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72
Cultural factors related to college access are affected by patterns of immigration.
One administrator shared a historical overview of the Armenian immigrant experience,
and differentiated between the “old guard,” well-educated immigrants with the more
recent Armenian immigrant population. The former held high expectations for the formal
educational processes and believed it to be a gateway for economic opportunity.
Conversely, the new wave of Armenian immigrants appeared to value college far less
than the previous generation.
Finding #8: Some GUSD students’ lack of interest and self-efficacy result in a failure
to actively choose a four-year university educational route.
A lack of student interest and value in a four-year university education exists
within GUSD high schools. There are several indicators that support this finding,
including the existence of non-graduating dropouts and fifth-year high school students.
Low student achievement at this level demonstrates a lack of individual interest in the
high school academic learning process. If students demonstrated more willing attention
to the learning process rather than forcing themselves just to complete their requisite
coursework for graduation, improved matriculation to four-year universities would
assuredly occur. One principal described these types of students as “capable
underachievers.” Another principal indicated that:
We have a high failure rate in certain areas. So, I’ll ask the teachers, ‘Why
are these kids failing?...Is it [a lack of] skill or motivation?’ And, 99% will
say its motivation; it’s a lack of work ethic. It’s not that they can’t do the
work, but they choose not 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 78 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 72 Cultural factors related to college access are affected by patterns of immigration. One administrator shared a historical overview of the Armenian immigrant experience, and differentiated between the “old guard,” well-educated immigrants with the more recent Armenian immigrant population. The former held high expectations for the formal educational processes and believed it to be a gateway for economic opportunity. Conversely, the new wave of Armenian immigrants appeared to value college far less than the previous generation. Finding #8: Some GUSD students’ lack of interest and self-efficacy result in a failure to actively choose a four-year university educational route. A lack of student interest and value in a four-year university education exists within GUSD high schools. There are several indicators that support this finding, including the existence of non-graduating dropouts and fifth-year high school students. Low student achievement at this level demonstrates a lack of individual interest in the high school academic learning process. If students demonstrated more willing attention to the learning process rather than forcing themselves just to complete their requisite coursework for graduation, improved matriculation to four-year universities would assuredly occur. One principal described these types of students as “capable underachievers.” Another principal indicated that: We have a high failure rate in certain areas. So, I’ll ask the teachers, ‘Why are these kids failing?...Is it [a lack of] skill or motivation?’ And, 99% will say its motivation; it’s a lack of work ethic. It’s not that they can’t do the work, but they choose not to. |
