A capstone project using the gap analysis model: Closing the college readiness gap for Latino English language learners with a focus on goals and parent involvement

This project used a problem solving model to identify root causes and suggest researched based solutions specifically developed to increase the number of Latino English language learners qualified to be admitted to a four-year college upon graduation from a high school in Southern California. The approach used in this project was based upon a problem-solving model called gap analysis. A team of three doctoral students, acting as consultants to the leadership of the high school, reviewed relevant research, conducted interviews, reviewed achievement data, assisted school officials conducting surveys, and hosted a parent focus-group during the gap analysis process. The gap analysis process focused on three dimensions to identify root causes and suggest solutions: knowledge, motivation and organizational barriers. Using this process, each team member identified and studied root causes and made researched based recommendations. The findings addressed in this project were: achievement goals for ELLs were communicated in general form without the benefit of performance or intermediate goals to guide progress, and a lack of enhanced parental-involvement initiatives. The findings from this project are relevant to the unique context of the high school where the gap analysis project was conducted, and caution should be exercised in applying the findings in this project to other school sites.