Page 21 |
Save page Remove page | Previous | 21 of 194 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
15
themselves (Coddling and Rothman, 1999). The end result will be that students who
come from low SES or disadvantaged backgrounds will be unable to ameliorate their
condition in life; budget constraints, school culture, or organizational culture prevents
these students from accessing needed information, therefore denying these students the
ability to earn a college degree, which is what Hagedorn and Tierney (2002) call “a
necessary passport to the middle class” (p.3).
High School Design
To understand the challenges of the American high school, it is first necessary to
briefly review how the modern comprehensive high school developed. Originally,
schools were a place in which the average “free” child in the colonies could attend school
so they could learn the 3 R’s: reading, writing, and arithmetic; students would learn the
basic facts of Grecian, Roman, English, and American history (Honeywell, 1969). The
idea of the early schools was that citizens would be educated enough to run their own
lives and make important community decisions.
In 1893, the National Education Association formed a committee, known as the
Committee of Ten, to deal with the problems in secondary schools (Marsh and Codding,
1999). Leaders for this committee came for the most notable institutions in the country to
decide how the American high school should adapt to the growing demand for education
(Marsh and Codding, 1999). The committee had several functions: align the curriculum
to reflect the needs of American students; allot time needed to study each subject
effectively; discuss best methods of testing students’ knowledge. According to Marsh and
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 21 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 15 themselves (Coddling and Rothman, 1999). The end result will be that students who come from low SES or disadvantaged backgrounds will be unable to ameliorate their condition in life; budget constraints, school culture, or organizational culture prevents these students from accessing needed information, therefore denying these students the ability to earn a college degree, which is what Hagedorn and Tierney (2002) call “a necessary passport to the middle class” (p.3). High School Design To understand the challenges of the American high school, it is first necessary to briefly review how the modern comprehensive high school developed. Originally, schools were a place in which the average “free” child in the colonies could attend school so they could learn the 3 R’s: reading, writing, and arithmetic; students would learn the basic facts of Grecian, Roman, English, and American history (Honeywell, 1969). The idea of the early schools was that citizens would be educated enough to run their own lives and make important community decisions. In 1893, the National Education Association formed a committee, known as the Committee of Ten, to deal with the problems in secondary schools (Marsh and Codding, 1999). Leaders for this committee came for the most notable institutions in the country to decide how the American high school should adapt to the growing demand for education (Marsh and Codding, 1999). The committee had several functions: align the curriculum to reflect the needs of American students; allot time needed to study each subject effectively; discuss best methods of testing students’ knowledge. According to Marsh and |
