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33
insight on the successes and challenges of closing the college participation gap at
Glendale Unified, and used gathered information, best practices, and offered solutions as
a springboard to solving similar gaps in our respective workplaces. Also, it is the hope of
the authors that the findings and subsequent solutions offered in this project will result in
improved access and equitable opportunities for all students to pursue higher education at
four-year universities. We desire to see K-12 schools and districts provide high student
expectations and academic rigor for all student subgroups, and to ensure that historically
underrepresented and underperforming students have the necessary interventions in place
so that their higher-education dreams are realized.
The work undertaken by this three-member team included the joint authorship of
the following common sections:
• Chapter 2B: Methodology
• Chapter 2C: Findings
• Chapter 3A: Review of the Solutions Literature
• Chapter 3B: Executive Summary of Solutions
Partnership With Glendale Unified School District
The USC project team created a partnership with the Glendale Unified School
District in analyzing their college participation gap. Glendale Unified School District
(GUSD) is a high-performing, large, urban school district that serves an economically
and culturally diverse population. The school district’s mission is to provide excellence
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 39 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 33 insight on the successes and challenges of closing the college participation gap at Glendale Unified, and used gathered information, best practices, and offered solutions as a springboard to solving similar gaps in our respective workplaces. Also, it is the hope of the authors that the findings and subsequent solutions offered in this project will result in improved access and equitable opportunities for all students to pursue higher education at four-year universities. We desire to see K-12 schools and districts provide high student expectations and academic rigor for all student subgroups, and to ensure that historically underrepresented and underperforming students have the necessary interventions in place so that their higher-education dreams are realized. The work undertaken by this three-member team included the joint authorship of the following common sections: • Chapter 2B: Methodology • Chapter 2C: Findings • Chapter 3A: Review of the Solutions Literature • Chapter 3B: Executive Summary of Solutions Partnership With Glendale Unified School District The USC project team created a partnership with the Glendale Unified School District in analyzing their college participation gap. Glendale Unified School District (GUSD) is a high-performing, large, urban school district that serves an economically and culturally diverse population. The school district’s mission is to provide excellence |
