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83
GUSD can improve its four-year college participation rate by ensuring academic rigor
in all of its classes and ensuring student mastery of the content. There is evidence of a
lack of district wide expectation to ensure all students receive ‘a-g’ courses that will
ensure entrance to four-year colleges, regardless of student background or linguistic
ability. Some high schools do have the expectation that all students should be on the ‘a-g’
program, however, it is not a district wide expectation. For example, high schools
must ensure all students have the opportunity to complete their ‘a-g’ requirements, even
for English Learners and students enrolled in vocational programs.
In more than one instance, more than one staff member interviewed reported the
exclusion of certain student groups from ‘a-g’ requirement courses. Teachers reported,
“the Academy students were previously tracked out of ‘a-g’ courses and were not eligible
[for college],” and, “12th grade English Learners are disappointed because they know
they will not graduate from high school because they need at least one year in regular
English classes.” A counselor also noted: “Another reason [students] go to GCC is
language issues, English language learners not completing ‘a-g’ courses.” And an
administrator went on further to say: “Preparation for college isn’t offered to all
students…the [school] culture creates a different kind of access.”
It would benefit the district if all of the schools were able to apply the mindset of
one principal who realized that, “fourteen year old students were making life altering
decisions… [and] it was decided that every kid was going to be programmed as though
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 89 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 83 GUSD can improve its four-year college participation rate by ensuring academic rigor in all of its classes and ensuring student mastery of the content. There is evidence of a lack of district wide expectation to ensure all students receive ‘a-g’ courses that will ensure entrance to four-year colleges, regardless of student background or linguistic ability. Some high schools do have the expectation that all students should be on the ‘a-g’ program, however, it is not a district wide expectation. For example, high schools must ensure all students have the opportunity to complete their ‘a-g’ requirements, even for English Learners and students enrolled in vocational programs. In more than one instance, more than one staff member interviewed reported the exclusion of certain student groups from ‘a-g’ requirement courses. Teachers reported, “the Academy students were previously tracked out of ‘a-g’ courses and were not eligible [for college],” and, “12th grade English Learners are disappointed because they know they will not graduate from high school because they need at least one year in regular English classes.” A counselor also noted: “Another reason [students] go to GCC is language issues, English language learners not completing ‘a-g’ courses.” And an administrator went on further to say: “Preparation for college isn’t offered to all students…the [school] culture creates a different kind of access.” It would benefit the district if all of the schools were able to apply the mindset of one principal who realized that, “fourteen year old students were making life altering decisions… [and] it was decided that every kid was going to be programmed as though |
