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77
variety of uncontrollable causes that will inhibit their chances. These causes could
amount to lack of financial support, familial desires to stay closer to home, or ease of
access to GCC.
Organizational Gaps:
Organizational barriers can limit the pursuit of performance goals. Lack of
efficient and effective organizational work processes and material resources may
discourage the most motivated, knowledgeable and skilled person in the organization
(Clark and Estes, 2002). Organizational gaps are based on: work processes, material
resources, value chains and value streams, and organizational culture. According to our
findings, there exists in GUSD organizational barriers that prevent students from
matriculating to four-year university institutions.
Finding #11: Organizational resources that promote college access have been cut,
including counseling positions and hours, and financial grants, such as GEAR UP.
Organizations require material resources to achieve goals. The placement of
available resources determines the organization’s emphasis in ensuring the needs of the
programs are met. There were two major areas of spending cuts that affected the
development of a college going culture in GUSD: the elimination of the Gaining Early
Awareness and Readiness for Undergraduate Programs (GEAR UP) grant and the
counseling personnel in the district. GEAR UP was a six-year discretionary grant
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 83 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 77 variety of uncontrollable causes that will inhibit their chances. These causes could amount to lack of financial support, familial desires to stay closer to home, or ease of access to GCC. Organizational Gaps: Organizational barriers can limit the pursuit of performance goals. Lack of efficient and effective organizational work processes and material resources may discourage the most motivated, knowledgeable and skilled person in the organization (Clark and Estes, 2002). Organizational gaps are based on: work processes, material resources, value chains and value streams, and organizational culture. According to our findings, there exists in GUSD organizational barriers that prevent students from matriculating to four-year university institutions. Finding #11: Organizational resources that promote college access have been cut, including counseling positions and hours, and financial grants, such as GEAR UP. Organizations require material resources to achieve goals. The placement of available resources determines the organization’s emphasis in ensuring the needs of the programs are met. There were two major areas of spending cuts that affected the development of a college going culture in GUSD: the elimination of the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) grant and the counseling personnel in the district. GEAR UP was a six-year discretionary grant |
