Page 30 |
Save page Remove page | Previous | 30 of 194 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
24
Overall, Shear, Means, et al. (2008) concluded that there was increased student
achievement in some start-up schools, but there not in others; initial improvement in
school climate did not apply to all schools; student engagement declined in conversion
schools; quality of work in English increased whereas quality of work in math decreased;
and the hope that students would achieve more in a shorter time was not realized and that
a time longer than five years would be needed in order to facilitate increased student
achievement.
Launched in 2004 by Achieve, Inc. is another reform effort known as The American
Diploma Project. This project is intended to address and find solutions for the following
issues: most high school graduates need remedial help in college, most college students
never attain a degree, most employers say high school graduates lack basic skills, most
workers question the preparation high schools provide. The main purpose of this project
is to establish a connection “between high school exit expectations and the intellectual
challenges that graduates invariably face in credit-bearing college courses or in high-performance,
high-growth jobs” (The American Diploma Project, 2010). Additionally,
the project calls for the alignment of core curriculum in high school to reflect work
required in college such as: Four years of English; four years of math which includes
Algebra I, Geometry, and Algebra II (The American Diploma Project, 2010).
Organizations such as the Bill & Melinda Gates Foundation as well as forty-eight states,
two territories, and the District of Columbia have joined in this effort to create a clear set
of academic expectations and skills that every student must fulfill by the time they finish
high school (The American Diploma Project, 2010). Moreover, it is thought that if high
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 30 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 24 Overall, Shear, Means, et al. (2008) concluded that there was increased student achievement in some start-up schools, but there not in others; initial improvement in school climate did not apply to all schools; student engagement declined in conversion schools; quality of work in English increased whereas quality of work in math decreased; and the hope that students would achieve more in a shorter time was not realized and that a time longer than five years would be needed in order to facilitate increased student achievement. Launched in 2004 by Achieve, Inc. is another reform effort known as The American Diploma Project. This project is intended to address and find solutions for the following issues: most high school graduates need remedial help in college, most college students never attain a degree, most employers say high school graduates lack basic skills, most workers question the preparation high schools provide. The main purpose of this project is to establish a connection “between high school exit expectations and the intellectual challenges that graduates invariably face in credit-bearing college courses or in high-performance, high-growth jobs” (The American Diploma Project, 2010). Additionally, the project calls for the alignment of core curriculum in high school to reflect work required in college such as: Four years of English; four years of math which includes Algebra I, Geometry, and Algebra II (The American Diploma Project, 2010). Organizations such as the Bill & Melinda Gates Foundation as well as forty-eight states, two territories, and the District of Columbia have joined in this effort to create a clear set of academic expectations and skills that every student must fulfill by the time they finish high school (The American Diploma Project, 2010). Moreover, it is thought that if high |
