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68
help schools and districts facilitate student achievement. School or district teams work
with a consultant who helps design an individualized plan for student success; they offer
training and assistance for the team so that they can take the information back to their
site. The overall goal is to improve student achievement across the curriculum. This
intervention is designed to improve student academic achievement in high school, with
an indirect goal being improving the student’s ability to qualify for college.
Although this intervention encourages the utilization of research-based best
practices and peer-reviewed journals by school site teams, it is not designed to
specifically address the college participation gap within GUSD. In fact, no district level
goals or direction has emerged from Focus on Results to enable students to meet ‘a-g’
requirements or qualify for college admission. When asked about district-wide goals
related to college participation, several school site officials responded that nothing
explicit existed.
Motivation Gaps:
Lack of motivation can seriously inhibit the pursuit of goals. Motivation itself is
based on four critical areas: interest, self-efficacy, attributions, and goal orientation
(Mayer, 2008). Motivation is then processed through the active choice of pursuing a
task, persistence to follow through on the task, and the requisite amount of mental effort
to complete the task. Based on our findings, it is clear that motivations gaps exist within
Glendale Unified School District’s (GUSD) four comprehensive high schools 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 74 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 68 help schools and districts facilitate student achievement. School or district teams work with a consultant who helps design an individualized plan for student success; they offer training and assistance for the team so that they can take the information back to their site. The overall goal is to improve student achievement across the curriculum. This intervention is designed to improve student academic achievement in high school, with an indirect goal being improving the student’s ability to qualify for college. Although this intervention encourages the utilization of research-based best practices and peer-reviewed journals by school site teams, it is not designed to specifically address the college participation gap within GUSD. In fact, no district level goals or direction has emerged from Focus on Results to enable students to meet ‘a-g’ requirements or qualify for college admission. When asked about district-wide goals related to college participation, several school site officials responded that nothing explicit existed. Motivation Gaps: Lack of motivation can seriously inhibit the pursuit of goals. Motivation itself is based on four critical areas: interest, self-efficacy, attributions, and goal orientation (Mayer, 2008). Motivation is then processed through the active choice of pursuing a task, persistence to follow through on the task, and the requisite amount of mental effort to complete the task. Based on our findings, it is clear that motivations gaps exist within Glendale Unified School District’s (GUSD) four comprehensive high schools that |
