Page 72 |
Save page Remove page | Previous | 72 of 194 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
66
needs. As a result of budget reductions within the district, some counselors work part-time
at one school and part-time at another school within the district.
Counselors meet with parents and students when practical to discuss student
course selections for the next academic year, their progress toward graduation, and ‘a-g’
requirements for college admission. In addition, teachers speak to students about college
admission requirements and encourage them to seek out the counselors and speak to them
about college, or help students to go online and look at college websites to get more
information.
Finding #4: Some teachers lack knowledge of college admission requirements as well
as knowledge about the sequence of courses within their discipline and the
requirements of those courses, which leaves students unprepared for advancement.
Although GUSD has made college participation a priority, there is no program in
place to help train teachers about college requirements, the differences between public
and private college requirements, application procedures, and financial aid information.
It would appear that this knowledge is assumed since teachers, administrators, and
counselors have been to college. In interviews, both counselors and principals observed
that teachers appear to be unaware of specific UC ‘a-g’ requirements.
Teaching is an isolated activity, often without any interaction with other teachers
during break and lunch, certainly not enough time to discuss at any length the goals and
objectives for course sequencing. Some schools recognize the need for common
planning time so that teachers within departments can meet and discuss course goals and
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 72 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 66 needs. As a result of budget reductions within the district, some counselors work part-time at one school and part-time at another school within the district. Counselors meet with parents and students when practical to discuss student course selections for the next academic year, their progress toward graduation, and ‘a-g’ requirements for college admission. In addition, teachers speak to students about college admission requirements and encourage them to seek out the counselors and speak to them about college, or help students to go online and look at college websites to get more information. Finding #4: Some teachers lack knowledge of college admission requirements as well as knowledge about the sequence of courses within their discipline and the requirements of those courses, which leaves students unprepared for advancement. Although GUSD has made college participation a priority, there is no program in place to help train teachers about college requirements, the differences between public and private college requirements, application procedures, and financial aid information. It would appear that this knowledge is assumed since teachers, administrators, and counselors have been to college. In interviews, both counselors and principals observed that teachers appear to be unaware of specific UC ‘a-g’ requirements. Teaching is an isolated activity, often without any interaction with other teachers during break and lunch, certainly not enough time to discuss at any length the goals and objectives for course sequencing. Some schools recognize the need for common planning time so that teachers within departments can meet and discuss course goals and |
