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63
they are not “college material” or if they do go to college, it will not be a four-year
university, so they self-select out of challenging courses further limiting their
postsecondary options.
Finding #2: Many students, parents, teachers, and counselors perceive that the
community college pathway is a better alternative- both financially and academically-thus
limiting student options after high school.
The challenge that modern secondary schools have is the perception that
attendance at a two-year college automatically means that a student will persist and
matriculate to a four-year institution. The common perception of students, parents,
teachers, and counselors in GUSD is that students who attend Glendale Community
College will transfer to a four-year school when according to one of the counselors in a
GUSD high school “the attrition is high and the matriculation rate is less than 35%.”
Teachers, counselors, and parents sometimes focus on community college because
students do not take challenging courses, or underperform in high school, but the
message communicated reinforces student’s fears that they are not prepared for the rigors
of college and that their high school did not adequately prepare them. Although the
recommendation for community college is meant to give students another option for
postsecondary education, it can serve to undervalue a student’s high school preparation.
The more alarming part of the community college perception is that the cost of
attendance is more reasonable than a four-year university. Whereas costs at a community
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 69 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 63 they are not “college material” or if they do go to college, it will not be a four-year university, so they self-select out of challenging courses further limiting their postsecondary options. Finding #2: Many students, parents, teachers, and counselors perceive that the community college pathway is a better alternative- both financially and academically-thus limiting student options after high school. The challenge that modern secondary schools have is the perception that attendance at a two-year college automatically means that a student will persist and matriculate to a four-year institution. The common perception of students, parents, teachers, and counselors in GUSD is that students who attend Glendale Community College will transfer to a four-year school when according to one of the counselors in a GUSD high school “the attrition is high and the matriculation rate is less than 35%.” Teachers, counselors, and parents sometimes focus on community college because students do not take challenging courses, or underperform in high school, but the message communicated reinforces student’s fears that they are not prepared for the rigors of college and that their high school did not adequately prepare them. Although the recommendation for community college is meant to give students another option for postsecondary education, it can serve to undervalue a student’s high school preparation. The more alarming part of the community college perception is that the cost of attendance is more reasonable than a four-year university. Whereas costs at a community |
