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82
the current organizational culture is such that there is no concrete plan to overcome the
cultural differences of each of the student subgroups. This is detrimental to the
achievement and aspirations of many minority students, as the majority of the student
population does not fit the traditional “college going” student demographic: White,
middle class, and educated.
If the organization does not change its view in the current interaction with its
student and parent population, then the end result will be the persistent, if not increasing,
low rate of four-year college participation rate.
Finding #14: Some schools’ inability to raise the academic rigor and achievement level
for all students.
High school graduation and even college access is not only a high school issue,
but also a K-12 education issue. The outcome of student success lies in the culmination
of their years of education in the comprehensive school system. Students will be more
readily successful in the ‘a-g’ requirements if they have the foundations and skills
necessary to access the curriculum. When students are prepared and proficient with
primary grade standards, they will not have to take remedial courses at the secondary
level which diminishes their opportunity to access college bound courses. According to
an administrator at one high school, over 586 incoming freshmen students have been
identified as possible candidates for remediation based on middle school grades and test
scores.
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 88 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 82 the current organizational culture is such that there is no concrete plan to overcome the cultural differences of each of the student subgroups. This is detrimental to the achievement and aspirations of many minority students, as the majority of the student population does not fit the traditional “college going” student demographic: White, middle class, and educated. If the organization does not change its view in the current interaction with its student and parent population, then the end result will be the persistent, if not increasing, low rate of four-year college participation rate. Finding #14: Some schools’ inability to raise the academic rigor and achievement level for all students. High school graduation and even college access is not only a high school issue, but also a K-12 education issue. The outcome of student success lies in the culmination of their years of education in the comprehensive school system. Students will be more readily successful in the ‘a-g’ requirements if they have the foundations and skills necessary to access the curriculum. When students are prepared and proficient with primary grade standards, they will not have to take remedial courses at the secondary level which diminishes their opportunity to access college bound courses. According to an administrator at one high school, over 586 incoming freshmen students have been identified as possible candidates for remediation based on middle school grades and test scores. |
