This capstone project applied Clark and Estes' (2008) gap analysis framework to identify performance gaps, develop perceived root causes, validate the causes, and formulate research-based solutions to present to Trojan High School. The purpose was to examine ways to increase the academic achievement of ELL students, specifically Latinos, by determining the gap that lies between the school's desired results and its current performance. This project was carried out with an inquiry team of three doctoral students, and looked at the underachievement of ELL students as measured by the lack of students meeting eligibility to a four-year university. After looking at the goals of the school related to this population, and determining performance gaps, the inquiry team developed a list of possible causes. The team examined the list of possible causes through a review of data from interviews, surveys, a parent focus group, and achievement records. After analyzing the data, six primary causes were identified and validated: (a) achievement goals for ELLs were communicated in general form, (b) lack of enhanced parent-involvement initiatives, (c) lack of enhanced coordination of school support for ELLs, (d) inadequate access to school counseling resources, (e) lack of perceived university affordability, and (f) ELL student achievement was not consistent with their expectations. While the three dissertations (see Morris, 2013, and Kurland, 2013) of the inquiry team collectively offer solutions to the six causes identified, this dissertation focuses on solutions for two causes. The first set of solutions aims to build school wide support for ELLs and focuses on providing adequate school counseling resources to ELL students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]