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85
personnel has stated, “English Language Learners are not completing “a-g” courses.”
Meaning, the district’s EL population- 26% of the district’s entire student population-will
not be on track to meet college admission requirements.
Finding #16: District leadership’s perceptions of each comprehensive high school
creates expectation gaps between each of the four schools.
District leadership’s perceptions about a college going culture will affect their
expectations for each of the high schools. The current organizational culture regards the
two higher-performing schools “up on the hill” as college-going, whereas the remaining
two high schools lack a college-going culture. This gap in perception may affect the
allocation of resources and the district’s ability to support each school to persist in
nurturing a college-going culture. For example, several district administrators remarked
that the two under-performing high schools had an absence of a college-going culture.
However, officials at these school sites shared evidence of an emerging college-going
culture, with increased allocation of human and financial resources in creating this
culture. The gap in perception between district and school level officials may affect the
school’s attempts to improve their image to be a college preparatory high school.
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 91 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 85 personnel has stated, “English Language Learners are not completing “a-g” courses.” Meaning, the district’s EL population- 26% of the district’s entire student population-will not be on track to meet college admission requirements. Finding #16: District leadership’s perceptions of each comprehensive high school creates expectation gaps between each of the four schools. District leadership’s perceptions about a college going culture will affect their expectations for each of the high schools. The current organizational culture regards the two higher-performing schools “up on the hill” as college-going, whereas the remaining two high schools lack a college-going culture. This gap in perception may affect the allocation of resources and the district’s ability to support each school to persist in nurturing a college-going culture. For example, several district administrators remarked that the two under-performing high schools had an absence of a college-going culture. However, officials at these school sites shared evidence of an emerging college-going culture, with increased allocation of human and financial resources in creating this culture. The gap in perception between district and school level officials may affect the school’s attempts to improve their image to be a college preparatory high school. |
