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69
prevent some students from participating in a four-year university education upon
graduation. This ensuing section will describe our findings in detail and indicate the
areas of motivation where gaps currently exist.
Finding #6: Some school officials lack the motivation to raise college eligibility levels
for underrepresented groups of students due to beliefs about those students’ ability to
achieve.
District and school site officials hold varying expectations for students. In fact,
one high level district administrator pointed out that a consistent message of high
academic achievement for all is not found at all four comprehensive high schools.
Although some schools have pushed students towards meeting UC ‘a-g’ eligibility
requirements, there has not been increased pressure from all school sites and for each
individual student. In fact, school officials are resigned to the fact that some students are
not cut out for college. One school site administrator commented:
We don’t think that every student is ready for college. We have a realistic view
about kids. Across the board, there is a belief that not all students will attend
college. During our WASC visit, we came to the conclusion that students will
have different destinations.
District and school officials’ lack of motivation to raise college eligibility is found
in an absence of clearly defined formal goals related to four-year university access and
participation. Moreover, there appears to be varying degrees of belief regarding raising
student access to four-year universities. While a high-ranking district administrator
claimed the goal of Glendale Unified was to promote all students to enter a four-year
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 75 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 69 prevent some students from participating in a four-year university education upon graduation. This ensuing section will describe our findings in detail and indicate the areas of motivation where gaps currently exist. Finding #6: Some school officials lack the motivation to raise college eligibility levels for underrepresented groups of students due to beliefs about those students’ ability to achieve. District and school site officials hold varying expectations for students. In fact, one high level district administrator pointed out that a consistent message of high academic achievement for all is not found at all four comprehensive high schools. Although some schools have pushed students towards meeting UC ‘a-g’ eligibility requirements, there has not been increased pressure from all school sites and for each individual student. In fact, school officials are resigned to the fact that some students are not cut out for college. One school site administrator commented: We don’t think that every student is ready for college. We have a realistic view about kids. Across the board, there is a belief that not all students will attend college. During our WASC visit, we came to the conclusion that students will have different destinations. District and school officials’ lack of motivation to raise college eligibility is found in an absence of clearly defined formal goals related to four-year university access and participation. Moreover, there appears to be varying degrees of belief regarding raising student access to four-year universities. While a high-ranking district administrator claimed the goal of Glendale Unified was to promote all students to enter a four-year |
