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101
coursework between high schools and postsecondary institutions in order to close barriers
to students’ college aspirations. Unfortunately, most standardized assessments (the results
of which schools are held accountable for), measure minimum competencies that
demonstrate knowledge gained for a specific subject and by a specific grade level
(Venezia et al, 2003). One study found that the skills measured on state content tests do
not adequately measure the math and language arts skills that students need for college
and workplace readiness (Martinez and Klopott, 2005).
The research literature points to several steps that can be initiated in order to
create a more seamless transition between secondary and postsecondary institutions,
including: examining postsecondary placement exams against K-12 standards and
assessments; sequencing senior-level high school work with undergraduate courses;
expansion of dual enrollment programs; and, effective use of data to determine progress
(Venezia et al, 2003). Creating a common set of expectations that delineates what
students should know and be able to do in order to transition from high school to higher
education, in addition to standards which delineate what students should know and be
able to do in each grade level, would enable educators to more clearly define goals and
objectives for classes at each level and best prepare students for postsecondary education.
Another successful strategy to bolster students’ college readiness is to reexamine
the nature and design of the American high school itself. In their seminal work, The New
American High School, Marsh and Codding (1999) describe a radical high school
curricular program that abolishes the tracking and sorting of college- and non-college
bound students that exist in today’s comprehensive high schools. All students are
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 107 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 101 coursework between high schools and postsecondary institutions in order to close barriers to students’ college aspirations. Unfortunately, most standardized assessments (the results of which schools are held accountable for), measure minimum competencies that demonstrate knowledge gained for a specific subject and by a specific grade level (Venezia et al, 2003). One study found that the skills measured on state content tests do not adequately measure the math and language arts skills that students need for college and workplace readiness (Martinez and Klopott, 2005). The research literature points to several steps that can be initiated in order to create a more seamless transition between secondary and postsecondary institutions, including: examining postsecondary placement exams against K-12 standards and assessments; sequencing senior-level high school work with undergraduate courses; expansion of dual enrollment programs; and, effective use of data to determine progress (Venezia et al, 2003). Creating a common set of expectations that delineates what students should know and be able to do in order to transition from high school to higher education, in addition to standards which delineate what students should know and be able to do in each grade level, would enable educators to more clearly define goals and objectives for classes at each level and best prepare students for postsecondary education. Another successful strategy to bolster students’ college readiness is to reexamine the nature and design of the American high school itself. In their seminal work, The New American High School, Marsh and Codding (1999) describe a radical high school curricular program that abolishes the tracking and sorting of college- and non-college bound students that exist in today’s comprehensive high schools. All students are |
