NCJDS should align its policies, procedures and
communications to support effectively preparing parents to enroll their children into upper
grades.
In a study evaluating the impact of physicians’ individual characteristics and
organizational factors on enrollment in clinical trials at the National Cancer Institute’s
Community Clinical Oncology Program, Jacobs et al. (2014) found that organizational factors
positively impacted enrollment. The study included 481 physicians and found that the physicians
enrolled a mean of 5 patients in clinical trials (Jacobs et al., 2014). Organizational factors
evaluated included: educational training sessions for physicians, staff to assist patients with

175
enrollment, clear enrollment goals, and incentives for enrollment (Jacobs et al., 2014). Therefore,
based on these results that organizational factors that were aligned with the goal of enrolling
patients in clinical programs had a positive impact on enrollment, it would appear that NCJDS
might benefit from aligning its policies, procedures and communications to support preparing
parents to enroll their children into upper grades.
Cultural solutions. The culture influences addressed include that NCJDS: (a) ensures
that parents are aware of NCJDS’ commitment to its academic and non-academic missions, (b)
works to create a culture in which children are a part of a cohort that benefits from its cohesion,
(c) works to create a culture that encourages parents to keep their children enrolled through
transition points, and (d) works to create a community culture and community among the parent
body. According to Clark and Estes (2008), organizational performance is improved when the
organization’s culture is aligned with the organization’s policies, procedures, communications
and goals. Thus, it appears that based on Clark and Estes (2008) principle, NCJDS would benefit
from evaluating and realigning its (a) communications to make parents aware of the school’s
commitment to its academic and non-academic mission, (b) policies, procedures and
communications to support the goal of promoting a culture in which children are a part of a
cohort, (c) policies, procedures and communications to support the goal of promoting a
community culture among the parent body, and (d) policies, procedures and communications to
support the goal of promoting a culture in which parents are encouraged to keep their children
enrolled through transition points.
In a mix-methods study, Al-Alawi et al. (2007) investigated the impact of organizational
culture and communications of knowledge sharing within organizations, which involved 231
participants across different ministries of the Kingdom of Bahrain. The study (Al-Alawi et al.,

176
2007) utilized a mix of survey questions and semi-structured interviews to collect data. Al-Alawi
et al. (2007) found that where organizational culture and communications were aligned with
organizational goals, the organizations were more successful in achieving their goals of
knowledge sharing. Similarly, in a 2011 study, Cato found that individuals’ understanding of the
organization’s goals positively impacted productivity. These studies support the application of
Clark and Estes (2008) principles that aligning organizations’ culture, policies and procedures to
support organizational goals improves organizational performance.
Recognition solutions. The recognition influences addressed in this Chapter Five include
that NCJDS effectively recognizes and incentivizes parents who enroll their children in
subsequent grades in the school. According to Clark and Estes (2008), organizations are more
effective when organizational structures and processes are aligned with and support the
organization’s goals. Clark and Estes (2008) further explain that incentives can increase
individuals’ performance. The recommendation, therefore, is for NCJDS to evaluate and realign
its structures and processes to include tangible and intangible incentives that recognize and
incentivize parents to enroll their children into upper grades in the school.
As discussed above, Al-Alawi et al. (2007) found that organizational culture factors
positively impact organizational performance. Al-Alawi et al.’s (2007) study identified
organizational culture factors that support performance that included a reward system that was
aligned with the goal. The study findings indicated that both financial and non-financial rewards,
such as recognition, were strong motivators for individuals to support organizational goals (Al-
Alawi et al., 2007).
In Jacobs et al.’s (2014) study examining organizational factors impacting enrollment in
clinical trials at the National Cancer Institute’s Community Clinical Oncology Program, the

177
researchers found that organizational factors that were aligned with the goal of encouraging
enrollment in clinical trials did, in fact, positively impact enrollment. The researchers found that
providing “some form of recognition to Type-A physicians” (Jacobs et al., 2014) to be among
the organizational factors determined to be effective in supporting the organizational goal.
Thus, NCJDS should evaluate its structures and processes to include tangible and
intangible incentives that recognize and incentivize parents to matriculate their children into
upper grades within the school.
Summary of Knowledge, Motivation and Organization Recommendations

The knowledge recommendations identified above will be applied to address the
declarative factual, declarative conceptual, procedural and metacognitive influences. Parents will
be provided with informational sessions that connect parents’ prior knowledge with (a) the
impact of day schools on students’ association with Jewish community and culture, (b) their
goals for their children’s education and NCJDS’ mission, and (c) NCJDS’ activities. Infographic
diagrams illustrating NCJDS’ role in helping shape students’ character and non-academic
outcomes will also be provided to parents. NCJDS will provide parents with a checklist and
video training, accompanied by an online guided practice, of how to enroll their children in
subsequent programs in the school. Additionally, video training and online guided practice
regarding how to engage with the school’s activities will be made available to parents.
Informational sessions will also be provided to parents to help them reflect on how their
decisions affect their children’s academic and non-academic outcomes, as well as the value that
they place on their children’s non-academic outcomes balanced against the cost of tuition.
The motivation recommendations identified above will be implemented to improve value,
expectancy value, and team confidence. NCJDS will enhance parents’ motivation by activating

178
and building upon parents’ values of instilling strong and lasting Jewish cultural affiliation in
their children and contextualizing their values with their children’s learning outcomes. NCJDS
parents will be provided information highlighting the importance and utility value of (a)
instilling strong and lasting Jewish cultural affiliation in their children, (b) the learning outcomes
offered at NCJDS, (c) the events and activities organized by NCJDS, and (d) of the non-
academic goals at NCJDS. Additionally, NCJDS will communicate high expectations and
confidence that the quality of the educational experience at the school is worth the cost to
parents. Further, parents will be provided with information that NCJDS teachers and
administrators have the necessary skills to: (a) meet its stated goals, (b) aid students in achieving
academic success as well as a strengthened and lasting connection to the community, and (c)
provide superior educational experiences than the alternatives. NCJDS will also communicate
genuine expectations that the school: (a) has the ability to meet its stated goals, (b) support
students in achieving academic success and a strengthened and lasting connection to the Jewish
community, and (c) offers a superior educational experience to the alternatives. Finally, NCJDS
parents will be provided with past examples of the school (a) meeting its goals, (b) helping
students achieve academic success and a strengthened and lasting connection to the Jewish
community, and (c) offering superior educational experiences to the alternatives.
Organization recommendations identified above include aligning policies, procedures and
communications to: (a) effectively prepare parents to enroll their children in upper grades, (b)
promote a cohort culture for students, (c) foster a sense of culture among the parent body, and (d)
support a culture that encourages parents to keep their children enrolled through transition points.
Further, the recommendations include aligning communications to make parents aware of the
school’s commitment to its academic and non-academic mission. Finally, NCJDS structures and

179
processes will be aligned to provide tangible and intangible incentives for parents to enroll their
children into upper grades in the school.
Integrated Implementation and Evaluation Plan
Organizational Purpose, Need and Expectations
The mission of NCJDS is to be the premier private Jewish school in Northern
California’s Silicon Valley, providing students with an excellent education in General and
Jewish studies, and to instill in them Jewish values, and a love of Torah, the Jewish people and
Israel. The goal of NCJDS is that by May 2022, the school will implement a multi-pronged
approach to ensure a 100% student retention rate between the school’s programs. Currently,
NCJDS experiences substantial enrollment drops at transition points between programs in the
school: between preschool and kindergarten, and between fifth grade and sixth grade.
NCJDS’ goal of 100% student retention between programs is ultimately most impacted
by parents of NCJDS students. Therefore, the goal for the stakeholders is for 100% of the parents
whose children are at the transition point between programs to choose to have their children
enroll in the subsequent program offered at NCJDS by May 2022.
This study examined the knowledge, motivation and organizational influences that
impact parents of NCJDS students matriculating between programs choosing to keep their
children enrolled in NCJDS. The proposed solutions, which include providing parents with
informational sessions, infographics, trainings materials, and communications, as well as
realigning policies and procedures relating to NCJDS’ goal, should support the desired outcome
of 100% of parents of children at transition points between programs within the school choosing
to matriculate their children within the school.

180
Implementation and Evaluation Framework
This implementation and evaluation section utilizes the New World Kirkpatrick Model
(Kirkpatrick & Kirkpatrick, 2016). The New World Kirkpatrick Model is an adaptation and
modernization of the Kirkpatrick Model, designed to better apply the fundamental principles of
the Kirkpatrick Model. The purpose of the New World Kirkpatrick Model is to effectively
evaluate training interventions (Kirkpatrick & Kirkpatrick, 2016). The four levels of the New
World Kirkpatrick Model are: (a) “Level 1: Reaction - The degree to which participants find the
training favorable, engaging and relevant to their jobs”; (b) “Level 2: Learning - The degree to
which participants acquire the intended knowledge, skills, attitude, confidence and commitment
based on their participation in the training”; (c) “Level 3: Behavior - The degree to which
participants apply what they learned during training when they are back on the job”; and (d)
“Level 4: Results - The degree to which targeted outcomes occur as a result of the training and
the support and accountability package” (Kirkpatrick & Kirkpatrick, 2016, p 19). According to
Kirkpatrick and Kirkpatrick (2016), practitioners would often over-emphasize Levels 1 and 2
when applying the Kirkpatrick model. Therefore, the New World Kirkpatrick Model suggests
engaging the four levels of training and evaluation in reverse order in order to maintain an
adequate focus on the outcome resulting from the interventions (Kirkpatrick & Kirkpatrick,
2016).
Level 4: Results and Leading Indicators
Level 4 of the New World Kirkpatrick Model is Results, which relates to the outcomes
that occur due to training interventions – it is the ultimate reason that the training intervention is
implemented (Kirkpatrick & Kirkpatrick, 2016). According to Kirkpatrick and Kirkpatrick
(2016), results are “broad and long term” goals for organizations, for which organizations only

181
have one (p. 21). Kirkpatrick and Kirkpatrick (2016) further explain that organizations should
utilize short-term observations and measurements to evaluate whether the critical behaviors key
to achieving the desired outcomes are met – Kirkpatrick and Kirkpatrick term these short-term
observations and measurements “leading indicators.” This section proposes a series of leading
indicators which will be used to determine whether NCJDS’ interventions are affecting the
desired outcome. There are two main types of leading indicators: internal leading indicators and
external leading indicators. Internal indicators are outcomes that arise from within the
organization and external indicators are outcomes that arise external to the organization
(Kirkpatrick & Kirkpatrick, 2016). Table 47 below outlines the proposed leading indicators,
metrics and methods.

182
Table 47
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Increased awareness
among parents of
NCJDS’ mission.
Number of parents aware of
mission
Administrators’ informal
conversations with parents
Increased awareness
among parents of the
activities organized by
NCJDS.
Parent attendance at NCJDS
activities
Activity attendance reports
Increased appreciation of
NCJDS culture among
parents.
Number of positive parent
comments about culture at
NCJDS
Survey
Improved awareness
among the parents of the
enrollment process.
Numbers of enrollment
questions received
Survey

Number of parents aware of
enrollment steps and timeline
Survey
Internal Outcomes
Increased
communications to
parents highlighting
successes.
Number of communications Administration tracker of
emails and flyers sent to
parents
Increased quality of
programming for parents.
Number of positive comments

Survey
Increased parent
informational sessions.
Number of sessions offered Survey
Increased retention
between programs at
NCJDS.
Enrollment data between
semesters
Enrollment reports

Level 3: Behavior
Critical behaviors. Level 3 of the New World Kirkpatrick Model evaluates behavior,
which is “the degree to which participants apply what they learned during training when they are
back on the job” (Kirkpatrick & Kirkpatrick, 2016, p. 47). Level 3 of the New World Kirkpatrick
Model is expansive ongoing evaluation of performance. Kirkpatrick and Kirkpatrick (2016)
explain that before Level 3 can be evaluated, it must be defined. Level 3 of the New World

183
Kirkpatrick Model is defined by identifying the critical behaviors that most influence Level 4
and establishing these behaviors as the course that leads from learning to the desired outcomes
(Kirkpatrick & Kirkpatrick, 2016).
As discussed in Chapter One, the stakeholder of focus in this study are the parents of
NCJDS students, as they are the stakeholder group with the ultimate power to affect the retention
rates in the school. The goal outlined in Chapter One for the stakeholders of focus is that by May
2022, 100% of parents of NCJDS students matriculating between programs will choose to keep
their children enrolled in NCJDS and will have submitted their enrollment paperwork.
Kirkpatrick and Kirkpatrick (2016) define critical behaviors as “the few, key behaviors that the
primary group will have to consistently perform on the job to bring about targeted outcomes” (p.
22). The first critical behavior is that parents of NCJDS students engage with activities and
events organized by NCJDS. The second critical behavior is that parents seek out enrollment
information during the appropriate enrollment period for NCJDS. The third critical behavior is
that parents of NCJDS students attend administrative meetings and sessions to discuss NCJDS
operations as they relate to the parents’ learning goals. The critical behaviors, specific metrics,
methods, and timing for evaluating outcome behaviors are outlined in Table 48.

184
Table 48

Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1. Parents of NCJDS
students engage with
activities and events
organized by NCJDS
Number of parents
attending activities
and events

Attendance lists from
activities and events

Following the
activities organized
by NCJDS; to be
compared in the
aggregate once per
semester
2. Parents seek out
enrollment
information during
the appropriate
enrollment period for
NCJDS
Parent requests for
enrollment packet
from front office

Parent login into
online enrollment
platform
Request list maintained
by front office
administration

Report from online
enrollment platform
Enrollment period
3. Parents of NCJDS
students attend
administrative
meetings and
sessions to discuss
NCJDS operations as
they relate to the
parents’ learning
goals
Number of parents
attending
administrative
meetings

Content of discussion
by parents
Attendance lists

Administrators’
observations/recordings
of topics discussed by
parents
Following the
meetings; to be
compared in the
aggregate once per
semester

Required drivers. Because of the key importance of Level 3 in the New World
Kirkpatrick Model, an additional aspect of evaluation is utilized in the form of “required drivers”
(Kirkpatrick & Kirkpatrick, 2016). Kirkpatrick and Kirkpatrick (2016) define required drivers as
“processes and systems that reinforce, monitor, encourage, and reward performance of critical
behaviors on the job” (p. 49). Required drivers may provide support or accountability, and are
often performed by additional stakeholders (Kirkpatrick & Kirkpatrick, 2016). NCJDS can foster
parents’ knowledge and skill with support and accountability programs. The required drives
identified to support critical behaviors are outlined in Table 49.

185
Table 49
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
Procedural aid including
checklist for enrollment
process
Enrollment period 2
Event reminders Weekly 1, 3
Encouraging
Administrators and members
of Board of Trustees follow
up with parents who speak at
administrative meetings
Weekly 3
Summaries of topics
discussed by parents at
administrative meetings
included in school
newsletters
Weekly 3
Rewarding
Tuition discount for families
that enroll students early in
enrollment process
First quarter of enrollment
period
2
Monitoring
Administrators touch base
with parents who have not
logged into online enrollment
platform or requested
enrollment information from
front office
Middle through end of
enrollment period
2
Teachers reach out directly to
parents who have not
attended any activities
Middle of semester 1

Organizational support. In order to aid the stakeholders in meeting the critical
behaviors identified above, NCJDS will provide support in the following manner. First, NCJDS
will align its policies, procedures and communications to support effectively preparing parents to
enroll their children into upper grades. Second, NCJDS will align its policies, procedures and

186
communications to make parents aware of the school’s commitment to its mission, create a
culture among the parent body, and nurture a school culture in which parents are encouraged to
keep their children enrolled through transition points. Finally, NCJDS will align its structures
and processes to provide tangible and intangible incentives to NCJDS parents who enroll their
children into upper grades in the school in order to incentives them to do so.
Level 2: Learning
Kirkpatrick and Kirkpatrick (2016) define learning as “the degree to which participants
acquire the intended knowledge, skills, attitude, confidence, and commitment based on their
participating in the training” (p. 42). This section relating to the New World Kirkpatrick Model
Level 2 discusses the methods by which the knowledge, skills, attitude, confidence, and
commitment of parents will be evaluated.
Learning goals. Based on the influences outlined in Chapter Four and the influence
specific knowledge, motivation and organization recommendations discussed above, outcome-
specific learning goals have been developed. Upon completion of the recommended solutions
outlined above, NCJDS parents will be able to:
1. Describe the improved and lasting association/commitment to Jewish community and
culture that day schools can, and do, foster. (Declarative Factual)
2. Articulate their goals for their children’s education. (Declarative Factual)
3. Articulate NCJDS’ mission. (Declarative Factual)
4. Articulate NCJDS’ activities. (Declarative Factual)
5. Complete the steps necessary to enroll students in subsequent programs. (Procedural)
6. Understand how their decisions affect their children’s learning outcomes.
(Metacognitive)

187
7. Value the learning outcomes at NCJDS. (Value)
8. Believe that the quality of the educational experience at NCJDS is worth the cost of
tuition. (Expectancy Value)
9. Demonstrate confidence in the school’s ability to meet its stated goals. (Team
Confidence)
10. Believe that sending their children to NCJDS will help their children reach the goal of
academic success, as well as a strengthened and lasting connection to their community.
(Team Confidence)
Program. The learning goals outlined above will be achieved through informational
campaigns that will increase the knowledge and motivation of parents to support their
matriculation of their children into subsequent grades in the school. The informational
campaigns will consist of informational sessions, a poster campaign, and training program.
In order to improve NCJDS parents’ knowledge, the informational sessions will be
provided monthly and will focus on a variety of topics. Topics discussed at the informational
sessions will include: (a) discussions of the impact of Jewish day schools on students’ non-
academic outcomes, (b) information about the school’s background, mission and ongoing
activities which are designed to support the mission, and (c) sessions about the school’s
successes, featuring presentations by alumni of the school discussing the impact that NCJDS has
had on their learning experiences and long-term Jewish cultural experiences. Because of the
nature of the changing composition of the parent body year over year, these sessions will be
offered each year.
In addition to the monthly informational sessions, NCJDS will create a poster campaign
around the school’s campus and in flyers that are sent home to parents. The informational

188
diagrams will illustrate the school’s mission and how it is connected to the school’s ability to
foster non-academic outcomes for students. These circulations will occur at regular quarterly
intervals throughout the year, with increased emphasis and frequency during the quarterly
interval proximate to the school’s enrollment period.
An overlapping component of the poster campaign and the school’s training program,
infographic diagrams and how-to flyers will be circulated outlining the steps required for parents
to enroll their children in subsequent grades in the school. In addition to the informational
diagrams, a training program consisting of video instruction on how to enroll students in
subsequent grades will also be made available to parents during enrollment season. These
interventions will assist parents to navigate the enrollment process.
Evaluation of the components of learning. A core component of the New World
Kirkpatrick Model is evaluating the Level 2 learning (Kirkpatrick & Kirkpatrick, 2016).
Kirkpatrick and Kirkpatrick (2016) suggest using formative and summative evaluation methods
to assess the efficacy of the learning interventions. A combination of formative and summative
evaluation methods will be utilized to assess NCJDS parents’ knowledge and motivation.
Formative evaluation methods are those that occur during the program, and summative
evaluation methods are those that occur after the program (Kirkpatrick & Kirkpatrick, 2016).
Table 50 lists the methods that will be utilized to assess NCJDS parents’ knowledge and
motivation throughout the implementation of the program, as well as the timing of when each
method will be utilized.

189
Table 50
Evaluation of the Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it. ”
Administrators informally ask parents if they
are aware of the upcoming activities at the
school during morning drop off and afternoon
pickup
Daily
Focus groups/group discussions with parents After informational sessions/throughout
program
Survey After informational sessions and end of year
Procedural Skills “I can do it right now. ”
Survey using scale for parents about their
abilities
Mid-semesters.
Attitude “I believe this is worthwhile. ”
Focus groups/group discussions with parents
about the value and rationale
Throughout program
Confidence “I think I can do it on the job; ”
“I think the school can do the job. ”

Focus group/group interview Throughout program
Survey Mid- and end of year

Level 1: Reaction
Kirkpatrick and Kirkpatrick (2016) describe Level 1 Reaction as “the degree to which
participants find the training favourable, engaging, and relevant to their jobs” (p. 40). This
section of Chapter Five will outline the formative and summative methods that will be utilized to
evaluate NCJDS parents’ reaction to the training intervention. Table 51 below outlines the
methods utilized to determine how NCJDS parents react to the learning interventions outlined
above.

190
Table 51
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Attendance rate at informational sessions. At the beginning of each informational
session.
Session leader and dedicated administrator
observer observations of parent participation
during informational sessions.
During informational sessions.
Relevance
Session leader pulse check of participants
reactions.
During informational sessions.
Post-informational session survey. Following informational sessions.
Informal administrator discussions with
parents during morning pickup and afternoon
dropoff.
Days immediately following informational
sessions.
Customer Satisfaction
Post-informational session survey. Following informational sessions.
Session leader and dedicated administrator
observer observations of parent engagement
during informational sessions.
During informational sessions.
Information administrator discussions with
parents during morning pickup and afternoon
dropoff.
Daily throughout the program period.

Evaluation Tools
Immediately following the program implementation. Kirkpatrick and Kirkpatrick
(2016) explain that Level 1 and Level 2 are often evaluated immediately following the training
intervention as such proximity increases the response rate.
During informational sessions, the NCJDS representative leading the sessions will utilize
pulse check during pauses in the program to check-in with participants to assess their in-the-
moment sense of how the program is going, its relevance and engagement (Kirkpatrick &
Kirkpatrick, 2016).

191
Immediately following the informational sessions, parents will be given a survey to
complete. The survey will ask parents to indicate their perceptions of the relevance, engagement
and satisfaction with the session. The survey will also include an open-ended question allowing
parents to indicate any issues with the session or areas of particular interest. The proposed
evaluation tool that NCJDS will use immediately following training interventions is attached
hereto as Appendix A.
During the poster campaign and training program, NCJDS administrators will utilize
pulse checks and observations to gain a sense of the degree to which NCJDS parents are finding
the interventions favorable, engaging, and relevant.
Delayed for a period after the program implementation. Although Level 1and Level 2
evaluation immediately following a training intervention increases the chances for a higher
response rate, Kirkpatrick and Kirkpatrick (2016) explain that evaluating a training intervention
after a short delay offers additional benefits, such as more objective feedback. As part of the
program, one week after the informational sessions, parents will be provided with a survey
addressing their satisfaction, engagement, relevance, and general views of the sessions. The
delayed survey will address Level 1, Level 2, Level 3, and Level 4 outcomes outlined above. The
proposed evaluation tool that NCJDS will use one week following each informational session is
attached hereto as Appendix B.
Data Analysis and Reporting
Following the administration and collection of the evaluation tools, an analysis of the
findings will be presented to the NCJDS administrators and Board of Trustees. The findings
from the immediate and delayed evaluation tools will be presented in a combined memorandum
for each informational session. The memoranda provided to the NCJDS administrators and

192
Board of Trustees will include visual representations of the data in the form of figures generated
via the survey tool or Microsoft Excel. Because informational sessions will be presented on a
monthly basis, the informational memoranda will be compiled and delivered within two weeks of
each informational session, providing NCJDS with the opportunity to make adjustments in
advance of the following month’s session.
Summary of the Implementation and Evaluation
As discussed above, the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick,
2016) serves as the framework to plan, implement and evaluate the recommended solutions
identified in this study. The Four Levels identified in the New World Kirkpatrick Model
(Kirkpatrick & Kirkpatrick, 2016) are utilized to assess whether NCJDS parents have the
knowledge, motivation, and organizational support to enroll their children who are matriculating
between transition points in the school in the subsequent program. The New World Kirkpatrick
Model (Kirkpatrick & Kirkpatrick, 2016) is organized by (a) first, identifying results, the desired
outcomes of the training intervention; (b) second, identifying the critical behaviors necessary to
achieve the desired outcomes; (c) third, examining the degree to which training intervention
participants acquire the intended knowledge, skills, attitude, confidence and commitment form
the training intervention; and (d) finally the degree to which training intervention participants
find the interventions to be satisfying, engaging, and relevant. This model allows for a robust
data set regarding the efficacy of the training to be collected. Once collected, the data must be
evaluated and analyzed during the course of the program so that information gleaned can be
appropriately applied (Kirkpatrick & Kirkpatrick, 2016).
When evaluating the data collected, Kirkpatrick and Kirkpatrick (2016) suggest focusing
on Level 3 and Level 4 data and on the following three questions: “Does the level of ….. meet

193
expectations? If so, then why? and If not, then why not?” (p. 109). If the performance of critical
behaviors or leading indicators are not adequately meeting expectations, NCJDS will need to
communicate with parents to determine that impediments are present. If performance
expectations are being met, the areas of success should be evaluated to determine whether
information can be leveraged to increase performance, publicized, or celebrated (Kirkpatrick &
Kirkpatrick, 2016). Met expectations can be evaluated through the use of additional surveys or
interviews (Kirkpatrick & Kirkpatrick, 2016).
As discussed, data should be collected throughout the course of the program (Kirkpatrick
& Kirkpatrick, 2016). Collected data should be compared to the predetermined expectations
(Kirkpatrick & Kirkpatrick, 2016). If the data collected indicates that expectations are not being
met, the impediments must be identified and addressed (Kirkpatrick & Kirkpatrick, 2016). If the
data collected indicates that the expectations are being met, successes should be evaluated,
communicated to maintain motivation, and leveraged for further success (Kirkpatrick &
Kirkpatrick, 2016).
The New World Kirkpatrick Model is utilized in this study to maximize the effectiveness
of the program. By engaging in ongoing evaluation of the recommended program, NCJDS will
be able to determine the effectiveness of the recommendations and make necessary adjustments
throughout the course of the program. The evaluation of the recommended program will also
provide key information and tools that will aid NCJDS in maximizing the outcomes in
subsequent initiatives.
Limitations and Delimitations
There are several limitations to this study. This study focuses on the knowledge,
motivation, and organizational influences that affect NCJDS parents’ decision to enroll their

194
children in subsequent programs offered at NCJDS in order to address the enrollment gap
between programs. As discussed in Chapter One, although the stakeholder of focus for this study
is the parents of NCJDS students because of their ultimate power to affect the retention through
their decision to enroll students in the school, other stakeholders include: (a) students, (b)
teachers, (c) administrators, and (d) the Board of Trustees.
Of the stakeholders of focus for this study, the parents of NCJDS students, only
approximately 16% of potential respondents participated in the survey. Additionally, interview
participants self-selected from among the survey participants. Approximately 15% of survey
participants participated in qualitative interviews. Because of the limited sample size, the number
of parents who participated in this study is a critical limitation.
Further, this study did not take into account cultural or language preferences among the
parent body. A significant portion of the parents of NCJDS students are immigrants from Israel
whose first language is not English. The survey was circulated in English only, and parents who
may not have felt comfortable responding to questions in their non-native language may have
chosen not to participate. Therefore, the survey data may be skewed to anglophone parents with
a particular cultural background.
A third potential limitation of this study is that the survey items were generated by the
researcher and were not tested on any third-party samples prior to the study. Therefore, there are
no comparable data to a wider population sample beyond parents of NJCDS students that could
be used as benchmark data for the survey results.
Additionally, this study only included data from NCJDS and was not benchmarked
against similar or aspirational schools. Influences that were determined to be needs, such as
parents’ confidence that the quality of educational experience at this school is better than their

195
alternatives, may actually represent comparative areas of strength if compared to other schools.
The data gathered are relative only to the perceptions of parents of NCJDS students who chose to
participate in the study.
Another limitation regarding the limited sample size relates to the study’s generalizability
to non-participant stakeholders. Participation in the data collection was completely voluntary,
and therefore, it is possible that only stakeholders with more pronounced opinions on particular
issues took part. This may represent a limitation if the participants did not represent the
characteristics of those who chose not to participate. A final limitation of note is that this study
utilized only a survey and qualitative interviews. Additional qualitative metrics may increase the
validity and reliability of this study.
Recommendations for Future Research
Future research may be tailored to address the limitations identified in this study. This
study was based on the Clark and Estes (2008) gap analysis model, but was limited to focusing
on one stakeholder group due to time and resource constraints. A full gap analysis would include
all stakeholders at the institution (Clark & Estes, 2008). Future research may benefit from
widening the scope of the study to include input from other key stakeholders, such as NCJDS
administrators, teachers, students, and the Board of Trustees. Increasing the scope of the study to
include other stakeholders would offer beneficial insights and a clearer picture of the institutional
influences affecting enrollment at NCJDS. In addition to widening the scope of the study to
include more stakeholders, future research may benefit from being conducted in multiple
languages to increase participation.
In addition to widening further study to include all stakeholders, future research would
benefit from a benchmarking study involving peer and aspirational schools. A benchmarking

196
study would allow NCJDS to evaluate the impact of the influences identified in this study on
other institutions. A benchmarking study could also offer potential insight into how other
institutions successfully provide support to maintain certain influences as assets.
Finally, future research might benefit from including additional qualitative research
methodologies. This study utilized survey and interview questions in order to collect data. Future
research may better triangulate data through the use of qualitative methodologies such as
document analysis, including a detailed review and analysis of the school’s enrollment materials,
mission, and communication statements.
Conclusion

This study was created based on NCJDS’ desire to examine the influences affecting the
school’s retention rate between programs offered by the school. Therefore, this study focused on
the knowledge, motivation, and organizational influences that impact the choice of parents of
NCJDS students matriculating between programs to keep their children enrolled in NCJDS.
Thus, assets and needs in knowledge, motivation and organizational processes were identified.
Based on the influences identified, training interventions were developed utilizing the
New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). Recommendations targeting
the influences were similarly designed using the New World Kirkpatrick Model (Kirkpatrick &
Kirkpatrick, 2016). Finally, evaluation tools were developed to assess the impact of the
recommended learning interventions throughout the implementation of the program.
NCJDS will implement the learning interventions and evaluations recommended in order
to address enrollment at the school. Based on the data collected in this study, NCJDS will be able
to apply the recommendations and will hopefully see improved student retention results due to
the implementation of the suggested program.

197
Finally, it is important to note the importance of addressing and maintaining enrollment
at private Jewish day schools in America. The increased payroll demands on private Jewish day
schools to maintain larger faculties add to the financial strain on the schools, and increased
requirement of sufficient incoming tuition. Thus, it is imperative that private Jewish schools
maintain levels of enrollment that allow them to remain financially viable. If a school is unable
to maintain an overall level of enrollment, it becomes increasingly difficult for the school to
remain financially viable. Although not generalizable, the research and findings in this study
contribute to the efforts on the parts of Jewish day schools nationally and may be used to inform
future efforts by similarly situated Jewish day schools working to address retention at their
institutions.

198
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Appendix A
Immediate Evaluation Tool

Please complete the questionnaire below. All responses will remain anonymous unless.

For each of the following statements, please select the number that best corresponds to your level
of agreement or disagreement with the statement. A selection of 1 indicates that you Strongly
Disagree and a selection of 5 indicates that you Strongly Agree.

I found the session organized by NCJDS
interesting. (L1)

The session helped increase my knowledge
on the topic covered. (L1)

During the session we discussed how the
information discussed applies to our
children. (L1)

During the session we discussed how the
information discussed applies to NCJDS.
(L1)

The information discussed in the session
will help me think about my child’s
education. (L1)

Participation was encouraged by the
presenter. (L1)

I was satisfied with the information
discussed in the session. (L1)
1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Please provide comments for the following questions:

1. What are some major concepts that you learned during the session? (L2)

2. What are some major concepts discussed in the session that you will be able to apply to you
(or your child)? (L2)

3. How could this session be improved? (L1)

204
Appendix B
Delayed Evaluation Tool

Please complete the questionnaire below. All responses will remain anonymous unless.

For each of the following statements, please select the number that best corresponds to your level
of agreement or disagreement with the statement. A selection of 1 indicates that you Strongly
Disagree and a selection of 5 indicates that you Strongly Agree.

I found the session organized by NCJDS to
be a good use of my time. (L1)

The session helped increase my knowledge
on the topic covered. (L1)

Since the session I have already seen
specific examples of how the information
discussed applies to my child/family. (L2)

The way that I think about the topic
discussed at the information session has
changed following the session. (L3)

I have had the opportunity to follow-up with
NCJDS administrators on the topic
discussed following the informational
session. (L3)

I am already seeing the relevance of the
information session. (L4)

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

Please provide comments for the following questions:

4. What information should be added to the session that would make it more relevant to you and
your family? (L1)

5. Please describe the value of the session to you, your child and/or your family. (L1, L2)

6. Please describe the impact of the session on how you think about the topic discussed, (L2,
L3, L4).

7. How could the session have been improved? (L1)

205
Appendix C
Informed Consent/Information Sheet
University of Southern California
Rossier School of Education
3470 Trousdale Pkwy, Los Angeles CA, 90089
A Case Study in Student Retention at a Northern California Private Jewish Day School: A
Gap Analysis
You are invited to participate in a research study. Research studies include only people who
voluntarily choose to take part. This document explains information about this study. You should
ask questions about anything that is unclear to you.
PURPOSE OF THE STUDY
This study aims to use the Clark and Estes (2008) gap analysis framework to identify and
analyze the knowledge, motivation and organization assets and needs for NCJDS to motivate,
support, and prepare parents to enroll their children in subsequent programs in the school.
PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to respond to a brief survey and will be
given an option to volunteer for an interview.
CONFIDENTIALITY
There will be no identifiable information obtained in connection with this study. Your name,
address or other identifiable information will not be collected.
Required language:
The members of the research team, the funding agency and the University of Southern

206
California’s Human Subjects Protection Program (HSPP) may access the data. The HSPP
reviews and monitors research studies to protect the rights and welfare of research subjects.
When the results of the research are published or discussed in conferences, no identifiable
information will be used. (Remove this statement if the data are anonymous)
INVESTIGATOR CONTACT INFORMATION
The Principal Investigator is Sasha S. Semach, semach@usc.edu, (323) 639-3481.
The Faculty Advisors are Kenneth Yates, kennetay@usc.edu, (213) 740-6793, and John Roach,
johnroac@usc.edu.
IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los
Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu

Abstract (if available)

Abstract This study utilizes the Gap Analysis framework (Clark & Estes, 2008) to examine the influences that affect parents of Jewish day school students choosing to matriculate their children between programs. The purpose of this study was to identify the knowledge, motivation, and organizational influences that impact the decision of parents of Northern California Jewish Day School (NCJDS) students to keep their children enrolled at the school between the school’s preschool to elementary school and elementary to middle school. The knowledge, motivation and organizational influences affecting parents of NCJDS students were assessed using a mixed methods approach. Survey data collected from 68 participants and interview data collected from 10 participants was used to identify and confirm the knowledge, motivation, and organizational needs that may contribute to parents choosing not to matriculate their children between programs at NCJDS. The findings in this study identified knowledge, motivation, and organizational influences affecting parents as assets and needs. Proposed solutions designed to address the influences found to be needs as well as to maintain the status of influences found to be assets, were recommended. This study begins to identify means by which NCJDS can improve matriculation between its programs, and can be utilized to inform future initiatives by similar schools trying to improve their retention rates between programs, or achieve similar goals.

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Increasing student persistence at a community college from a faculty perspective

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College and career readiness through high school STEM programs: an evaluation study

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Creator Semach, Sasha Solomon (author)

Core Title A case study in student retention at a Northern California private Jewish day school: a gap analysis

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/06/2021

Defense Date 01/15/2021

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag enrollment,gap analysis,Jewish day school,OAI-PMH Harvest,retention

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Roach, John (committee member), Tobey, Patricia (committee member)

Creator Email semach@usc.edu,ssemach@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-437274

Unique identifier UC11668606

Identifier etd-SemachSash-9407.pdf (filename),usctheses-c89-437274 (legacy record id)

Legacy Identifier etd-SemachSash-9407.pdf

Dmrecord 437274

Document Type Dissertation

Rights Semach, Sasha Solomon

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA