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99
extent, underrepresented students from GUSD lack the social capital to effectively
navigate through traditional educational systems and structures. Research points to
several areas that need to be addressed in order to close persisting barriers that prevent
certain student subgroups from accessing four-year colleges.
Academic Preparation and Rigor
Students are best prepared for the challenges of college courses when their
secondary courses have provided sufficient preparation and rigor. Academic rigor in the
high school classroom is the strongest indicator of a student’s overall academic
achievement, graduation from high school, and a further indicator of enrollment in a
postsecondary institution (Martinez and Klopott, 2005; Perna, 2005). Most college
preparation programs are geared towards offering component services, such as college
awareness, counseling and campus visitations (Swail and Perna, 2002). However, the
greatest predictor of college-going behavior, preparation, and success is found in a high
level of rigor leading to student achievement at the secondary level (Perna, 2002). A
more rigorous core curriculum for all students contributes to equity in educational
opportunities and better preparation for the challenges of postsecondary schooling. One
longitudinal study found that students on an academic track that rigorously prepared them
for postsecondary studies were more apt to aspire to, apply for, and be accepted into a
four-year college (Perna, 2002).
In addition to reviewing the rigor of academic coursework, the work of increasing
the number of students taking higher-level coursework in math is critical to improving
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 105 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 99 extent, underrepresented students from GUSD lack the social capital to effectively navigate through traditional educational systems and structures. Research points to several areas that need to be addressed in order to close persisting barriers that prevent certain student subgroups from accessing four-year colleges. Academic Preparation and Rigor Students are best prepared for the challenges of college courses when their secondary courses have provided sufficient preparation and rigor. Academic rigor in the high school classroom is the strongest indicator of a student’s overall academic achievement, graduation from high school, and a further indicator of enrollment in a postsecondary institution (Martinez and Klopott, 2005; Perna, 2005). Most college preparation programs are geared towards offering component services, such as college awareness, counseling and campus visitations (Swail and Perna, 2002). However, the greatest predictor of college-going behavior, preparation, and success is found in a high level of rigor leading to student achievement at the secondary level (Perna, 2002). A more rigorous core curriculum for all students contributes to equity in educational opportunities and better preparation for the challenges of postsecondary schooling. One longitudinal study found that students on an academic track that rigorously prepared them for postsecondary studies were more apt to aspire to, apply for, and be accepted into a four-year college (Perna, 2002). In addition to reviewing the rigor of academic coursework, the work of increasing the number of students taking higher-level coursework in math is critical to improving |
