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35
In order to address both State and Federal accountability measurements, the
school district implemented a reform initiative called Focus on Results: an organizational
reform model that helps school administrators and teachers focus on teaching practices
and culture in order to improve student achievement across the district. According to
GUSD school district officials, Focus on Results has helped shift the district to data-driven
practices resulting in improved academic performance over time. The Focus on
Results reform model is rooted in seven defining principles:
1) Identification of school-wide instructional focus based on assessment of
student needs;
2) Development of an Instructional Leadership Team (ILT) that will become a
guiding coalition for the school;
3) Selection of three to five high-quality, research-based strategies used
consistently by every teacher;
4) Provision of targeted professional development to ensure all teachers are
implementing those three to five practices with fidelity;
5) Realignment of school to support the instructional focus;
6) Implementation of an internal accountability system using assessment
measures that benchmark progress in the focus area;
7) The Principal becomes an instructional leader by supporting focus through
classroom visits, coaching, modeling, and allocation of resources and support.
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 41 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 35 In order to address both State and Federal accountability measurements, the school district implemented a reform initiative called Focus on Results: an organizational reform model that helps school administrators and teachers focus on teaching practices and culture in order to improve student achievement across the district. According to GUSD school district officials, Focus on Results has helped shift the district to data-driven practices resulting in improved academic performance over time. The Focus on Results reform model is rooted in seven defining principles: 1) Identification of school-wide instructional focus based on assessment of student needs; 2) Development of an Instructional Leadership Team (ILT) that will become a guiding coalition for the school; 3) Selection of three to five high-quality, research-based strategies used consistently by every teacher; 4) Provision of targeted professional development to ensure all teachers are implementing those three to five practices with fidelity; 5) Realignment of school to support the instructional focus; 6) Implementation of an internal accountability system using assessment measures that benchmark progress in the focus area; 7) The Principal becomes an instructional leader by supporting focus through classroom visits, coaching, modeling, and allocation of resources and support. |
