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67
objectives. One high school teacher remarked, “Teachers are so isolated that they focus
on their own classes and not what comes before or after.” Part of this focus is making
sure that the student is successful in each teacher’s respective class, thus creating a
“narrow” focus on individual class content and assessment. In addition, teachers must
focus on district-wide Focus on Results reform objectives and prepare for standardized
assessments. One pathway for student success is the ability to advance from one level
within a subject to another. The only way to facilitate this is for teachers to be aware of
what is necessary at the next course level so they can help students strengthen their skills.
GUSD implemented a program called Focus on Results, which helps schools
focus on one skill across the curriculum with research-based best practices.
The program is being administered in every school within GUSD; however, one high
school principal remarked that there are too many programs being implemented, results
are expected within the first years, and then there is no follow through to see what the
long-term results look like. Because of this lack of follow through, teachers often do not
take the new programs as seriously as they should because they know that there will be a
new one coming in the next year.
Finding #5: A lack of district leadership direction and support on college-going goals
creates a lack of comprehensive knowledge and strategies to improve students’ college
eligibility.
In order to improve overall student success, GUSD implemented a district wide
program called Focus on Results, which is a nationwide intervention program designed to
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 73 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 67 objectives. One high school teacher remarked, “Teachers are so isolated that they focus on their own classes and not what comes before or after.” Part of this focus is making sure that the student is successful in each teacher’s respective class, thus creating a “narrow” focus on individual class content and assessment. In addition, teachers must focus on district-wide Focus on Results reform objectives and prepare for standardized assessments. One pathway for student success is the ability to advance from one level within a subject to another. The only way to facilitate this is for teachers to be aware of what is necessary at the next course level so they can help students strengthen their skills. GUSD implemented a program called Focus on Results, which helps schools focus on one skill across the curriculum with research-based best practices. The program is being administered in every school within GUSD; however, one high school principal remarked that there are too many programs being implemented, results are expected within the first years, and then there is no follow through to see what the long-term results look like. Because of this lack of follow through, teachers often do not take the new programs as seriously as they should because they know that there will be a new one coming in the next year. Finding #5: A lack of district leadership direction and support on college-going goals creates a lack of comprehensive knowledge and strategies to improve students’ college eligibility. In order to improve overall student success, GUSD implemented a district wide program called Focus on Results, which is a nationwide intervention program designed to |
