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102
required to take a rigorous course of study in their initial years of high school, and
demonstrate learning of challenging standards through end-of-course assessments,
submission of a portfolio of work, and completion of a capstone project (Marsh and
Codding, 1999). All students who have accomplished these high standards are awarded
with a Certificate of Initial Mastery (CIM). The awarding of a CIM guarantees that all
students are prepared for the rigor of college coursework, but provides students the option
to continue on their secondary studies based on the career pathway they have selected
(either further academic studies or participation in a professional or technical education
program). This dynamic high school model provides leaders in Glendale Unified both a
philosophical and practical framework that signifies the importance of rigorous education
for all students, while providing student choice towards their postsecondary pathway.
Raising Underrepresented Students’ Capital
Research indicates that increasing the participation of minorities in higher
education is crucial to their participation in the economic and social aspects of society
(Goldrick-Rab and Shaw, 2005). The reality of high poverty in minority communities,
coupled with the high cost of college tuition, leads many students feeling left out of the
college picture, instead pursuing the workforce and wage earning (Bohon, Johnson, and
Gorman, 2006). The current design of today’s comprehensive high schools facilitates
low student expectations and achievement. In addition to increasing the academic rigor
of a school program, raising the level of expectations for student achievement and the
restructuring of relationships between students, faculty, and staff must occur in order to
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 108 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 102 required to take a rigorous course of study in their initial years of high school, and demonstrate learning of challenging standards through end-of-course assessments, submission of a portfolio of work, and completion of a capstone project (Marsh and Codding, 1999). All students who have accomplished these high standards are awarded with a Certificate of Initial Mastery (CIM). The awarding of a CIM guarantees that all students are prepared for the rigor of college coursework, but provides students the option to continue on their secondary studies based on the career pathway they have selected (either further academic studies or participation in a professional or technical education program). This dynamic high school model provides leaders in Glendale Unified both a philosophical and practical framework that signifies the importance of rigorous education for all students, while providing student choice towards their postsecondary pathway. Raising Underrepresented Students’ Capital Research indicates that increasing the participation of minorities in higher education is crucial to their participation in the economic and social aspects of society (Goldrick-Rab and Shaw, 2005). The reality of high poverty in minority communities, coupled with the high cost of college tuition, leads many students feeling left out of the college picture, instead pursuing the workforce and wage earning (Bohon, Johnson, and Gorman, 2006). The current design of today’s comprehensive high schools facilitates low student expectations and achievement. In addition to increasing the academic rigor of a school program, raising the level of expectations for student achievement and the restructuring of relationships between students, faculty, and staff must occur in order to |
