Page 102 |
Save page Remove page | Previous | 102 of 194 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
96
Each dashboard above represents an indictor of four-year college participation. The red
arrow represents current performance, while the green arrow represents desired
performance. For example, currently 47% of GUSD students meet UC ‘a-g’ course
eligibility requirements. The district could then map a goal of 75% of its students
meeting those requirements over a specific period of time. Similarly, SAT participation
stands at 46% with a target dash pointed at 80%.
Altogether, this management instrument provides a practical and visual tool to
plan and accomplish organizational goals (O’Neil et al, 1999). For GUSD, college
readiness scorecards or dashboards can be instrumental in plotting and forecasting
college readiness indicators and providing district and school site agents various metrics
of excellence towards meeting their organizational goals.
In addition to a baseline college-readiness scorecard or dashboard, the use of
diversity measurements will help ensure that organizational goals are intentional and
strategic in closing achievement and opportunity gaps for minority students of color. The
diversity scorecard was developed with the purpose of raising “increased recognition of
the existence and scope of inequities for students of color among faculty members,
administrators, and counselors…[to] remove the conditions that deny or impede equitable
outcomes for all students” (Bensimon, 2004, p. 45, 46).
In practice, the diversity scorecard has been previously implemented in colleges
and universities to measure equity within those institutions. The framework
disaggregated data based on race and ethnicity to determine the extent of positive
outcomes and close of gaps for underrepresented students of color. For example, instead
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 102 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 96 Each dashboard above represents an indictor of four-year college participation. The red arrow represents current performance, while the green arrow represents desired performance. For example, currently 47% of GUSD students meet UC ‘a-g’ course eligibility requirements. The district could then map a goal of 75% of its students meeting those requirements over a specific period of time. Similarly, SAT participation stands at 46% with a target dash pointed at 80%. Altogether, this management instrument provides a practical and visual tool to plan and accomplish organizational goals (O’Neil et al, 1999). For GUSD, college readiness scorecards or dashboards can be instrumental in plotting and forecasting college readiness indicators and providing district and school site agents various metrics of excellence towards meeting their organizational goals. In addition to a baseline college-readiness scorecard or dashboard, the use of diversity measurements will help ensure that organizational goals are intentional and strategic in closing achievement and opportunity gaps for minority students of color. The diversity scorecard was developed with the purpose of raising “increased recognition of the existence and scope of inequities for students of color among faculty members, administrators, and counselors…[to] remove the conditions that deny or impede equitable outcomes for all students” (Bensimon, 2004, p. 45, 46). In practice, the diversity scorecard has been previously implemented in colleges and universities to measure equity within those institutions. The framework disaggregated data based on race and ethnicity to determine the extent of positive outcomes and close of gaps for underrepresented students of color. For example, instead |
