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89
advocated for preparation of all students for a variety of postsecondary pathways (i.e.
workforce, two-year college, four-year college), others argued that the four-year college
pipeline was inexplicably narrow for certain student subgroups and needed increased
attention to close participation gaps.
Altogether, Glendale Unified School District (GUSD) either lacks specific
organizational goals that address four-year university participation and access, or have
not thoroughly and explicitly communicated extant goals, which has misaligned certain
practices and communicated unclear expectations across the four comprehensive high
school sites. This was evident in interviews with teachers and counselors: while some
were committed to seeing more students reach four-year eligibility goals, others were of
the opinion that some students were not fit for the four-year college route. When asked
about the existence of college-going cultures at their school sites, administrators,
teachers, and counselors held varying beliefs about whether it existed on their respective
campuses. It was evident that a college-going culture was not established district-wide.
Goal Setting
In order to align work processes and hold expectations for all students, there is a
need for clear and explicit goals to be set as it relates to improving the overall number of
students pursuing and matriculating into a four-year college. By establishing district-wide
goals, school sites and their agents will have a common base and hear a common
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 95 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 89 advocated for preparation of all students for a variety of postsecondary pathways (i.e. workforce, two-year college, four-year college), others argued that the four-year college pipeline was inexplicably narrow for certain student subgroups and needed increased attention to close participation gaps. Altogether, Glendale Unified School District (GUSD) either lacks specific organizational goals that address four-year university participation and access, or have not thoroughly and explicitly communicated extant goals, which has misaligned certain practices and communicated unclear expectations across the four comprehensive high school sites. This was evident in interviews with teachers and counselors: while some were committed to seeing more students reach four-year eligibility goals, others were of the opinion that some students were not fit for the four-year college route. When asked about the existence of college-going cultures at their school sites, administrators, teachers, and counselors held varying beliefs about whether it existed on their respective campuses. It was evident that a college-going culture was not established district-wide. Goal Setting In order to align work processes and hold expectations for all students, there is a need for clear and explicit goals to be set as it relates to improving the overall number of students pursuing and matriculating into a four-year college. By establishing district-wide goals, school sites and their agents will have a common base and hear a common |
