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when goals are well understood and individuals can determine the cause of gaps between
current and desired performance (Clark and Estes, 2002). Based on extensive interviews,
Glendale Unified School District (GUSD) lacks clearly defined goals as it relates to
graduating students’ postsecondary educational aspirations, particularly advancement
towards a four-year university education. In addition to GUSD’s powerful goals related
to student achievement via the Focus on Results initiative, powerful goals related to
raising eligibility, participation, and success rates to four-year universities need to be
created.
The research on Professional Learning Communities contributes to the work of
goal setting by indicating the critical components of effective goals: results-oriented;
helps clarify priorities; establishes indicators of progress; and, embeds continuous
improvement throughout the organization (Dufour, Dufour, Eaker, and Many, 2006). In
fact, goals are most effective when they are few and focused. For example, a multitude
of initiatives coming from the district office can be daunting to school sites, whereas a
clearly designed and articulated goal emanating from a compelling purpose can have
profound impact on student achievement.
The production of SMART goals has contributed to greater clarity in defining and
setting organizational goals (Dufour et al, 2006). SMART goals follow a simple
acronym: Strategic and Specific, Measurable, Attainable, Results-Oriented, and
Timebound. Altogether, effective SMART goals that address four-year college access
will create greater clarity across the organization in regards to the importance of
increasing postsecondary access for students. In effect, work processes (i.e. counseling
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 97 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 91 when goals are well understood and individuals can determine the cause of gaps between current and desired performance (Clark and Estes, 2002). Based on extensive interviews, Glendale Unified School District (GUSD) lacks clearly defined goals as it relates to graduating students’ postsecondary educational aspirations, particularly advancement towards a four-year university education. In addition to GUSD’s powerful goals related to student achievement via the Focus on Results initiative, powerful goals related to raising eligibility, participation, and success rates to four-year universities need to be created. The research on Professional Learning Communities contributes to the work of goal setting by indicating the critical components of effective goals: results-oriented; helps clarify priorities; establishes indicators of progress; and, embeds continuous improvement throughout the organization (Dufour, Dufour, Eaker, and Many, 2006). In fact, goals are most effective when they are few and focused. For example, a multitude of initiatives coming from the district office can be daunting to school sites, whereas a clearly designed and articulated goal emanating from a compelling purpose can have profound impact on student achievement. The production of SMART goals has contributed to greater clarity in defining and setting organizational goals (Dufour et al, 2006). SMART goals follow a simple acronym: Strategic and Specific, Measurable, Attainable, Results-Oriented, and Timebound. Altogether, effective SMART goals that address four-year college access will create greater clarity across the organization in regards to the importance of increasing postsecondary access for students. In effect, work processes (i.e. counseling |
