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32
The internal and external school community places a high value on seeing its
students accepted into the top universities in the nation, including Harvard, Yale,
Princeton, Stanford, Cal Tech, and all University of California schools.
Dawn Cassady served as a high school administrator at a private institution
located in the large urban area of Long Beach. The school services a small population of
students and aims to support non-traditional college participants by providing the
appropriate teaching and counseling services necessary for college preparation and
admittance. Roughly 25% of each graduating class in this college preparatory private
school successfully matriculates into a four-year university.
Zim Hoang served as the Coordinator of Assessment and Evaluation for a large-urban
school district in Los Angeles County. This individual oversees the entire testing
program for the eighteen schools in the district. Schools in this district face increasing
levels of both Federal and State accountability as students continue to perform poorly on
standardized tests. In fact, most schools in the district are on Program Improvement
status and a low percentage of students go onto four-year universities upon high school
graduation.
All three members of this project team share a particular interest in researching
and understanding college participation gaps that exist in many high schools today.
Although each team member works in unique organizations with varied successes in
graduating and matriculating students to four-year universities, there is a common
element of certain student subgroups that have historically been underrepresented in the
college-going experience in our respective schools. The project team gained valuable
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 38 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 32 The internal and external school community places a high value on seeing its students accepted into the top universities in the nation, including Harvard, Yale, Princeton, Stanford, Cal Tech, and all University of California schools. Dawn Cassady served as a high school administrator at a private institution located in the large urban area of Long Beach. The school services a small population of students and aims to support non-traditional college participants by providing the appropriate teaching and counseling services necessary for college preparation and admittance. Roughly 25% of each graduating class in this college preparatory private school successfully matriculates into a four-year university. Zim Hoang served as the Coordinator of Assessment and Evaluation for a large-urban school district in Los Angeles County. This individual oversees the entire testing program for the eighteen schools in the district. Schools in this district face increasing levels of both Federal and State accountability as students continue to perform poorly on standardized tests. In fact, most schools in the district are on Program Improvement status and a low percentage of students go onto four-year universities upon high school graduation. All three members of this project team share a particular interest in researching and understanding college participation gaps that exist in many high schools today. Although each team member works in unique organizations with varied successes in graduating and matriculating students to four-year universities, there is a common element of certain student subgroups that have historically been underrepresented in the college-going experience in our respective schools. The project team gained valuable |
