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98
of Yellow and Green bars combined per subgroup creates a more equitable situation
across the site. Meaning, gaps in opportunity closed from a high of 30% (between Asians
and Hispanics) to a more equitable gap of 15%.
Diversity scorecards provide school and district officials an opportunity to
measure those college-readiness metrics with a diversity lens. This approach will reveal
those equity gaps that prevent all subgroups from successfully accessing four-year
universities. Furthermore, diversity scorecards will help target and apply resources that
will improve educational outcomes for underrepresented student populations (Bensimon,
2004).
Solution Summary For Emergent Theme 2:
Close Persisting Barriers That Prevent Specific Student Subgroups From Accessing
Four-Year Universities And Increase Overall Four-Year College Access For All Students
Glendale Unified high schools have worked hard and made significant strides in
aligning coursework so that more students will be eligible for a four-year university
education as well as ensuring students feel supported and are aware of college admission
requirements. GUSD has made significant progress in closing some achievement gaps;
however, as in many urban school districts, achievement gaps continue to persist in
GUSD. Of course, the achievement gap invariably affects the level of access certain
student subgroups (i.e. Armenian, Hispanic) have to college, particularly four-year
universities. The lack of access for certain subgroups is symptomatic of specific
knowledge, motivation, and organizational gaps that exist within GUSD. To a great
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 104 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 98 of Yellow and Green bars combined per subgroup creates a more equitable situation across the site. Meaning, gaps in opportunity closed from a high of 30% (between Asians and Hispanics) to a more equitable gap of 15%. Diversity scorecards provide school and district officials an opportunity to measure those college-readiness metrics with a diversity lens. This approach will reveal those equity gaps that prevent all subgroups from successfully accessing four-year universities. Furthermore, diversity scorecards will help target and apply resources that will improve educational outcomes for underrepresented student populations (Bensimon, 2004). Solution Summary For Emergent Theme 2: Close Persisting Barriers That Prevent Specific Student Subgroups From Accessing Four-Year Universities And Increase Overall Four-Year College Access For All Students Glendale Unified high schools have worked hard and made significant strides in aligning coursework so that more students will be eligible for a four-year university education as well as ensuring students feel supported and are aware of college admission requirements. GUSD has made significant progress in closing some achievement gaps; however, as in many urban school districts, achievement gaps continue to persist in GUSD. Of course, the achievement gap invariably affects the level of access certain student subgroups (i.e. Armenian, Hispanic) have to college, particularly four-year universities. The lack of access for certain subgroups is symptomatic of specific knowledge, motivation, and organizational gaps that exist within GUSD. To a great |
