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14
Chapter 2
Review of Literature
Ever since the 1954 Brown v. Board of Education decision illustrating a lack of equity
and access in American schools, education and its role in society has been put under the
microscope, by the government and the public. It is this scrutiny that has prompted
legislation like the Elementary and Secondary Education Act (1965), Head Start Act
(1965), Improving America’s Schools Act (1994), and No Child Left Behind (2002) as
well as various publications like A Nation at Risk (1984). These various legislative
attempts at equalizing education for all students has resulted in the adoption of trendy
intervention strategies, high stakes testing, and the highest level of accountability for
student achievement that the nation has ever seen.
The groups that are most affected by the lack of equity and access as well as the
increased levels of accountability and scrutiny are typically underrepresented subgroups
such as Latinos, African Americans, Native Americans, immigrants, and low
socioeconomic students from urban and rural areas. These students may attend schools in
areas that are well funded or underfunded, or schools where they are mixed but tracked
out of academically challenging courses. These students lack rigorous academic
preparation, either because they self-select out of rigorous coursework or are tracked out;
thus insuring that they are neither academically qualified to meet admission requirements
for colleges and universities, nor do they possess the knowledge of how to apply, or even
how to pay for college (Hagedorn and Tierney, 2002). This lack of education will
severely impact American youth and the type of future they will be able to provide for
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 20 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 14 Chapter 2 Review of Literature Ever since the 1954 Brown v. Board of Education decision illustrating a lack of equity and access in American schools, education and its role in society has been put under the microscope, by the government and the public. It is this scrutiny that has prompted legislation like the Elementary and Secondary Education Act (1965), Head Start Act (1965), Improving America’s Schools Act (1994), and No Child Left Behind (2002) as well as various publications like A Nation at Risk (1984). These various legislative attempts at equalizing education for all students has resulted in the adoption of trendy intervention strategies, high stakes testing, and the highest level of accountability for student achievement that the nation has ever seen. The groups that are most affected by the lack of equity and access as well as the increased levels of accountability and scrutiny are typically underrepresented subgroups such as Latinos, African Americans, Native Americans, immigrants, and low socioeconomic students from urban and rural areas. These students may attend schools in areas that are well funded or underfunded, or schools where they are mixed but tracked out of academically challenging courses. These students lack rigorous academic preparation, either because they self-select out of rigorous coursework or are tracked out; thus insuring that they are neither academically qualified to meet admission requirements for colleges and universities, nor do they possess the knowledge of how to apply, or even how to pay for college (Hagedorn and Tierney, 2002). This lack of education will severely impact American youth and the type of future they will be able to provide for |
