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58
CHAPTER 2C
FINDINGS
Jointly Authored by Danny Kim, Dawn Cassady, and Zim Hoang
Introduction
The purpose of this project was to determine whether Glendale Unified School
District (GUSD) high schools had a college-going culture on their campuses and the
degree to which these cultures were supported. The overall goal of GUSD is to improve
the college participation and academic success of their students. Clark and Estes’ (2002)
gap analysis model offers a construct for identifying roots causes to problems. The
following section presents a series of findings that demonstrate clear and compelling
evidence of the root causes to GUSD’s college participation problem. Data gathered
from two sets of interviews and email responses with district and high school
administration, counselors, and teachers were coded and organized into knowledge/skills,
motivation, or organizational gaps.
Summary of Interviews
During the first set of interviews, it became clear that there was a lack of goal
alignment. Two high-level district administrators agreed that they wanted to improve
college participation success; however, both had a different definition of what college
participation success looked like. One administrator thought that any post-secondary
education was an example of college participation success, and the other thought that
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 64 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 58 CHAPTER 2C FINDINGS Jointly Authored by Danny Kim, Dawn Cassady, and Zim Hoang Introduction The purpose of this project was to determine whether Glendale Unified School District (GUSD) high schools had a college-going culture on their campuses and the degree to which these cultures were supported. The overall goal of GUSD is to improve the college participation and academic success of their students. Clark and Estes’ (2002) gap analysis model offers a construct for identifying roots causes to problems. The following section presents a series of findings that demonstrate clear and compelling evidence of the root causes to GUSD’s college participation problem. Data gathered from two sets of interviews and email responses with district and high school administration, counselors, and teachers were coded and organized into knowledge/skills, motivation, or organizational gaps. Summary of Interviews During the first set of interviews, it became clear that there was a lack of goal alignment. Two high-level district administrators agreed that they wanted to improve college participation success; however, both had a different definition of what college participation success looked like. One administrator thought that any post-secondary education was an example of college participation success, and the other thought that |
