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81
GUSD’s student population is white (56%), many of whom are Armenian descendants,
22% are of Hispanic or Latino background, 13% Asian and 7% Filipino. The district has
over 26% of its students identified as English Learners, and even more students identified
as Reclassified Fluent-English Proficient students at 31%. Throughout the district at least
43% of the students come from low-income families as indicated in their National School
Lunch Participation rate. At least 46% of GUSD parents report having a college or a post
graduate degree.
Many of the administrators, counselors and teachers attribute the low college
participation rate to the students and the parents’ lack of understanding of the American
educational system. This is further affirmed by a veteran teacher’s statement, “Some
students lack modeling at home because they are first generation. Students lack
knowledge about requirements for college and do not know how to get the information.”
Many attribute certain groups’ cultural beliefs and values as the reasons for the lack of
interest or knowledge in navigating through the difficult college application process
without offering concrete support systems to help students and parents negotiate through
the myriad of hoops needed to meet those requirements. In an interview with a counselor
in regards to parent groups and equitable distribution of information on college access to
parents, a statement was made that certain subgroup populations “must motivate
themselves and empower themselves” and seek out college information for themselves.
A teacher interviewed, also concurred, “The onus is on the parents, not the school.”
There are individuals who are willing to help as evidenced by teachers who stay
after school on their own time to assist students with their personal statements. However,
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 87 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 81 GUSD’s student population is white (56%), many of whom are Armenian descendants, 22% are of Hispanic or Latino background, 13% Asian and 7% Filipino. The district has over 26% of its students identified as English Learners, and even more students identified as Reclassified Fluent-English Proficient students at 31%. Throughout the district at least 43% of the students come from low-income families as indicated in their National School Lunch Participation rate. At least 46% of GUSD parents report having a college or a post graduate degree. Many of the administrators, counselors and teachers attribute the low college participation rate to the students and the parents’ lack of understanding of the American educational system. This is further affirmed by a veteran teacher’s statement, “Some students lack modeling at home because they are first generation. Students lack knowledge about requirements for college and do not know how to get the information.” Many attribute certain groups’ cultural beliefs and values as the reasons for the lack of interest or knowledge in navigating through the difficult college application process without offering concrete support systems to help students and parents negotiate through the myriad of hoops needed to meet those requirements. In an interview with a counselor in regards to parent groups and equitable distribution of information on college access to parents, a statement was made that certain subgroup populations “must motivate themselves and empower themselves” and seek out college information for themselves. A teacher interviewed, also concurred, “The onus is on the parents, not the school.” There are individuals who are willing to help as evidenced by teachers who stay after school on their own time to assist students with their personal statements. However, |
