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5
Student Demographic Profile
Currently, the diversity in American schools reflects the shifting demographics of the
country’s population for the last fifty years. According to the National Center for
Education Statistics, 55% of American students are White, 22% are Hispanic, 16% are
African American, 3.7% are Asian, 0.2% are Pacific Islander, 0.9% are American
Indians/Alaska Natives, and 2.6% identify with two or more races.
Not only are the demographics for the United States changing, but so too are the
languages spoken by its citizens. In a study run by the National Center for Education
Statistics in 2008, parents surveyed were asked whether there were any children in the
house who spoke a non-English language, if they answered “yes”, they were asked to
identify the level of difficulty with which their child spoke English and then asked to rate
this level utilizing a Likert-type scale of “very well”, “well”, “not well”, “not at all”.
Children reported as not speaking English “very well” were listed as speaking English
with difficulty. Also reported in this survey were the numbers of students who speak a
language at home other than English; 17% of the Hispanic and 16% of the Asian students
speak a language other than English at home and speak English with difficulty. Other
groups reported as speaking a language other than English at home, and speaking English
with difficulty: 8% Pacific Islanders, 3% American Indians/Alaska Natives, 1% African
American, 1% White, and 1% of students who identify with two or more races. Of all the
subgroups reported, three-quarters, or 75% of the students who reported speaking a
Object Description
| Title | Improving college participation success in Glendale Unified School District: An application of the gap analysis model |
| Author | Cassady, Dawn Marie |
| Author email | Kedwyn@aol.com; cassady@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-01-22 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-29 |
| Advisor (committee chair) | Marsh, David D. |
| Advisor (committee member) |
Rueda, Robert S. Arias, Robert J. |
| Abstract | From the time of Brown v. Board of Education, the role of education has been on the forefront of our social, political and economic landscape. Legislation such as the Elementary and Secondary Education Act and No Child Left Behind as well as publications like A Nation at Risk have all illustrated the lack of access, equity and achievement in American schools for the last fifty years. Currently, the United States has a 69% average high school graduation rate, which varies between subgroups and of those students only 57% continue their education in college.; Glendale Unified School District (GUSD) is a high-performing, large, urban school district that serves an economically and culturally diverse population. This project examined the root causes of the gaps in college going rates for all students as well as those of the underrepresented subgroups by applying the Clark and Estes (2005) gap analysis model. Gaps between goal achievement (college participation) and actual student performance were examined and then research-based solutions for closing the achievement gap and recommendations based on those solutions were recommended to the school district administrative team. |
| Keyword | secondary education; school reform; college access |
| Geographic subject | school districts: Glendale Unified School District |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 1954/2010 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3806 |
| Contributing entity | University of Southern California |
| Rights | Cassady, Dawn Marie |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Cassady-4360 |
| Archival file | uscthesesreloadpub_Volume14/etd-Cassady-4360.pdf |
Description
| Title | Page 11 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 5 Student Demographic Profile Currently, the diversity in American schools reflects the shifting demographics of the country’s population for the last fifty years. According to the National Center for Education Statistics, 55% of American students are White, 22% are Hispanic, 16% are African American, 3.7% are Asian, 0.2% are Pacific Islander, 0.9% are American Indians/Alaska Natives, and 2.6% identify with two or more races. Not only are the demographics for the United States changing, but so too are the languages spoken by its citizens. In a study run by the National Center for Education Statistics in 2008, parents surveyed were asked whether there were any children in the house who spoke a non-English language, if they answered “yes”, they were asked to identify the level of difficulty with which their child spoke English and then asked to rate this level utilizing a Likert-type scale of “very well”, “well”, “not well”, “not at all”. Children reported as not speaking English “very well” were listed as speaking English with difficulty. Also reported in this survey were the numbers of students who speak a language at home other than English; 17% of the Hispanic and 16% of the Asian students speak a language other than English at home and speak English with difficulty. Other groups reported as speaking a language other than English at home, and speaking English with difficulty: 8% Pacific Islanders, 3% American Indians/Alaska Natives, 1% African American, 1% White, and 1% of students who identify with two or more races. Of all the subgroups reported, three-quarters, or 75% of the students who reported speaking a |
