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20
state, “Success of professional development depends on the development of teacher
knowledge and the extent to which the professional development can foster a
commitment to change and beliefs that teachers can effect the instructional changes
required by the accountability reform.”
School Reform and Comprehensive School Reform
For the past two decades, educators and legislators alike have been trying to create and
implement lasting reform programs to try and bridge the student achievement gap. Since
the publication of A Nation at Risk, different reforms have been have been created as a
direct response to improve schools and student learning. Desimone (2002) characterizes
these reform movements as “waves”; the first wave focused on top-down approaches
such as increasing standards, increased teacher’s salaries, increased core requirements,
longer school day and longer school year. The second wave dealt with improving
relationships between families and schools, addressing special needs students, recruiting
and retaining effective teachers, professional development, emphasizing teachers as
professionals (Desimone, 2002). These different waves of reform paved the way for
comprehensive school reform models such as: Charter schools, magnet schools,
redesigned traditional schools, and school-wide reform models (Desimone, 2002).
The Comprehensive School Reform Program (CSR) began in 1998, and was
authorized as part of Title I of the Elementary and Secondary Education Act, or NCLB in
2002 (U.S. Department of Education). The purpose of this reform act is to provide
schools with scientifically based research and effective practices with which to
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 26 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 20 state, “Success of professional development depends on the development of teacher knowledge and the extent to which the professional development can foster a commitment to change and beliefs that teachers can effect the instructional changes required by the accountability reform.” School Reform and Comprehensive School Reform For the past two decades, educators and legislators alike have been trying to create and implement lasting reform programs to try and bridge the student achievement gap. Since the publication of A Nation at Risk, different reforms have been have been created as a direct response to improve schools and student learning. Desimone (2002) characterizes these reform movements as “waves”; the first wave focused on top-down approaches such as increasing standards, increased teacher’s salaries, increased core requirements, longer school day and longer school year. The second wave dealt with improving relationships between families and schools, addressing special needs students, recruiting and retaining effective teachers, professional development, emphasizing teachers as professionals (Desimone, 2002). These different waves of reform paved the way for comprehensive school reform models such as: Charter schools, magnet schools, redesigned traditional schools, and school-wide reform models (Desimone, 2002). The Comprehensive School Reform Program (CSR) began in 1998, and was authorized as part of Title I of the Elementary and Secondary Education Act, or NCLB in 2002 (U.S. Department of Education). The purpose of this reform act is to provide schools with scientifically based research and effective practices with which to |
