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75
One counselor described the Glendale Community College corridor as having
evolved into a “way of life” for many GUSD students, particularly Armenian and
Armenian-American students.
The community college pathway affects students’ motivational choice to
participate in rigorous high school curricular work. For example, some students who
were eligible to take rigorous Advanced Placement course chose not to because it was not
a required course for entrance to Glendale Community College. One disgruntled
counselor described her feelings about this situation:
When I see there are some very capable students that have good GPAs, they have
taken the higher level rigorous classes and they end up going to a community
college, not that I have anything against community college. But one of the
things that I think that they miss most is being part of that culture.
For some other GUSD students, the motivation to persist through rigorous
academic coursework is halted at a certain point in their high school career. One
counselor indicated that some students will enroll in challenging courses up until a
certain point whereby they revert to less challenging courses that will meet minimum
graduation requirements. When pressed why this occurs, the counselor stated: “Because
they do not see themselves in college.”
Still, other students enter Glendale Community College because they limit their
choice of potential four-year universities to attend. For many Armenians in the Glendale
area, the University of California, Los Angeles (UCLA) is the sole attractive destination
for postsecondary studies. Unfortunately, denied entrance to UCLA amounts 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 81 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 75 One counselor described the Glendale Community College corridor as having evolved into a “way of life” for many GUSD students, particularly Armenian and Armenian-American students. The community college pathway affects students’ motivational choice to participate in rigorous high school curricular work. For example, some students who were eligible to take rigorous Advanced Placement course chose not to because it was not a required course for entrance to Glendale Community College. One disgruntled counselor described her feelings about this situation: When I see there are some very capable students that have good GPAs, they have taken the higher level rigorous classes and they end up going to a community college, not that I have anything against community college. But one of the things that I think that they miss most is being part of that culture. For some other GUSD students, the motivation to persist through rigorous academic coursework is halted at a certain point in their high school career. One counselor indicated that some students will enroll in challenging courses up until a certain point whereby they revert to less challenging courses that will meet minimum graduation requirements. When pressed why this occurs, the counselor stated: “Because they do not see themselves in college.” Still, other students enter Glendale Community College because they limit their choice of potential four-year universities to attend. For many Armenians in the Glendale area, the University of California, Los Angeles (UCLA) is the sole attractive destination for postsecondary studies. Unfortunately, denied entrance to UCLA amounts to |
