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38
course requirements for UC and CSU schools. Forty percent of the 2007 graduating class
enrolled in community colleges.
The last of the four comprehensive high schools in Glendale Unified is Herbert
Hoover High, named after our nation’s 31st President. The school began instructing
students in 1929 and currently serves a diverse student population of 2,700, with 63%
White (primarily Armenian), 22% Hispanic/Latino, and 10% Asian. Hoover High offers
both academic and Career Technical educational offerings, including the Business,
Engineering, and Technology Academy (BETA), a Virtual Enterprise Business class, a
Police and Fire Academy, and the only Auto Shop program in the district. In 2010,
Hoover High witnessed a 10-point API growth to 772, and saw 30% of its 2008
graduating class meet minimal course requirements for UC and CSU entry. In 2007,
fifty-five percent of the graduating class attended a community college.
Gap Analysis Model
Clark and Estes’ (2002) Gap Analysis model provides an effective lens for
fleshing out gaps in performance and leading Glendale Unified School District (GUSD)
and high school site leaders in selecting the right solutions for closing those gaps. This
proven problem-solving model has been applied within a variety of business industries,
and offers a framework for school district leaders to solve their own organizational
problems. For this particular project, we applied Clark and Estes’ (2002) framework by
looking deeply at the root causes of GUSD’s gap in student participation in four-year
universities.
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 44 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 38 course requirements for UC and CSU schools. Forty percent of the 2007 graduating class enrolled in community colleges. The last of the four comprehensive high schools in Glendale Unified is Herbert Hoover High, named after our nation’s 31st President. The school began instructing students in 1929 and currently serves a diverse student population of 2,700, with 63% White (primarily Armenian), 22% Hispanic/Latino, and 10% Asian. Hoover High offers both academic and Career Technical educational offerings, including the Business, Engineering, and Technology Academy (BETA), a Virtual Enterprise Business class, a Police and Fire Academy, and the only Auto Shop program in the district. In 2010, Hoover High witnessed a 10-point API growth to 772, and saw 30% of its 2008 graduating class meet minimal course requirements for UC and CSU entry. In 2007, fifty-five percent of the graduating class attended a community college. Gap Analysis Model Clark and Estes’ (2002) Gap Analysis model provides an effective lens for fleshing out gaps in performance and leading Glendale Unified School District (GUSD) and high school site leaders in selecting the right solutions for closing those gaps. This proven problem-solving model has been applied within a variety of business industries, and offers a framework for school district leaders to solve their own organizational problems. For this particular project, we applied Clark and Estes’ (2002) framework by looking deeply at the root causes of GUSD’s gap in student participation in four-year universities. |
