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31
CHAPTER 2B
METHODOLOGY
Jointly Authored by Danny Kim, Dawn Cassady, and Zim Hoang
Project Team Members
A three-member team of graduate student professionals from the University of
Southern California (USC) undertook a project that investigated college participation
rates amongst Glendale Unified School District (GUSD) student subgroups and analyzed
factors that prevented some student subgroups from accessing, pursuing and/or
matriculating into college. This project applied Clark and Estes’ (2002) gap analysis
framework to determine existing performance gaps in knowledge/skills, motivation, and
organizational barriers that prevent all GUSD students from participating in college.
Clark and Estes (2002) assert that gaps in performance will only be closed and goals
achieved when these three causes are properly addressed.
Each member of the project group offered a distinctive set of skills, come from
diverse backgrounds, and have unique professional experiences that lent insight to the
college participation problem as a whole, and how it affects GUSD specifically. Danny
Kim served recently as an administrator at a comprehensive public high school located in
an affluent area of east San Gabriel Valley. The school graduates nearly 100% of its
students and consistently ranks as one of the top high schools in all of Southern
California in terms of API (882) and similar schools rankings. There is a distinct cultural
model of high college participation at this school with roughly 55% of each graduating
class matriculating into a four-year university.
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 37 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 31 CHAPTER 2B METHODOLOGY Jointly Authored by Danny Kim, Dawn Cassady, and Zim Hoang Project Team Members A three-member team of graduate student professionals from the University of Southern California (USC) undertook a project that investigated college participation rates amongst Glendale Unified School District (GUSD) student subgroups and analyzed factors that prevented some student subgroups from accessing, pursuing and/or matriculating into college. This project applied Clark and Estes’ (2002) gap analysis framework to determine existing performance gaps in knowledge/skills, motivation, and organizational barriers that prevent all GUSD students from participating in college. Clark and Estes (2002) assert that gaps in performance will only be closed and goals achieved when these three causes are properly addressed. Each member of the project group offered a distinctive set of skills, come from diverse backgrounds, and have unique professional experiences that lent insight to the college participation problem as a whole, and how it affects GUSD specifically. Danny Kim served recently as an administrator at a comprehensive public high school located in an affluent area of east San Gabriel Valley. The school graduates nearly 100% of its students and consistently ranks as one of the top high schools in all of Southern California in terms of API (882) and similar schools rankings. There is a distinct cultural model of high college participation at this school with roughly 55% of each graduating class matriculating into a four-year university. |
