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61 This is not to say that immigrants and their children do not value education, but that there are social or financial restrictions that may preclude them from participating in educational opportunities. In GUSD, there are three main subgroup populations: Armenians make-up the largest, while Latinos and Asians, respectively, make-up the next largest groups. According to teachers, principals, and counselors, the Armenians are the largest student population in each of the four high schools. Additionally, the newer Armenian immigrants do not appear to value education as much as their older Armenian immigrant counterparts. One teacher confided that Armenian students are encouraged to go to school, but most parents encourage them to attend Glendale Community College because they want them to stay close to home. As many teachers, counselors, and high school administrators pointed out this phenomenon is especially true of female Armenian students, with some parents requiring girls to live at home until they marry. One teacher recounted a story about one of her former students who had been accepted to the University of Southern California: One of my former students was accepted to USC, but her parents didn’t want her to go. She’s a girl, so they (parents) want her home everyday. The only way she could go to USC was to commute. Otherwise they would’ve made her go to Glendale Community College. The Asian students within GUSD appear to have different perceptions than those of the Armenian population. Asian students are encouraged and even pressured by family to be successful in school so that they are eligible to apply for four-year universities. These students’ parents may not have been through the American
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 67 |
Contributing entity | University of Southern California |
Repository email | cisadmin@lib.usc.edu |
Full text | 61 This is not to say that immigrants and their children do not value education, but that there are social or financial restrictions that may preclude them from participating in educational opportunities. In GUSD, there are three main subgroup populations: Armenians make-up the largest, while Latinos and Asians, respectively, make-up the next largest groups. According to teachers, principals, and counselors, the Armenians are the largest student population in each of the four high schools. Additionally, the newer Armenian immigrants do not appear to value education as much as their older Armenian immigrant counterparts. One teacher confided that Armenian students are encouraged to go to school, but most parents encourage them to attend Glendale Community College because they want them to stay close to home. As many teachers, counselors, and high school administrators pointed out this phenomenon is especially true of female Armenian students, with some parents requiring girls to live at home until they marry. One teacher recounted a story about one of her former students who had been accepted to the University of Southern California: One of my former students was accepted to USC, but her parents didn’t want her to go. She’s a girl, so they (parents) want her home everyday. The only way she could go to USC was to commute. Otherwise they would’ve made her go to Glendale Community College. The Asian students within GUSD appear to have different perceptions than those of the Armenian population. Asian students are encouraged and even pressured by family to be successful in school so that they are eligible to apply for four-year universities. These students’ parents may not have been through the American |