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92
services, enrollment in rigorous coursework, outreach programs, etc.) stand to take
priority and improve when school agents have a clear mandate to follow as to who and
how many graduating students are expected to enter four-year universities.
Organizational Culture and Change
Clark and Estes (2002) substantiate the importance of a clear vision and goals in
order to close organizational gaps. As well, they assert that organizational culture is a
powerful force that inevitably shapes beliefs, practices and processes. An organization’s
culture is shaped over time and the cognitive learning that shapes a culture’s perceptions,
language, and thought processes will determine the feelings, attitudes, actions and
behaviors of members of the culture (Schein, 1990). One GUSD high school was found
to preach a four-year college-going mantra by suggesting that all their students will “get
on the ‘a-g’ bus.” In essence, agents within the school site built a culture that promoted
students’ meeting rigorous requirements to attend a four-year university. This type of
symbolic and explicit communication of desired results creates a culture that shapes the
work processes within that particular school site.
In addition to establishing clearly defined goals, there is a need to create a
college-going culture (specifically, four-year colleges) for all GUSD schools and
students. In order to create culture change within an organization, certain dysfunctional
elements need to be unlearned and leaders need to bring the organization through a
process of guided evolution (Schein, 1990). Meaning, leaders within the organization
need to take stock of present circumstances, and emphasize the threats to the organization
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 98 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 92 services, enrollment in rigorous coursework, outreach programs, etc.) stand to take priority and improve when school agents have a clear mandate to follow as to who and how many graduating students are expected to enter four-year universities. Organizational Culture and Change Clark and Estes (2002) substantiate the importance of a clear vision and goals in order to close organizational gaps. As well, they assert that organizational culture is a powerful force that inevitably shapes beliefs, practices and processes. An organization’s culture is shaped over time and the cognitive learning that shapes a culture’s perceptions, language, and thought processes will determine the feelings, attitudes, actions and behaviors of members of the culture (Schein, 1990). One GUSD high school was found to preach a four-year college-going mantra by suggesting that all their students will “get on the ‘a-g’ bus.” In essence, agents within the school site built a culture that promoted students’ meeting rigorous requirements to attend a four-year university. This type of symbolic and explicit communication of desired results creates a culture that shapes the work processes within that particular school site. In addition to establishing clearly defined goals, there is a need to create a college-going culture (specifically, four-year colleges) for all GUSD schools and students. In order to create culture change within an organization, certain dysfunctional elements need to be unlearned and leaders need to bring the organization through a process of guided evolution (Schein, 1990). Meaning, leaders within the organization need to take stock of present circumstances, and emphasize the threats to the organization |
