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50
organization gaps, which provided greater clarity for analysis. The chart below indicates
the specific root cause coding that was used:
Table 4: Coding of Root Causes
Knowledge Gaps:
Factual knowledge Kf
Procedural knowledge Kp
Conceptual knowledge Kc
Metacognitive knowledge Km
Motivation Gaps:
Interest Mi
Self-efficacy Mse
Attributions Ma
Goal orientation Mgo
Active choice Mac
Persistence Mp
Mental effort Mme
Organization Gaps:
Policy/procedures Op
Resources Or
Value chains/value streams Ov
Culture Oc
The second type of interview was a one month interview wherein teachers were
interviewed to determine what the individual role of the school agent (i.e. teacher,
counselor) was in improving college access for all students, whether they believed they
had a role in this process, and, if not, what the school or school district has done to help
realize this goal. Each interviewee was asked one question and one follow-up question to
determine their viewpoints on what has been undertaken to address the college
participation gap, as well as capturing their personal level of concern for this problem.
The two simple questions (see Appendix B) that our team asked in this second round of
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 56 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 50 organization gaps, which provided greater clarity for analysis. The chart below indicates the specific root cause coding that was used: Table 4: Coding of Root Causes Knowledge Gaps: Factual knowledge Kf Procedural knowledge Kp Conceptual knowledge Kc Metacognitive knowledge Km Motivation Gaps: Interest Mi Self-efficacy Mse Attributions Ma Goal orientation Mgo Active choice Mac Persistence Mp Mental effort Mme Organization Gaps: Policy/procedures Op Resources Or Value chains/value streams Ov Culture Oc The second type of interview was a one month interview wherein teachers were interviewed to determine what the individual role of the school agent (i.e. teacher, counselor) was in improving college access for all students, whether they believed they had a role in this process, and, if not, what the school or school district has done to help realize this goal. Each interviewee was asked one question and one follow-up question to determine their viewpoints on what has been undertaken to address the college participation gap, as well as capturing their personal level of concern for this problem. The two simple questions (see Appendix B) that our team asked in this second round of |
