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48
Sampling and Instrumentation
In order to diagnose the root causes to GUSD’s college participation gap, a series
of semi-structured interviews were conducted between the Fall of 2009 and the Spring of
2010. The interviewees included district administrators, school site administrators,
counselors, and teachers. District administrator interviews were conducted at the
Glendale Unified School District administration office, and school site officials were
interviewed at their respective high schools (Glendale, Hoover, Crescenta Valley, and
Clark Magnet High Schools). The purpose of these interviews was to provide unique
insight from those individuals who have direct involvement with students’ college-going
experiences. According to Clark and Estes (2002), interviews provide an opportunity to
learn the beliefs and perceptions of those that are directly involved with the work, which,
for our purposes, is the work of getting students into four-year universities.
The questions were formulated so that responses could be analyzed and categorized into
knowledge, motivation, or organizational barrier causes.
Data Collection Methods:
Data collection methods included different types of informal interviews wherein a
respondent could answer in a conversational way, thus allowing the project team a
glimpse into that person’s point of view as to the problem and what it looks like in their
school and the district.
The first interview was a scanning interview (See Appendix A), which is a semi-structured
interview that contains five broad, open-ended questions, with subsequent
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 54 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 48 Sampling and Instrumentation In order to diagnose the root causes to GUSD’s college participation gap, a series of semi-structured interviews were conducted between the Fall of 2009 and the Spring of 2010. The interviewees included district administrators, school site administrators, counselors, and teachers. District administrator interviews were conducted at the Glendale Unified School District administration office, and school site officials were interviewed at their respective high schools (Glendale, Hoover, Crescenta Valley, and Clark Magnet High Schools). The purpose of these interviews was to provide unique insight from those individuals who have direct involvement with students’ college-going experiences. According to Clark and Estes (2002), interviews provide an opportunity to learn the beliefs and perceptions of those that are directly involved with the work, which, for our purposes, is the work of getting students into four-year universities. The questions were formulated so that responses could be analyzed and categorized into knowledge, motivation, or organizational barrier causes. Data Collection Methods: Data collection methods included different types of informal interviews wherein a respondent could answer in a conversational way, thus allowing the project team a glimpse into that person’s point of view as to the problem and what it looks like in their school and the district. The first interview was a scanning interview (See Appendix A), which is a semi-structured interview that contains five broad, open-ended questions, with subsequent |
